DHSB Sixth Form Handbook 2017-18

DHSB Sixth Form Handbook 2017-18

Link to our Google site: https://sites.google.com/a/dhsb.org/sixth-form-dhsb/

Contents Page

Who are we? 3
4
 The Sixth Form Team 4
 Sixth Form Study Routine 5
 The Sixth Form Centre 6
 Independent Study 6
 Enrichment Curriculum 6
6
1. Tutorial Programme (Compulsory) 15
2. Extended Project qualification 15
3. Supercurricular activities 15
4. Leadership programme 15
5. Games / Activities
6. Maths for Physicists 15
7. Work related learning 16
16
How do we operate? 17
 General Administration 18
 Code of conduct 18
 Uniform 18
 The Link Partnership (TLP) 19
 Use of vehicles 19
 Problems and help 20
 Attendance 20
 Absence 21
 Holidays 21
 A Level timetable changes 21
 Examination fees 21
 Target Setting and FFT 21
 Coursework submission 22
 School network 22
 Leaving school with a profile 23
 Higher Education & Industry Research week (HEIR) 24
 Careers advice 24
 Part-time work
 Diary dates 25
 UCAS & Oxbridge 25
 Learning Commons 27
29
What other opportunities are there? 29
30
 Leadership Opportunities 30
1) Prefect Team 30
2) House Official Team 31
3) Peer Mentors
4) Subject Ambassadors 33
5) Digital Leaders
6) Learning Commons Assistants 34-37
7) Academic Mentors
8) Get Ahead Champions

 Work Experience and Work Shadowing

Administration

 FORMS – (please return to the 6th Form Office)

2

The Sixth Form Team

Who are we?

Pastoral and Curriculum Support Assistant Head-Post 16 [email protected]
Ms Davidson

Administration Sixth Form Administrator [email protected]
Miss Kerswell Sixth Form Administrator [email protected]
Mrs Waitt

Sixth Form Office 01752 206173 [email protected]

Pastoral Support and Welfare Head of Yr13 [email protected]
Mrs C Sheridan Head of Yr12 [email protected]
Mr N Burt

Form Tutors: English/Media Studies [email protected]
6AJD Mrs Delve History [email protected]
Classics [email protected]
Mr Riggs Physics [email protected]
6KES Dr Stears English [email protected]
English [email protected]
Ms Cole Maths [email protected]
6CLJ Ms Johnson Physics [email protected]
English [email protected]
Ms Davarian Sport Studies [email protected]
6TJK Mr Knab Classics/History [email protected]
6KRB Mr Braun Art [email protected]
6TJB Mr Briars Chemistry [email protected]
6RWO Mr Orkney Chemistry [email protected]
6WB Ms Welton Biology [email protected]
English [email protected]
Mrs Burdon Physics [email protected]
6LME Mr Espinosa
6RFP Mr Penrose
6EH Miss Hagan
6CMC Mrs McConnell

Mr Proctor

As you prepare for independence, we will generally direct all communications to our students and expect
you to act responsibly in sharing information with your parents. From time to time however, we will send
letters home addressed to your parents and we may need return of consent forms. Copies of all such
letters will be saved on www.dhsb.org in DHSB Letter and Documents - Sixth Form.

We are an experienced Sixth Form team with your interests at heart and shall look forward to working
with each one of you to ensure that you have an enjoyable, productive and happy experience throughout
your remaining time at school. Should you have concerns to do with your timetable, please see Miss
Kerswell in the first instance and she will direct you to the staff who can assist (this may be Ms Davidson
and / or Mr Adams). Should you wish to seek advice on matters of a more personal nature, please come
and share your concerns with one of us in the pastoral team. We are here to help, advise and mediate on
your behalf.

The relaxed and happy atmosphere of the Leavers assembly and the prom marking the end of school for
Year 13 continue to be a credit to our Sixth Form community. We will miss our leavers; in so many ways
they contributed so much to the wider school community. We aim to make our new Year 12 feel very
welcome and wish to foster supportive house groups in our vertical tutor groups in the sixth form. This is
the start of something new for all of us. Make the most and very best of all the opportunities afforded
throughout the next 20 months. Our KS5 students are deservedly valued by staff and pupils throughout
the school, as well as employers in and beyond the city. Let’s ensure that our aspirations are high
enough and that each one of you sparkles!

Welcome back everybody!

Ms Davidson

3

Sixth Form Study Routine

The timetabled week typically comprises 25 x 1 hour sessions in addition to morning registrations with
the following contact time:

 4 x 1 hour for each A level subject
 2 x 1 hour for Form Tutorial and Assemblies
 1 x 1 hour for Curriculum Enrichment: (Extended Project for some)
 2 x 1 hour for Games / Activities
 5 x 20 minute for Registration periods
 A max of 8 x 1 hour independent study / subject enrichment in the learning commons or SFC.

We anticipate that, with the need for wider reading and practise, sixth formers will set aside
approximately 2.5 hours per week additionally at home per subject. No student can ever claim that
they manage to cover their workload during school hours thereby obviating the need for study at home!

Most significant point:

A successful A level is completed through at least as much time on independent learning as contact time
with the teacher. Google classrooms provide a useful contact medium for such work.

The Sixth Form Centre

The Sixth Form Centre is an exclusive space for the sixth form, with areas for group work, private study
and relaxation. No group computer game playing please, card games -only at break and lunchtimes!

