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Support Your Daughter’s Learning in Year 7 2018-19

Support Your Daughter’s Learning in Year 7 2018-19

 

Click on the subject links below to find out what your daughter will be studying in Year 7 and how you can support her in each area;

 

Art and Textiles

Computer Science

Dance

Drama

English

Geography

History

Languages

Maths

Music

PE

Personal Social and Health Education (PSHE)

RE

Science

Year 7 Skills Programme

 

 

 

Art and Textiles

 

Curriculum:

Students will be exploring a range of different art based skills including painting, mixed media, collage, drawing skills and a range of printmaking techniques. In textiles they will be learning how to control and use a sewing machine safely and independently, and be introduced to some surface decoration techniques with the machine and by hand. To develop skills needed for communicating things visually, students will be set a fortnightly homework. The project will be available online and include research as well as practical activities.

 

How families can help:

• To help your daughter to achieve the best results, a simple selection of cheap art materials at home would be useful, as well as access to a camera.

• Check with your daughter to see when homework projects are set and help them to hand in this project on time.

• Help us to promote creativity in everything your daughter does and this will feed into all their learning!

 

Useful websites and resources:

• For links to all artists: www.artcyclopedia.com

• For finding out about modern art: www.tateonline.co.uk

• For contemporary art: www.iniva.org

• For finding out about the old masters (famous painters): www.nationalgallery.org.uk

• For images in the news that could be used in their art: www.bbc.arts.co.uk

• For photography: www.autograph.app.co.uk

• For research into cultures across the world: www.britishmuseum.ac.uk

• For embroidery: www.embroidery.rocksea.org/reference/picturedictionary/

 

Wider reading:

DK ‘Art, A Children’s Encyclopedia’

Frida Kahlo  ‘Little People, Big Dreams’

Marion Denchars ‘Let’s Make Some Great Art’



 

Computer Science

 

Curriculum:

• Binary Representation of Data: numbers, characters, images

• Binary Conversions (denary, binary)

• Binary Operations (add, multiply, divide)

• Calculate File Size

• Standard Algorithms (linear search, bubble sort)

• Python Programming (introduction)

• Hardware (input & output devices; storage media)

• Safety and Security

 

How families can help:

Students that do well in Computer Science review what they have learned and they come to lessons with an open mind and a “I can do it” attitude. Homework will be set in Show My Homework and it will also be published in Google Classroom. Students should check their school e-mail often for notifications. The World Wide Web is also an invaluable source for Computer Science information and ideas. We will use Python (programming language) at school. Please install Python version 3.6.5 (or later) for home use, available as a free download from the official website https://www.python.org/downloads/ Remember, practice makes permanent so it’s very important that your daughter adopt and apply the correct techniques. Ask your daughter to show you what she has learnt in Computer Science.

 

Useful websites and resources:

W3schools for Python tutorials

BBC Bitesize KS3 Computing

YouTube for Python tutorials

Code Academy

Pyschools

Code.org

 

Wider reading:

Wikibooks (KS3 Computing)

 

Dance

 

The Dance department is busy and vibrant, providing clubs in a variety of dance styles, which in turn lead to exciting performance opportunities both in and outside of school. We work with our outside partners Sadler’s Wells, the Royal Academy of Dance and the Rock Challenge Be Your Best Foundation.

 

Curriculum:

An introduction to dance in its many forms and styles: contemporary dance, cultural dance, jazz dance and street dance. Through these styles, your daughter will learn performance and choreographic skills.

 

How families can help:

Homework is set, usually research tasks, rehearsal of dances, learning key words and reviewing and evaluating class work and she will need access to a computer to complete these. Please support and encourage your daughter when these are set.

Encouraging your daughter to take part in dance clubs will not only be a valuable way to support your daughter’s health and social wellbeing, but also in the development of self–confidence and self-discipline, and of course develop her creativity and self expression.

Please see the program of dance clubs below that will be on offer in

the dance department over the year.

