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23 February 2024

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Flashcards

Flashcards have the potential to be a powerful learning aid. However, how successful this is will depend on the thought put into making them and how they’re used. It’s important to remember that they’re for testing, not summarising.

 Making good flashcards

  • One side of the flashcard should be a single question and its answer on the reverse.
  • Select the essential information to go on each flashcard. You could use topic checklists or bolded terms in your study guide to help you choose.
  • Break complex concepts down so that they cover multiple cards.
  • Use simple drawings to illustrate answers.

 Using flashcards

  •  Say your answer out loud and not just in your head. You must be fully committed to your response. Even better would be to write your answer as you would have to do in a test.
  • Use them both ways – look at the answers and say what the question is.
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Next week’s Learning Matters will explore how Flashcards can be made more powerful.

Maths Student of the Week

Leonie 9M - enthusiasm and engagement in lessons.

Well Done!

Computing and Computer Science 


Binary beads

Year 10 have been working on binary and hexadecimal number systems.  In mathematics and in computing systems, a binary digit, or bit, is the smallest unit of data. Each bit has a single value of either 1 or 0. Computers can represent numbers using binary code in the form of digital 1s and 0s inside the central processing unit (CPU) and RAM. These digital numbers are electrical signals that are either on or off inside the CPU or RAM.

 As part of this we did a practical lesson where students converted their name into binary using the ASCII table and then made a binary bracelet or mobile phone charm.

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AWS Ambassadors visits to year 8 Computing lessons

As part of the curriculum in Computing, year 8 have been working with Amazon Web services (AWS) to design an APP to solve problems. The project was launched last term and we have recently had individuals who work for AWS come into our Computer Science lessons to deliver workshops on how to design an APP. We looked at the iterative process involved with any design work and students are now at the stage where they are producing their wireframes of their final APPs. We will shortlist a winner from each form before the end of term. Thanks to Ife and Keiko who came in from Amazon - the sessions were really engaging and helpful to see that there are so many job opportunities in the world of tech, including those where you do not need to learn how to code.

Lego robotics

Here at CSG we have a number of Lego Mindstorm robotics kits which we use for extra curricular clubs. This half term Ms Man allowed a number of students to borrow the kit to have a play and see what they could come up with. Agatha was just one student  in year 7  who did very well by building a robotic driving base which she then programmed to work.  If any students would like to loan the Lego kits or indeed microbits when they are not being used for teaching - Please see Ms Man

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Trip to Royal Opera House

A group of 27 students from years 8 -10 went to see La Boheme by Puccini at the Royal Opera House, Covent Garden.

Here are some reviews by students:

'The opera was fantastic! The acting was dramatic and powerful and it really brought to light all the talented people on the stage. Not to mention, the singing was phenomenal! The actors' voices were beautiful with a wonderful tone and the orchestra's musicality was incredible. The show was split into four acts, each act revolving around a couple living in 19th century Paris. Each act was magnificent and kept me wanting more. Overall, it was an honour to see La Boheme and I am so grateful that I got to witness it with my own eyes.' (Amelie, Y8)

'I really enjoyed the opera. It was very interesting to see the power of men over women in the past. The sets were incredible and the 'snow' that fell from the top of the stage really set the atmosphere. I liked the foreboding towards the end sung by the actors, who had amazing voices. The opera was in a beautiful building!' (Sara, Year 9)

Gibson Garage Trip

On Monday a group of students were invited to get a sneak peak at the new Gibson Garage shop before it is opens to the public. They were shown around the new premise by the helpful staff. They got to see all the new stock, some guitars belonging to famous guitarists and the custom shop area where you can custom order your own guitar, starting from a mere £6000.

 

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Later they went downstairs to see young Blues sensation Toby Lee perform with his band. He explained he is going on tour with Jools Holland's rhythm and blues band. He then did a Q and A where he faced some tricky questions from students.

If you want to visit the store yourself, it opens on Saturday 24 February

Mr Cambata

Safeguarding Update for Parents

Mobile phones

Most young people at CSG have a mobile phone, which should not be out during the school day but if you wish to support your child with safer screen time. Oursafetycentre.co.uk has produced a helpful section on their website https://oursafetycentre.co.uk/first-phone/

Online concerns

What is ‘chroming’? The term ‘chroming’ refers to a recent drug trend in which individuals inhale the fumes of intoxicants such as aerosols, paint, or solvents to experience a high. The name came from the original act of sniffing chrome-based paint. Although using inhalants isn’t new, recent social media trends are adding a new dimension of peer pressure through the ‘TikTok Challenge’.

The challenge, also known as ‘WhipTok’ has sparked renewed interest among teenagers, who are being encouraged to try this dangerous practice.

Chroming can take several forms:

• Sniffing: Inhaling vapours directly from a container, such as a nail polish remover bottle.

• Bagging: Inhaling vapours, like air freshener spray, directly from a plastic or paper bag.

• Huffing: Inhaling petrol, lighter fluid, or other vapours soaked into fabric.

Products used in chroming, like spray paint bottles and markers, are easy to purchase and don’t have the same restrictions of some drugs or age limitations like alcohol. They are also unlikely to draw attention from teachers, parents, caregivers, or the police.

Why is it dangerous? As well as the short-term effects typical of substance abuse, experts have warned that ‘chroming’ can lead to long term brain damage and also damage to internal organs.

Reporting inappropriate material online

Need to report inappropriate material your child might have accessed? Please do so here: https://oursafetycentre.co.uk/report/

Steps you can take to help your child stay safe online

  1. Have a regular conversation: Continue to talk about the apps, games, and sites they like to use, and what they like and don’t like and any concerns about being online. Discuss with them when to unfollow, block or report. The NSPCC have a very good guide on how to have difficult conversations with your child:

https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/talking-about-difficult-topics/

  1. Know where to go for support: Remind your child they can always speak to you or another adult they trust if anything happens online that makes them feel worried or upset. Remind them that they won’t be in trouble and that you are there to help. For a breakdown of report services, visit: Supporting your child with reporting unwanted content online Make sure they know about NCA CEOP: Young people can report a concern about grooming or sexual abuse to NCA CEOP at https://www.ceop.police.uk/safety-centre/ and get support from a specialist Child Protection Advisor.

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Visit camden.gov.uk  for more information.