 The areas on the periphery outside the ‘box’ are to be used for social purposes, relaxation and
eating.

 The inside of the box areas are for purposeful study. In the Spring and Summer terms, the
upstairs is for quieter study.

 Empty classrooms are also offered to KS5 students for quiet study. A free room timetable is
displayed for you to check such availability. If you choose such venues, please be polite and
mention your presence or ask permission from a nearby member of staff.

Please check the whiteboards in the sixth form reception area on a daily basis, as important notices and
reminders are displayed here. Whole Sixth Form assemblies and various Enrichment Time presentations
will also be delivered in the centre.

All students are expected to take care of the centre. Following a kind donation from an ‘old boy’ of the
school, we have been able to improve some of the facilities and enrich the use of this space. We have
been guided by feedback from students in the Learning Commons. Please remember that this is a
shared space, that it is your space and that we would like to benefit from its availability at all times. It is
the responsibility of each individual to respect the Sixth Form Centre and also to ensure that litter is
placed in the provided bins and that all furniture is returned to its original position (if moved) at the end of
each session.

The display areas are for you to add to the atmosphere of the Centre; perhaps you may like someone’s
Art/D&T work displayed? Please contact the Sixth Form Office for this to be arranged.

Our Sixth Form Centre is standing proud and lasting well!! For the long-term benefit and enjoyment of all,
let’s work together to maintain ‘Our Space’!!

4

Level 3 Curriculum and UCAS Tariff

The UCAS tariff is a points based system used by universities and colleges to make broad comparisons
between qualifications used for higher education purposes. Points from a wide range of qualifications can
be added together with certain rules, to achieve a Tariff score. Approximately one third of courses on the
UCAS search tool currently refer to Tariff points. Many universities will continue to give offers based on
grades. The extended project qualification has a value of up to 28 UCAS points.

Ucas points for each A level grade (For H.E entry from 2018)

Grade A* A B C D E

Points 56 48 40 32 24 16

In National League tables, DfE point scores are presented and currently have a weighting of 270 points
for an A grade, going down by 30 points each time for subsequent grades.

Independent Study

This use of the Sixth Form Centre during lesson time is intended to provide students with an area where
they can focus on their studies. It is essential that students have the opportunity to benefit from this
resource free from the distraction of others so that academic targets are achieved, so I ask that all
students are considerate of the fact that their fellow students need to concentrate and a quieter
environment is most conducive to this. Please ask your subject teachers for wider reading material. You
might also prefer to arrange to work in the Learning Commons if available, or in empty classrooms. A
student should seek permission to work in a departmental area and take advantage of empty
classrooms, visit a resource area to work on a practical project (e.g. Art, Media St, Design, Fitness suite
etc) or use the school refectory, this must be to pursue legitimate study.

In the Spring and Summer terms in particular, we ask that students do not disrupt the quieter atmosphere
of the upstairs private study area, thus denying the right to study for others. We have a lending library of
chromebooks in the Sixth Form office. In some cases, computer rooms may be occupied by small
classes and sixth formers may request access from the class teacher. Students are to respect the
privilege of use. In all cases computers are to be used for individual, purposeful and silent work. All
students are to respect their signed agreement for the acceptable use policy for ICT.

We may request that some students attend Supervised Study referrals in the hope that this intervention
will assist their progress and emerging improved study habits. These periods will be in a designated
space under the supervision of a member of staff.

5

Enrichment Curriculum Time

1. Tutorial Programme (Compulsory)
2. Extended Project qualification
3. Supercurricular activities
4. Leadership programme
5. Games activities
6. Maths for Physicists
7. Work related learning

1. Tutorial Programme

Through many of the compulsory tutorials on Friday mornings along with the Enrichment Studies session
timetabled for period 2, we provide curriculum enrichment for all students. All students are expected to
attend the speaker sessions and participate in this enrichment programme. In addition to the themes
outlined, we use this period to enhance the students’ skills for independent living supported by the tutorial
programme. The content is determined by the Heads of Year in response to requests from the boys.

Our programme enables students to develop a level of tolerance for the viewpoints of others, breadth
and depth of knowledge, whilst also maintaining and practising the range of skills acquired at GCSE. It
offers a stimulating variety of subject areas and a base for lively discussion, often through a ‘Question
time’ format. The approach is multi-disciplinary, key topical issues are discussed and the Science, Arts
and Social science contributions and viewpoints are clarified. Students will also encounter new
disciplines that they may not be studying at A Level, like Economics and Sociology, and this provides a
useful taster that helps them decide if they would like to pick these subjects at University. These sessions
enable us to develop and explore many transferable skills. Most importantly students must learn how to
present two sides of an argument and make judgements about the validity of evidence presented. Their
critical thinking skills are developed throughout and their broader understanding of the world can be
explored.

2. WJEC Extended Project (EPQ)

(further information can be found in the options booklet)

The Extended Project is a level 3 qualification which is recognised by Higher Education institutions and
Employers alike. It carries UCAS points equivalent to half an A level (though it is possible to achieve an
A* which is worth 28 UCAS points).