• Rock Challenge rehearsals • EGA Youth Dance Company • Contemporary club

and choreography club

 

Useful websites and resources:

YouTube has a variety of videos of dance styles that feed into the

‘Introduction to Dance’ unit

The AQA website explains how the GCSE course can benefit your

daughter as a qualification: www.aqa.org.uk/subjects/dance/gcse/dance-4230

 

Drama

 

Curriculum:

• An introductory unit influenced by Augusto Boal, using drama games and exercises to develop cooperation, voice and movement foundation skills

• Exploring the story of the haunted house, Darkwood Manor, dramatizing elements of the story by using specific drama techniques such as freeze frames, soundscapes and narration

• Exploring different styles of theatre, such as Greek Theatre and Commedia, gaining an understanding of how theatre has developed over time

 

How families can help:

Homework for year 7 students will be set after a series of lessons and gives your daughter an opportunity to consolidate her understanding of a specific drama technique and evaluate the work of her own and others. This is an excellent skill to practise, as it is directly linked to the evaluation and responding assessment criteria.

You can also help your daughter’s progress in drama by encouraging her to attend Drama Club after school – dates and times will be on the notice board outside the studio.

 

Useful websites and resources:

https://ccskills.org.uk/careers/advice/any/theatre

www.nyt.org.uk/

www.bbc.co.uk/schools/gcsebitesize/drama

http://www.supersummary.com/drama-theater-guide/

 

Wider reading:

National Theatre: All About Theatre by National Theatre

So You Want to Work in Theatre? by Susan Elkin



 

English

 

Curriculum:

Your daughter will be studying a range of texts and topics to develop the core English skills of reading, writing and speaking and listening:

The Iliad by Homer

Black Beauty by Anna Sewell

• Poetry (both modern and traditional)

• A modern novel

• Writing (both non-fiction and narrative)

A Midsummer Night’s Dream by William Shakespeare

Students also take part in a weekly writing lesson with a focus on grammar, a programme that quickly and effectively builds their confidence and ability.

 

How families can help:

Reading regularly for pleasure is essential for progress in English and across the curriculum. All English lessons in Year 7 begin with students reading silently, so it is essential your daughter has a fiction or nonfiction book with her at all times. We share a key stage 3 reading list which contains inspiring suggestions and a list of classics for students who welcome a challenge. Though any reading is valuable, we can suggest books to complement our set texts.

 

Useful websites and resources:

• From http://www.cgpbooks.co.uk/ KS3 English Essential Terms, Spelling, Punctuation and Grammar for KS3, KS3 English Workbook

• A fantastic book for improving spelling is The Times Spelling Bee: Spell like a Champion (Collins). A great website is http://www.timesspellingbee.co.uk

• We recommend that your daughter owns a thesaurus and a dictionary.

• http://www.bbc.co.uk/schools/ks3bitesize/english/

• http://www.english-online.org.uk/

 

Wider reading:

Starting secondary school is the perfect time for your daughter to broaden her reading. She can use our ‘EGA Reading Underground Map’ (a link to which can be found on the school library website page) to find new authors and new challenges.

 

Food preparation and nutrition

 

Curriculum:

• Learn about safety, hygiene, food storage and using the equipment and cooker.

• Investigate how fruit and vegetables can be used to produce healthy meals and snacks. Throughout the course they will be looking at different nutrients and be encouraged to make healthy choices when buying ingredients.

• Basic cooking skills will include knife skills (chopping and dicing), mixing methods (rubbing in, whisking) and how to adapt recipes to create healthy, creative dishes.

 

How families can help:

  • A large part of Food Preparation and Nutrition is practical work, so any familiarity with equipment at home will be helpful. Any extra practice at cooking and using equipment correctly is also going to benefit your daughter’s learning (for example, opening a tin, grating a carrot, practising cutting using the bridge and claw method).  We ask students to plan their cooking and supply their own ingredients; support with this is vital.

  • Encourage your daughter to adapt recipes and consider healthier options when choosing ingredients.

 

Useful websites and resources:

• www.childrensrecipes.com

• www.foodafactoflife.com

www.jamieshomecookingskills.com

 

Wider reading:

Students should be encouraged to read a variety of recipe books to extend their knowledge and understanding.



 

Geography

 

Curriculum:

• Maps and Settlement - Where do people live?

• Threatened World - What can be done to save our coasts?

• Dangerous World - Why are earthquakes and volcanoes so dangerous?

• Changing World - How can we make rivers safer?

• How am I linked to the world? - Where is industry located in Islington?

 

How families can help:

• Encourage them to watch the news (issues such as flooding, earthquakes and migration will all come up regularly);

• Engage them with maps, both paper maps and digital;

• Encourage them to use the EGA YouTube channel, where there are huge amounts of geography videos uploaded;

• Educational trips to places such as the Thames Barrier, the Natural History Museum (especially the earthquake room) and to the countryside (Epping Forest / Loughton Brook).

 

Useful websites and resources:

• News websites, e.g. Channel 4 and BBC

• EGA YouTube channel

• BBC Bitesize KS3 Geography

• The Discovery Channel

• Google maps and street view

• OS Map Explorer 173 (North London)

• Oxfam Education website

• BBC documentary programmes

 

History

 

Curriculum:

1. A study of an aspect or theme in British history that consolidates and extends chronological knowledge from before 1066.

2. The development of church, state and society in medieval Britain 1066-1556.

3. A local history study.

 

Pupils will learn about:

• The migration of people to, from and within the British Isles before 1066 and

the Neolithic revolution

• The Norman Conquest

• The struggle between Church and Crown

• Magna Carta and the emergence of Parliament.

• Society, economy and culture

• Feudalism and religion in daily life.

• The Peasants Revolt

• The War of the Roses; Henry VII and attempts to restore stability

• The Renaissance and Reformation in Europe

• The English Reformation

• A study over time, testing how far sites in their locality reflect aspects of national history. A study of St. Bartholomew’s church and hospital 1123-1556.

 

How families can help:

• Asking if she has done the extension tasks and encouraging her to do additional research on topics studied.

• Encouraging her to use the internet and other forms of media to look at the subjects studied and to check up on the current news throughout the world.

• Asking your daughter to read her history assessments and essays to you.

• Taking your daughter on educational trips to places of historical significance relevant to the subject: The Tower of London, St. Bartholomew’s The Great Church in West Smithfield, the Museum of London and the British Museum to learn about early settlers to the UK.

 

Useful websites and resources:

BBC Bitesize KS3 History

http://winkersworld.com/

http://www.schoolhistory.co.uk/

http://www.nationalarchives.gov.uk/education/

 

Wider reading:

This site lists a number of historical novels that students and parents could read

together to aid interest and understanding of the subjects we are going to study:

http://www.historicalnovels.info/Medieval-Normans.html

SHP History Year 7 by Ian Dawson, Maggie Wilson ISBN 978 0340 907344

SHP History Year 8 by Chris Culpin, Ian Dawson ISBN 978 0340 907368

The Eagle of the Ninth by Rosemarie Sutcliff

Across the Roman Wall by T. Breslin (Ancient Rome)

A Traveller in Time by Alison Uttley

 

Languages

 

Your daughter will be embarking on a potentially new and exciting journey to discover her new language: either French or Spanish.

 

Curriculum:

Students will learn to talk about themselves, where they live and the French or Spanish speaking world. They will start building a languages “survival kit” of useful vocabulary and verbs, as well as learning how to:

• Give opinions and reasons / Likes and dislikes

• Ask and answer questions

• Write complex sentences

• Recognise different phonics to aid pronunciation

• Talk about hobbies, school and holidays

 

How families can help:

Learning vocabulary is essential to her progress and needs to become part of a regular routine. She will have an exercise book and a TRACTOR book (T-tenses / R-reasons/ A-adjectives/ C- connectives/ T- time phrases/ O- opinions/ R- refer to others) where she will write down any new words and complete weekly vocabulary tests. Helping her to learn these is really valuable and great fun for the whole family! A good strategy for learning vocabulary is “Look, Cover, Say, Write, Check, Translate” (LCSWCT). Spelling is an integral part of learning new words and your daughter/ward will also have the opportunity to take part in a Spelling Bee Competition which she will be working towards during the first few weeks of the autumn term.