We offer the WJEC Extended Project as a stand-alone qualification. If you decide to complete this
qualification you will:

 Attend the introductory course during two days of the November Challenge week
 Choose a topic to study in Yr12
 Complete a production log to document the project process
 Plan, research and carry out an independently researched project
 Be guided and monitored by a project supervisor
 Attend meetings with your supervisor at mutually agreed times.
 Prepare a short presentation on the outcome by Feb half term of Yr13 at the latest.
 Submit February of Yr13.

3. Super-Curriculum - Education Beyond the Classroom: Super-Curricular Learning

At DHSB we believe that it is not only important for students to actively participate in their education
during their lessons and in competitions or classes, but it is also critical that students begin to develop
their interests and wider reading. Regardless of a student’s future plans, the ability to extend themselves
and research independently into their interests is an invaluable skill – this will support their university
applications and/or future job applications and interviews. Higher institutions expect more than just
classroom knowledge, which is where super-curricular activities come in; these are academic enrichment
tasks/activities that show you are interested in your studies beyond what is on the school syllabus.

6

General super-curricular activities might include:

 Completion of a Nuffield Science bursary summer work placement
 Completion of a Nurturing Excellence Duchy college summer placement
 Preparation for BMAT / UKCAT (medic entrance tests) Olympiads and Maths Challenges
 Becoming a Subject Ambassador and organising a programme of speakers
 Subscription to and reading of journals / magazines e.g. New Scientist, Scientific America, The

New Statesmen, Economist, etc.
 Following the above on a ‘for study only’ Twitter account
 Following blogs of subject specialists or even creating your own blog
 Membership of student academic/special interest societies (often available at student rates)

and attendance at their events/lectures etc
 Reading around the subject – relevant for EVERY subject. You should be reading at least one

challenging book a month, and more in the longer holidays (especially during the summer
break).
 Work experience – experience of laboratory work, an engineering project, summer schools,
taster days etc. Working through extra papers – STEP etc. – for Maths and related-disciplines.
 Entering essay / project competitions and getting academic work published. Again, use the
internet to search for these kinds of opportunities. See below!
 Using the internet to search out ways to extend yourself and your skills in general. For
example: newspaperforschools.co.uk, Edmodo, the digital-lab at the Smithsonian, archive.org
 Taking a major role in a club or organising your own after school/out of school activity
 Registering and completing a Future learn MOOC or two!
 Enter an Oxbridge essay writing competition
 Rehearsing for Bar Mock Trial or Debating competitions
 Participate in the Young Enterprise competition
 READING- ‘Eighteen by Eighteen’ (See below).

7

Subject list:

Biology - BMAT Y13, Olympiad Y13, Biology Society Y12/13

British Biology Olympiad(BBO). Open to Y13 students. The competition consists of two one hour multiple
choice papers taken online in schools in January. The BBO challenges and stimulates students with an
interest in Biology to expand and extend their talents. In offering a wider syllabus than A-level, it allows
students to demonstrate their knowledge and to be suitably rewarded and publicly recognised by the
award of medals, certificates and other prizes. It is hoped that competing in the Olympiad will encourage
students already interested in this valuable, wide-ranging and rewarding subject to continue their study
beyond A-level. In addition to encouraging and rewarding pupils in their studies the BBO provides a
means of selecting a team to represent the UK at the International Biology Olympiad. The IBO seeks to
challenge by both theory and practical tests some of the top pre-university biology students in the world,
with 60 countries taking part. The UK teams have had considerable success at IBO and we are very
grateful to BBSRC for its continued support of the UK team's participation.

This year 2 DHSB students achieved a gold certificate in round one with a further 3 receiving a bronze
award. Additionally one student achieved a high enough score to place him in the first stage of the UK
team selection process. He will be competing for a place in the UK team who will be travelling to
Denmark for the 2015 International Biology Olympiad. Mr Widdecombe, Head of Biology, said “This is an
outstanding set of results and a great achievement for everyone who took part. Students achieving Gold
are in the top 7% of over 6,000 student competitors”.

International Biology Olympiad (IBO). First round - the top Gold medal winners from the BBO are
invited to take a ninety minute written paper in March. Finals - twenty students are then invited to the
University of Warwick during the Easter holiday to take practical assessments and an additional written
paper. Four of them are selected to represent the UK at the IBO. http://www.ukbiologycompetitions.org/

Chemistry - Olympiad Y13

Open to highest achieving Y13 students – top 5 AS scores. This national competition provides an
opportunity to stretch and challenge post-16 students studying chemistry. The competition enables the
selection of a team of four students to represent the UK in the International Chemistry Olympiad, offering
a fantastic opportunity for students to travel and meet fellow chemistry enthusiasts from all over the
world.

Round 1 is a challenging written test of chemical knowledge. The questions are based on real world
chemistry problems and often stimulate much debate, raising awareness of what chemistry is about.
They provide an opportunity to develop some of the skills required for study at university and beyond.
The Round 1 paper is open to all post-16 students and is sat in school in late January. Gold, silver and
bronze certificates are awarded and the top-performing students are selected by the Royal Society of
Chemistry Olympiad Selection Committee to participate in Round 2.

Round 2 is a selection weekend which combines both theoretical and practical testing to select four
students to participate in the final. It typically occurs in late March or early April. The International Final is
a test of chemical knowledge and practical skills. The ten day event provides time for social activities and
all participants have the opportunity to experience the scenery, culture and history of the host country.
The international final will be held in Azerbaijan in 2015. http://www.rsc.org/competitions/uk-chemistry-
olympiad/

Maths – Senior Maths Challenge Y13, Maths Olympiad, MAT

There are 9 different competitions available to students depending on their year group from Junior Maths
Challenge in Y8/9 to British Maths Olympiad in Y13.