 

Handy tips to help her learn words and sentences by heart:

• Start by learning one word and then add another. When you can memorise the two

words, add the third word and so on.

• Some people find it easier to learn by heart with rhythms i.e. clapping or simple melodies.

• Pay more attention to longer, more complicated words by breaking them up into syllables. Learn the word by slowly saying the syllables until you can say them at normal speed.

• When you think you know the words, cover them up and say or write them.

• Make a list of words that you find harder to remember, hang them up in your bedroom or around the house and practise them daily.

• See your brain as a ‘muscle’ - to make it big and strong you need to “work out” regularly, i.e. learning new words every day for about 15 minutes is ideal.

• Remember, practice makes permanent!

 

Useful websites and resources:

We recommend that you purchase a bilingual dictionary and a CGP KS3 Workbook and the KS3 Study Guide in French or Spanish. We will order the CGP books and your daughter will be able to purchase these publications from the Languages Faculty in September. With regards to dictionaries you can look at the websites www.collins.language.com or www.oxforddictionaries.com.

Your daughter can also reinforce her language learning by completing challenging exercises online on www.vocabexpress.com, www.linguascope.com, www.languagesonline.org.uk. and www.memrise.com.

 

Please refer to the languages page on the EGA website for more information.

 

Maths

 

We will support your daughter in the rewarding challenges of Maths.

 

Curriculum:

We will study Number, Algebra, Shape and Space, Probability and Statistics.

TERM 1: Introductory module, expressions, measurement, perimeter and area, fractions, decimals and percentages.

TERM 2: Probability, averages, number, equations, charts and graphs, surveys.

TERM 3: Ratio and proportion, geometric reasoning.

 

Just as important as this content, are our aims to promote the key skills of:

• becoming fluent in the fundamentals of mathematics

• reasoning mathematically

• solving problems by applying mathematics

 

Each module will be tested to help students to improve and we will do longer tests at the end of each term. We will track progress and attitude towards mathematics: increased effort will come from confidence.

 

How families can help:

Knowing number facts like tables is really important. Families can work together on this.

• Talk to your daughter about her maths. What has she learnt?

• Contact school if you have any worries. Does your daughter find the work too hard or too easy?

• Ensure she always has a full set of equipment including a calculator.

• Practise mental maths with your daughter.

• Get your daughter to reflect on areas of maths she ought to improve and then use the websites below to get better. Revise for tests with her!

• Write key ideas, vocabulary, number facts on post-its for the fridge!

• Discuss maths in real life settings at home, shopping and in your work.

• To learn number facts (7+9, 8+7, 6x8, 8x9 etc.) write these on slips of card with the answer on the back. Your daughter can practise.

• Do puzzles and games like SUDOKU in the Metro or games like cribbage and dominoes or Monopoly. Buy a number puzzle book to take on holiday.

• Read newspapers! So much news involves numbers, percentages, charts etc.

• Google topics that interest you and ask yourself: “Where is the maths?”

 

Useful websites and resources:

www.mymaths.co.uk (username: egas, password: triangle)

Mathswatch (they will get a login and password when they start)

http://www.bbc.co.uk/schools/gcsebitesize

NRICH is another good site to google

 

Wider reading:

How maths works by Carol Vorderman

Think of a number by Johhyn Ball

Mathmagicians by Johhny Ball

This is NOT a maths book by Anna Weltman

Marvellous Maths by Johnathan Litton

50 amazing things kids need to know about mathematics by Anne Rooney

 

Music

 

Music is a thriving and vibrant part of the culture of Elizabeth Garrett Anderson

School. The mantra of Elizabeth Garrett Anderson School Music Department is ‘Music is for Everyone’. Our courses have been uniquely designed to offer every student the opportunity to find and develop their individual musical talents to the full.

 

Curriculum:

All students in KS3 study music in three lessons over a fortnightly period. Lessons focus on the three main areas of composing, performing and listening and are taught in specialist rooms, each equipped with a full band setup: microphones, drum kit, keyboards, guitar and bass. Students will regularly perform as a whole class ensemble, work individually to become master of a chosen specialist instrument and learn how to use music technology to both compose and edit their own music.

 

In year 7 we cover rhythm & keyboard, instruments of the orchestra, programme music, band skills and world music.  Each of the topics will give students the opportunity to develop their solo performing, ensemble performing, music technology composition and listening skills. From the outset, the students are covering and developing the necessary skills to access the new GCSE.



 

How families can help:

• Ensuring your child is involved in one (or more!) of the extracurricular clubs we have on offer.

• Showing interest in compositions they have created using some of the websites listed below.

• The department is always open before school from 8am, at lunch and after school – encourage your child to come and practise their skills outside of lesson time.

 

Music clubs:

We offer an extensive and varied range of extracurricular activities before school, at lunch and after school. All rehearsals are widely differentiated to provide every student who wishes to attend the opportunity to participate. Ensemble opportunities include: Sambalistic Samba Band, Street Voices, Hit Squad Drum Club, Senior Choir, Rock Band, Protege Ensemble, Orchestra, Pickup Guitar Club, Arco Strings Group.

 

Independent Listening and Creating:

Follow us on SoundCloud - EGArtists - where you will be inspired by original compositions and enjoy outstanding performances from students across all year groups.

• https://soundcloud.com/stream

• http://www.incredibox.com

• https://www.mydso.com/dso-kids/

 

Wider reading:

Broken Strings by Maria Farrer

Rooftoppers by Katharine Rundell

Note Worthy by Riley Redgate

 

PE

 

Curriculum:

Your daughter will take part in a number of physical activities and sports: swimming, health related fitness, invasion games, net skills, ball skills, gymnastics, athletics and rounders. All of these activities will take place in our state of the art sports hall and outside courts, or at local swimming pool, Cally Pool. Homework will be set regularly using showmyhomework, with theory topics being taught and then tested at the end of the year.

 

We offer a variety of lunchtime and after school clubs which will be advertised each

term. These are available to all year 7 pupils and, unlike many primary schools, all

clubs are free. Please do encourage your daughter to join these clubs as they will

not only help to develop her skills, but will also build confidence, communication skills, help improve her self-esteem and develop her teamwork skills by making new friends.

 

How families can help:

Encouraging your daughter to take part in sport and physical activity in her spare time, either with friends, as a family or individually, will have an extremely positive impact on her health and well-being, but also on her ability to do well in PE

lessons. Allowing her to take part in a variety of activities will support her in finding something that she really enjoys doing and this can have a very positive

impact! This Girl Can campaign is a striving programme that aims to help improve participation in physical activities amongst girls and women. We are fortunate to have a wide range of opportunities within the Borough that are available, if you would to know more regarding this programme please visit the website for further details:

http://www.thisgirlcan.co.uk/

Access to Sport is a charity that provides a huge range of free activities across the borough. These include football, cheerleading, netball, badminton and table tennis. Please look on the website for further details: http://www.accesstosports.org.uk/islington

 

Useful websites and resources:

http://www.better.org.uk/leisure/sobell

http://www.nhs.uk/Change4Life/Pages/be-more-active.aspx

http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-foryoung-

people.aspx7

 

Wider reading:
Sporting magazines

BBC sport

 

Personal Social and Health Education (PSHE)

 

This is important time for your daughter to be thinking about her own personal development, and her identity as part of the school, local and global community.

Lessons allow for the delivery of sessions by visiting speakers, as well as your daughter being able to discuss topical issues in a respectful and confidential environment.