The UKMT Individual Maths Challenges are lively, intriguing multiple choice question papers, which are
designed to stimulate interest in Maths in large numbers of pupils. The three levels cover the secondary
school range 11-18 and together they attract over 600,000 entries from over 4,000 schools and colleges.

8

The Senior Challenge is aimed at pupils aged 16-19 studying Maths and not yet at University.

The Maths Challenge question papers are taken in school and returned to the UKMT for marking. The
Senior Challenge takes 90 minutes. The papers contain 25 multiple choice questions. Of these, the first
15 are more accessible whilst the final 10 will provide more food for thought. Gold, silver and bronze
certificates are awarded to 40% of participants nationally in the Junior and Intermediate Challenges, and
60% of participants nationally in the Senior Challenge. The most successful participants at each level are
invited to enter follow-on rounds; Kangaroos (multiple choice questions) or Olympiads requiring full
written answers.

 http://www.ukmt.org.uk/individual-competitions/
 http://www.bmoc.maths.org/
 British Mathematical Olympiad
 Link to Mathematics formulae from EDEXCEL:

Physics - Olympiad Y13, PAT, Physics Society, British Physics Olympiad

The British Physics Olympiad (BPhO) has run for 25 years and is entered annually by over 1,600
talented young physicists. The examination-based competition has a dual purpose: to challenge and
reward the best physicists in British schools and to select the UK Physics Team for competition at
international level. Most students entering the British Physics Olympiad are in Year 13 (A2 or equivalent
level), but younger students are welcome to participate.

The competition takes place over three rounds:
Round 1: BPhO (previously Paper 2)
Round 2: Training Camp Selection (previously Paper 3)
Round 3: Final selection (at the Oxford Training Camp)
http://www.physics.ox.ac.uk/olympiad/

Physics Society

We have a physics society that meets once a week after school. Pupils take it in turns to research a
topic (usually a current topic) and present it to the group. This group also organizes external speakers to
address the group (Professor Peter Winlove from Exeter University gave a presentation on research in
the field of Biophysics. Dr Vincent Smith from Bristol University gave a talk on his research at the Large
Hadron Collider in Geneva.). In the weeks leading up to activities week, this group begins to prepare
students for the trip to CERN.

Art

Rotary competitions. Photography club.

Business Studies / Economics

Economics Society, Young Enterprise

http://www.young-enterprise.org.uk/

English / History – HAT, ELAT

Essay writing competitions, Julia Wood Prize – St Hugh’s Oxford, Peterhouse Vellacott History Prize –
Cambridge, Corpus Christie College Bacon Essay Prize for Politics and International Relations,
Humanities Writing Competition – Girton College Cambridge, Ancient World/Classics Essay Competition
– Fitzwilliam College Cambridge, History Prize - Chalke Valley History Festival, Poetry by Heart. DHSB
Spectator. Creative Writing Club - open to members of Y12/Y13, Robinson Essay Prize – Robinson
College Cambridge

Sixth Form Book Group – run by students

9

DHSB Spectator

It's a really great project and we are always looking for more people to get involved.
http://devonportspectator.co.uk/

Government and Politics - European Youth Parliament. Euroscola

Since 1987, the European Youth Parliament supports the development of young people into politically
aware and responsible citizens by involving them in European political thinking and promoting
intercultural understanding. The UK Youth Parliament is all about giving young people a voice in the
political world that they would never otherwise have had, writes Tom Cahill.
There are 600 Members of Youth Parliament across the country, two of which are Plymouth’s elected
Members; each working side by side for a year-long term to represent young people. http://eyp.org/
Euroscola – Currently run at DHSG
http://www.plymouthherald.co.uk/Students-spend-day-Strasbourg-learning-European/story-26375297-
detail/story.html

Media Studies

Students encouraged to enter short film competitions, journalism. Media St twitter feed.

Psychology - Research group Y12

Research group meets fortnightly, developing the use of a Galvanic Skin Response device which has
been developed and supplied by Plymouth University. We're also involved in working with the
Psychology Department at Plymouth University in developing a project where students on a third year
undergraduate placement share their research experiences with A Level students.

10

Duke of Edinburgh Award

Leading youth charity the DofE gives all young people aged 14-24 the chance to develop skills for life
and work, fulfil their potential and have a brighter future. There are three levels of programme you can do
which, when you've successfully completed them, lead to a Bronze, Silver or Gold Duke of Edinburgh’s
Award. The main differences between them are the minimum length of time it takes to complete them,
how challenging it is and the minimum age you can start. Depending on your age, you are free to start at
any level but most people prefer to try for Bronze and work upwards. There are age restrictions for each
one so it makes sense to build yourself up rather than dive in at the deep end.

Bronze Award
You can do a Bronze DofE programme once you’re 14, or nearly 14, which sometimes happens when
you and your friends decide to start your adventure together. A Bronze DofE programme has 4 sections,
Volunteering, Physical, Skills and Expedition. You must do a minimum of 3 months activity for each of
the Volunteering, Physical and Skills sections, and plan, train for and do a 2 day (1 night)
Expedition. You also have to spend an extra three months on one of the Volunteering, Physical or Skills
sections. It’s your choice which one and, though you can change your mind later, you should decide
which section you want to do for longer at the beginning. Knowing how long you’re going to do it for will
help you to choose your activity and set your goals for each section. It will usually take you at least 6
months to complete your Bronze programme.

Silver Award
You need to be at least 15 to start doing your Silver DofE programme. If you've achieved your Bronze
Award, your Licensed Organisation may allow you to start your Silver a month or two before your 15th
birthday. A Silver DofE programme has 4 sections, Volunteering, Physical, Skills and Expedition. You
need to do at least 6 months Volunteering and a minimum of 6 months on either Physical or Skills and 3
months on the other. It’s up to you which one you do for longer. If you did Bronze, you can choose the
same activity for Silver, but you need to show development in it. It's best to try something new! The
Expedition section involves planning, training for and doing a 3 day (2 night) expedition. If you start your
Silver without doing Bronze first you’ll have to do an extra 6 months volunteering or doing whichever of
the Physical or Skills sections you have spent more time on. Though you can change your mind later,
you should decide which section you want to do for longer at the beginning. Knowing how long you’re
going to do it for will help you to choose your activity and set your goals for each section. It will take you
at least 6 months for Silver if you've already achieved your Bronze, or 12 months if you've jumped
straight into Silver.

Gold Award
Once you are 16 you can do your Gold DofE programme. No activities can be counted for this before
your 16th birthday. If you did a previous level, you can choose the same activity for Gold, but you need to
show development in it. It's best to try something new! You’ll spend 12 months on your Volunteering
section. For Physical and Skills you must spend 12 months on one and six months on the other. Your
expedition will be for four days and three nights (plus an acclimatisation day) and should take place in
'wild country'. The big difference at Gold is you'll also do a Residential section - staying away from home
for five days and four nights doing a shared activity with people you don't know. It's great fun and a real
chance to do something different! If you’ve jumped straight into your Gold DofE programme you’ll need to
do a further six months either volunteering or whichever one of your physical or skills activities you spent
the most time on. For Gold, you'll need to do your programme for at least 12 months if you've achieved
your Silver Award, or 18 months if you've started at Gold level without doing your Silver - even if you've
done Bronze. In 2014/15 we have 12 students completing their gold awards.

http://www.dofe.org/

11

Ten Tors

The Ten Tors Challenge is organised by the Army, specifically Headquarters 1st Artillery Brigade &
South West, from its Moor Group Headquarters at Okehampton Camp. It is assisted by the Royal Navy
(with manpower and helicopters), the Royal Air Force and the Dartmoor Rescue Group: between them
they oversee the participants and ensure that none comes to lasting harm.
It takes place annually in May and is limited to 2,400 individuals – four hundred teams of six teenagers.
The teams, depending on age, face hikes of 35, 45 or 55 miles (56, 72 or 88km) visiting ten nominated
tors over two days.
2015 was the first year in which we entered four teams in this challenging test of endurance, navigation
and team work and everyone completed in excellent time.
The biggest accolade must go to the 55 mile team, who were not only first on their route, but also the first
55 mile team home. Our 45 mile teams were also first on their routes and the A Team was second 45
mile team and B Team fourth 45 mile team overall.
http://www.tentors.org.uk/

University Admissions tests

We are a recognised Exam Centre for additional university admissions exams. This covers potential
Oxbridge, Medicine, Veterinary Science and Dentistry applicants. Most tests take place in early
November. The STEP Maths papers take place in the summer term.
The BioMedical Admissions Test (BMAT) is a subject-specific admissions test for applicants to
medicine, veterinary medicine and similar courses at universities. BMAT is a 2-hour, pen-and-paper test
divided into three sections. It does not require a lot of extra study as it is a test of skills and knowledge
that learners are expected to have already. http://www.admissionstestingservice.org/for-test-
takers/bmat/about-bmat/
The Mathematics Admissions Test (MAT) is a paper-based test. It is a 2-hour 30-minute, subject-
specific admissions test for applicants to the University of Oxford’s undergraduate degree courses in
Mathematics, Computer Science and their joint degrees. http://www.admissionstestingservice.org/for-
test-takers/mat/about-mat/
Sixth Term Examination Paper (STEP) Mathematics is a well-established Maths examination designed
to test candidates on questions that are similar in style to undergraduate Maths. STEP is used by the
University of Cambridge as the basis for conditional offers. Other universities sometimes ask candidates
to take STEP as part of their offer. There are also a number of candidates who sit STEP papers as a
challenge.

12

The test consists of up to three 3-hour paper-based examinations taken in the summer term: STEP
1, STEP 2 and STEP 3. Candidates are usually required to sit either one or two of the examinations,
depending on the requirements of the universities they have applied
to. http://www.admissionstestingservice.org/for-test-takers/step/about-step/

The Physics Aptitude Test (PAT) is a paper-based test. It is a 2-hour, subject-specific admissions test
for applicants to all University of Oxford Engineering, Materials Science and Physics undergraduate
degree courses. http://www.admissionstestingservice.org/for-test-takers/pat/about-pat/

The History Aptitude Test (HAT) is a paper-based test. It is a 2-hour, subject-specific admissions test
for applicants to the University of Oxford’s undergraduate degree courses in History and its joint

schools. http://www.admissionstestingservice.org/for-test-takers/hat/about-hat/

The English Literature Admissions Test (ELAT) is a pre-interview admissions test for applicants to
English undergraduate courses at the University of Oxford. It is one of the elements admissions tutors
use to decide whether to invite a candidate for interview.