 

Curriculum:

• All about me – Skills and qualities

• Internet safety and personal safety

• Identity/Who am I? Active citizenship

• Bullying and relationships with others

• Healthy eating and exercise

• Careers education and the world of work

• Managing money – budgeting and personal debt

• Puberty and adolescence – physical and emotional changes

 

How families can help:

• Talk to your daughter about what she has been learning in PSHE lessons;

• Encourage your daughter to take an active interest in current affairs by reading a newspaper or watching a children’s news show regularly, e.g. Newsround

 

Useful websites and resources:

News websites, e.g. Channel 4 and BBC

EGA YouTube channel

BBC Bitesize PSHE and Citizenship KS3

Oxfam Education website for global issues

BBC documentary programmes

NHS website – for health, diet and exercise tips

 

RE

 

Curriculum:

• What ‘I believe’

• Religious Founders

• Women and Religion

• Holy Books

• Expressions of Faith

• Pupils will learn about the 6 main world religions during their time at EGA: Christianity, Islam, Judaism, Hinduism, Sikhism and Buddhism.

• Pupils also explore atheist and humanist views on the various aspects of the curriculum through classroom discussions.

 

How families can help:

• Get involved with the curriculum – take part in surveys and research projects where needed;

• Encourage the use of internet and other forms of media to understand how religious people express their beliefs and identity;

• Encourage your child to read newspapers and keep up-to-date with current affairs and the changing world around them;

• Understand that RE is not about becoming religious; it is about appreciating diversity in beliefs and cultures and to encourage tolerance and respect;

• Educational trips to places of worship (such as St Paul’s Cathedral) to support units of work and to widen your child’s learning experiences will be very useful.

 

Useful websites and resources:

News websites, e.g. Channel 4 and BBC

http://www.truetube.co.uk/ethics-and-religion

http://www.reonline.org.uk/learning/

BBC Bitesize KS3 Religious Studies website

Some TV shows and films can also illustrate and explore complex philosophical themes and help students think through religion, the nature of God and the nature of truth claims. Examples include episodes of The Simpsons and the films Bruce Almighty / Evan Almighty.

 

Wider reading:

One World, Many Religions by Mary Pope Osborne

100 Wisdom Stories from Around the World by Margaret Silf

What is Religion? by Bobbie Kalman

The Chosen One by Carol Lynch Williams

Does My Head Look Big In This? by Randa Abdel

 

Science

 

Curriculum:

At KS3 pupils learn to:

• Develop their knowledge and understanding of science and technology

• Ask and answer their own questions by enquiry

• Plan and carry out practical investigations and analyse scientific data

 

Topics:

• Working scientifically

• Cells

• Structure and function of body systems

• Reproduction

• Particles and their behaviour

• Elements, atoms, and compounds

• Chemical reactions

• Acids and alkalis

• Forces

• Sound

• Light

 

How families can help:

• Talk to your child regularly about what she is learning and doing in science;

• Purchase science textbooks and revision guides to support extra reading;

• Take your child to visit museums, sea life centres and zoos;

• Check homework is completed and asking your child to explain it to you;

• Encourage them to watch scientific programmes on television;

• Read scientific articles in newspapers;

• Use the Internet to do research on scientific topics;

• Encourage them to join a library to access research materials.

 

Useful websites and resources:

http://www.bbc.co.uk/schools/ks3bitesize/science/

http://www.bbc.co.uk/learningzone/clips/

http://www.kerboodle.com   (logins for this site will be provided)

http://www.scibermonkey.org

https://www.biologycorner.com/

http://www.middleschoolchemistry.com/

http://www.physicsclassroom.com/

 

Year 7 Skills Programme

 

Students receive two 50 minute sessions of Skills per fortnight throughout the year. The focus of this course is to participate in six different themes with particular emphasis on practical activities, allowing students to develop the following skills:

• Being a team player by taking on different roles within the team

• Being an organised and effective time manager

• Being motivated and a self-manager

• Learning to deal with conflict and being a positive problem solver

• Being a creative thinker

 

Within each theme, there is an opportunity for each student to evaluate their progress.  Students will also reflect on how to learn best and will receive introductory advice and guidance for education and career pathways.