The ELAT is a paper-based test. The 90-minute test is designed to enable applicants to show their ability
in the key skill of close reading. Candidates write one essay comparing two or three passages set for
comment, focusing on elements such as: language, imagery, allusion, syntax, form and
structure. http://www.admissionstestingservice.org/for-test-takers/elat/about-elat/

The Classics Admissions Test (CAT) is a subject-specific admissions test for applicants to all
University of Oxford Classics and joint schools courses. The CAT is a paper-based test. The test is
divided into three papers: the Latin Translation Test, the Greek Translation Test and the Classics
Language Aptitude Test (CLAT). Applicants are required to take one or two papers, depending upon the
course applied for. Each paper is 1 hour. http://www.admissionstestingservice.org/for-test-
takers/cat/about-cat/

The Thinking Skills Assessment (TSA) Oxford is a 2-hour pre-interview test for applicants to

undergraduate courses at the University of Oxford. It is designed to help tutors assess whether

candidates have the necessary skills and aptitudes. TSA Oxford is a pen-and-paper test. It consists of

two sections: Section 1: Thinking Skills Assessment (TSA), Section 2: Writing

Task. http://www.admissionstestingservice.org/for-test-takers/thinking-skills-assessment/tsa-

oxford/about-tsa-oxford/

13

Eighteen by Eighteen - your reading challenge

Become the well-read young professional by working your way through this recommended reading list,
aiming to read at least 18 of these great and influential books before you leave DHSB. Find them in the
Learning Commons. Many are available free through the Kindle app.

 Winnie the Pooh – AA Milne (read as an adult!)
 Wind in the Willows – Kenneth Graham
 The Hitchhiker’s Guide to the Galaxy - Douglas Adams
 The Lord of the Rings - JRR Tolkien
 On the Road - Jack Kerouac
 The Catcher in the Rye - JD Salinger
 The Grapes of Wrath - John Steinbeck
 Beloved - Toni Morrison
 The War of the Worlds - HG Wells
 The Heart of Darkness - Joseph Conrad
 The King James version of the Bible
 Treasure Island – RL Stevenson
 Tom Sawyer or Huckleberry Finn – Mark Twain
 A Harry Potter novel- JK Rowling
 Kim or The Jungle Book – Rudyard Kipling
 Watership Down – Richard Adams
 Animal Farm – George Orwell
 1984 – George Orwell
 The Wasp Factory - Iain Banks
 The Worst Journey in the World – Apsley Cherry-Goddard
 Touching the Void –Joe Simpson
 Robinson Crusoe – Daniel Defoe
 Gulliver’s Travels – Jonathan Swift
 Madame Bovary – Gustav Flambert
 The Selfish Gene - Richard Dawkins
 The God Delusion - Richard Dawkins
 A Jane Austen novel
 A PG Wodehouse novel
 A Dickens novel
 Frankenstein - Mary Shelley
 The Hound of the Baskervilles – Arthur Conan Doyle
 The Red and the Black – Stendhal
 The Double - Dostoevsky
 A translation of The Odyssey and The Aeneid
 What a Carve Up – J Coe
 A Martin Amis novel
 A McEwan novel
 Dracula – Bram Stoker
 A Thomas Hardy novel

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4. Leadership Programme

Leadership training will be provided during E time for students who hold positions of responsibility in the
school community. This training will include such skills as public speaking and training in
logistics/organisation, time keeping and communication

5. Games / Activities

On Wednesday afternoons our Sixth Form have timetabled Games /Activities, for which attendance is
compulsory during the Autumn term. Students sign up for a sporting activity, ranging from team sports
such as Badminton, Football and Rugby, to individual exercise such as swimming or the Gym. These
vary throughout the year and from the start of the Spring term there is more flexibility in how our students
spend this E time. Alongside Young Enterprise, Voluntary work and work shadowing arrangements Yr12
students will have the opportunity to pursue their own sporting interests off site if they wish. The Sixth
Form office must have received the Sixth Form Activities parental consent forms for both the Autumn and
Spring / Summer terms.

6. Maths for Physicists

To support physics students who are not studying maths A level, extra maths support lessons may be
scheduled during an enrichment period.

7. Work Related Learning

For many future careers, including University courses leading to them, focused, relevant work experience
is not only desirable but can be essential.

There is no longer statutory provision of work experience whilst at school, hence it is more important than
ever for students to carry out careful research with regard to their work experience needs. It is also
incumbent upon students to arrange their own placement. Information, Advice and Guidance can be
found on the school website in IAG. Sixth Form staff and Ms Moreton are also useful sources of advice
and guidance. However, ALL students undertaking work experience in school time MUST see Ms
Moreton so that appropriate Health and Safety checks can be carried out and insurance cover can be
arranged. This is a LEGAL requirement and a fee of approximately £50 will be payable.

The list above refers to Super-curricular opportunities. Extra-curricular opportunities will be advertised
through year and House assemblies as well as through email.

General Administration www.dhsb.org

Please check the school website regularly for:
 Term Dates
 School Calendar
 Latest School News and letters.

15

Code of Conduct

These rights and responsibilities apply to every member of the school community and our visitors

Your Rights

All members of this school Community have a right to:
 enjoy being a part of the school community
 have their feeling and interests respected
 be treated courteously
 expect recognition of good work
 have fair access to school facilities
 be listened to
 be treated with respect
 speak out if the victim of bullying, vindictiveness, verbal or physical aggression.

Your Responsibilities

 All members of this school Community have the responsibility to:
 treat everyone else as individuals and to show sensitivity to their needs
 take action swiftly if they witness or are made aware of unreasonable behaviour
 work to their full potential
 admit when they are wrong and apologise if appropriate
 be punctual and prepared
 be tidy and maintain a litter-free environment
 respect personal and public property
 dress smartly and take care of their appearance.

Uniform and Appearance

The Sixth Form uniform comprises:
 Black blazer – with school badge (to be worn at all times outside the Sixth Form centre)
 Sixth Form tie
 Black trousers (not jeans or similar). Black belt if worn
 Black skirt - of appropriate length and style (skirts that are more than 6cm above the knee will
only be permitted when worn with opaque black tights)
 Plain black or grey V-neck pullover
 Plain black or dark grey socks
 Plain flat black shoes (not boots, trainers or similar)
 White shirt / blouse.

School uniform is to be worn when travelling to and from school and whilst off the premises
during the school day. It may be required at some official school functions.

 Anoraks and similar outerwear must not be worn on the premises during the school day.
 Extremes of hairstyle and colour are not acceptable (including a shaven head! – grade 2 is

acceptable but no shorter)
 The only jewellery permitted, is a single small stud in the ear and a wrist watch
 Ultimate decisions as to the appropriateness of any aspect of KS5 uniform will be determined

by the Head of Sixth Form.

Equipment
It is important that all students are properly prepared for all lessons. Each day we expect students to
have the following with them;

Correct exercise and text books. Pen, pencil, eraser and sharpener. Coloured pencils and highlighter are
also useful. Maths geometry set. Calculator (the Maths dept. recommends a Casio FZ83).

16

The Link Partnership (TLP)

We are founder-members of The Link Partnership, working with Devonport High School for Girls,
Eggbuckland Community College, Notre Dame School and St Boniface’s College to provide an extended
curriculum, sharing our good facilities and benefitting from the expertise of our diverse and successful
partner schools. We aim to place all of our students in subjects at our home-school but where there are
difficulties in timetabling some options, we work with our partner schools to allow such students the
breadth of subjects that they require. Such places are negotiated in September through a clearing
meeting of the Heads of Sixth Form.

In each school there is a Head of Key Stage 5 who will ensure that you are made familiar with the school
upon your arrival in September. They will also be your main point of contact at the school, should you
have any concerns. The names of the Heads of Key Stage 5 are listed below.

Details of the courses offered in other Link Partnership schools will be available on each school’s
website.

School Heads of Sixth Ms Sharon Davidson, Assistant Head - Post 16
Mr Edward Lamb, Head of Key Stage 5
Devonport High School for Boys: Mr Anthony Piper, Head of Post 16 Education
Devonport High School for Girls: Mrs Carole Slade, Head of KS5
Eggbuckland Community College: Mr Steve Tew, Director of Post 16 Learning.
Notre Dame RC School:
St Boniface’s College:

Transport for TLP Students

Transport between this school and your TLP school will be provided and paid for. However, if your first
morning lesson is at your TLP school, you make your own way directly there, and if your last lesson is at
your TLP school you make your own way home. All TLP timetables should be confirmed by the second
week of term in September. You must then confirm your taxi requirements with the Sixth Form office in
order that taxis can be pre-booked. You may be sharing taxis with other DHSB students and so it is
important that you inform us of any changes or cancellations as soon as possible to avoid unnecessary
charges and disruption to other students bookings.

DHSB 8.55-9.10 TLP schools: DHSG ECC SBC Notre Dame

Reg Reg / Tutorial 8.50-9.00 8.40-9.00 8.50-9.10 8.50-9.15

P 1 9.10-10.10 P1 9.05-10.05 9.00-10.00 9.10-10.10 9.15-10.15
P2 10.10-11.10 10.00-11.00 10.10-11.10 10.15-11.15
P 2 10.15-11.15 Break 11.10-11.30 11.00-11.25 11.10-11.30 11.15-11.40
P3 11.30-12.30 11.25-12.25 11.35-12.35 11.40-12.40
Break 11.15-11.40 P4 12.35-13.35 12.25-13.25 12.35-13.35 12.40-13.40
Lunch 13.35-14.35 13.25-14.05 13.35-14.15 13.40-14.25
P 3 11.40-12.40 P5 14.35-15.35 14.05-15.05 14.20-15.20 14.25-15.25
End of day
Lunch 12.40-13.40 15.35 15.05 15.20 15.25

P 4 13.40-14.40

P 5 14.45-15.45

End of day 15.45

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Use of Vehicles by Students

There is NO student car parking on site and students are not permitted to drive onto the site during the
day.

There are limited parking bays outside the schools gates however, owners park at their own risk. To
improve pedestrian safety, students are asked to wait until 3.55pm before driving away from the busy
area at the top gate. Please provide the SFO with your registration details.