 

Curriculum:

Workshops take place on a carousel basis.

 

Autumn term: one session in each workshop

• Brain training and revision strategies/Introduction to the personal learning and

thinking skills

• Entrepreneurship

• How to be an outstanding learner

• Library skills – How to research using a variety of methods

• Promoting tolerance, etiquette and resilience

• Working with my peers

 

Spring/Summer term: three sessions in each workshop

• Creativity and teamwork

• Social and emotional aspects of learning (SEAL)

• Leadership skills

• Problem-solving

• Using role play and public speaking

 

Useful websites and resources:

Building Learning Power http://www.buildinglearningpower.co.uk/

Debating http://debatemate.com/idebate.org

Public speaking http://www.speakoutchallenge.com/

`Entrepreneurship http://www.kidpreneurs.org/



 

News

Jack Petchey Speak Out Challenge Finals 2017 Posted on: 15/12/2017

Jack Petchey Speak Out Challenge Finals 2017

In 2016, I won the Jack Petchey Speak Out Challenge for Islington. It was an amazing feeling and a great honour. My speech was about encouraging self-belief and all my friends and family were both supportive and proud. After winning the challenge, I had the opportunity to visit the University of Cambridge to talk to the admission tutor about how to develop a successful application in the future! I'm very grateful to the Jack Petchey foundation for such a great opportunity. As last year's winner, the Finals for this year were held at my school, so on Thursday 7th December 2017, I was the MC and host. It was so much fun! At first I was extremely nervous but as I carried on going and saw my family, friends and teachers in the audience cheering me on, I got into my zone and really enjoyed myself. There were so many amazing speakers talking about topics they were clearly passionate about; Sagal Mohammed Ali and Tanisha Mahone in year 10 represented EGA at the competition. They were so inspiring and made EGA extremely proud. Their speeches were about’ The Importance of Stories’ and ‘Love is Blind’. The event went very smoothly and it wouldn't have been anywhere near as wonderful if it wasn’t for the hard work of Ms Faux and support from other EGA teachers for organising the event. The music performance conducted by Alison Campbell and performed by the year 11s of EGA was absolutely fantastic.  I would like to thank everyone who had a contribution to this spectacular event and for all the support the speakers received on what was a really memorable evening. What an amazing experience!  
Brexit Posted on: 7/12/2017

Brexit

It seems like Brexit is always dominating the headlines; but with only a week left to strike a deal with the EU the true extent of the UK's potential difficulties are beginning to show.   Earlier this week the UK was on the brink of signing a deal which ensured a ‘soft’ Brexit when a phone call to Theresa May from  the DUP (the Irish political party currently in coalition with the Conservative party) disrupted an otherwise tranquil meal between the PM and the President of the EU.   It seemed that the DUP were not accepting the proposed conditions. These conditions threatened to install a ‘hard’ border between the UK and the Republic of Ireland ( who are still a part of the EU). Halting the talks of Brexit, Theresa May is now forced to compromise the terms of our departure. Instead of negotiating for a united response, she has requested an extension to the signing of the Brexit treaty, and will attempt to devise another plan in which the UK emerges in a more positive light. For there to be any hope for the future, our Prime Minister must compromise, negotiate and change her approach towards the difficult matters at hand.   But how does the Brexit deal relate to EGA life? How can we learn from Theresa May’s challenges? Following exam week, it is important for us to reflect on what went well as well as consider ways we can adapt and improve. Our mock examinations were an opportunity to learn the different tactics and techniques which will secure us the best results we can achieve, and much like the Brexit negotiation, it’s time for us to learn to compromise. Only this time it is between our leisure time and our studying!   For many of us it is our last chance to obtain the results and the place we want to hold in the future; but unlike the Brexit deal, there is no extension offered. Therefore it is important for us to change the way in which we approach our learning and the difficulties we may face in the next few months. If we are able to do that, then when it comes to May (the month) our exams might not seem quite so ‘hard’.
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