Cars and motorcycles are not to be used by students to travel to organised school activities. These
include sports fixtures and sessions at other educational establishments. In most cases the school will
provide transport.

Driving test (during timetabled hours)- Please complete a LoA form.

Problems and Help

Devonport High School for Boys is a big place but aims to be a friendly one. If you have a problem ask
someone for help - talk to your Form Tutor / Head of Year, Miss Kerswell, Mrs Waitt, Ms Davidson or Mrs
Moore (Parent Support advisor).

Remember.... "A problem shared is a problem halved".

The most obvious people for you to go to for help and advice are your Form Tutor and your Head of Year
- that is what they are there for. The School Counsellor is also available to help you. Please note that
school and house prefects are there to help as well. It is essential that any Sixth Former who feels
unwell reports to the Sixth Form office.

Attendance

 100% attendance is expected, as detailed on your timetable
 Attendance is compulsory for ALL timetabled periods and independent study sessions
 Authorised ‘off site’ guided self-study is given to students who have demonstrated effective time

management. This is a privilege and not permitted for all students
 Registration will be taken in your tutor base for assembly / tutorial sessions.

School MUST be informed of all absences before 10.00am on each day of absence. Parents can contact
the sixth form office on 01752 206173 or email [email protected]. TLP students should contact their
host school or ask that the information is communicated to their TLP school. Courtesy demands prior
notification to all staff involved whenever possible.

During the school day - in order to comply with fire & safety regulations and for the correct administration
of attendance records, the following procedures apply:

 Lateness - Students must sign-in to record their arrival time and the reason for their lateness.
 Leaving the premises - Students must sign out in either the ‘signing-out’ folder or the ‘lunchtime

signing-out’ folder.
 Ill health - Students must report to the Sixth Form Office in order that a parent / carer may be

informed prior to you leaving the premises.
 Staff training days at DHSB - If the timetable is collapsed at your home school, for staff training

reasons for example, you should attend lessons at your host consortium school as normal.
 Teacher absence - If your teacher is absent and you have private study, it is your responsibility to

register your presence with the Sixth Form office via the signing in folder. This way attendance
records are accurate and bursary payments if applicable, will not be withheld.

In the event of teacher absence - 6th Form lessons are not covered, but work is set via google
classroom or homeworky.

Signing in / out folders are located in the Sixth Form reception area.

18

Absence (from timetabled periods)

Leave of Absence (LoA) forms are available from the Sixth Form reception area (also in downloads
online) and must be completed and handed in to the Sixth Form office for known absences to ensure that
such absences can be authorised.

Routine dental or medical appointments can only be authorised, upon return of a stamped Medical form
(these can be obtained from the reception area of the Sixth form centre) or an official appointment card
or letter.

Likely authorised absences include:
 An evidenced medical appointment which cannot be made outside school hours
 Attendance at the funeral of a close relative
 An official religious holiday, pertinent to your faith
 University open day visits or careers related appointment
 Driving Test / Theory test
 Organised School trips.

Unauthorised absences include: (this list is not intended to be exhaustive)
 Holidays in term time
 Part or full time work which is not part of the Learner’s programme of study
 Leisure activities, birthday, or similar celebrations
 Babysitting younger siblings
 Driving lessons
 Minor Illness
 Any absence from lessons and/or assembly/tutorial sessions not covered by notifying the
school through an authorised LoA or medical form
 Any unauthorised study leave, university visits, trips etc.

Holidays (during term time)

Term dates are published well in advance, on the school website, to assist you when planning holidays.
The 2006 Pupil Registration Regulations state it is the school that authorises the leave of absence to the
parent/carer who has Parental Responsibility and with whom the child normally lives. This permission
must be sought in advance and, as each case is considered individually, the school is not obliged to give
approval. The Education (Pupil Registration) (England) (Amendment) Regulations 2013 state leave of
absence will only be considered in exceptional circumstances.

In any instance during term time please complete a Leave of Absence (LoA) form and hand it in to the
Sixth Form office.

It is your responsibility as a Learner of DHSB Sixth Form to comply with these guidelines. Failure to do
so may result in a meeting being arranged between yourself, your parents and your Head of Year. At this
meeting your Head of Year will discuss your attendance issues and seek resolutions for improvement
from you. Enrolment for the second year of Sixth Form will be conditional on passes at AS and a good
attendance record.

19

‘A’ Level Timetable changes

It is possible that some Sixth Formers may wish to change or surrender subjects. Before any decisions
are made and approved, it is essential that issues are discussed with staff and that Ms Davidson is
informed. No changes to individual timetables can be effected until a ‘Dropping/Changing Subject’ form
has been completed (which requires a parent/carer signature). These can be collected from Miss
Kerswell in the Sixth Form office and must be returned to her (completed) within 5 days. Students must
attend all lessons until the form has been completed, returned to the office, processed and a new
timetable produced.

Year 13 students who decide to surrender subjects must ensure that H.E. Institutions, who have made
conditional offers through UCAS, are prepared to accept the change. The completed UCAS form, once
submitted, does constitute a contract. It could be argued that a change of circumstances invalidates the
offers made!

Year 12 students are reminded that all students have joined DHSB Sixth Form to study a minimum of 3
chosen A levels during the course of the year. Only under the most exceptional circumstances (e.g. ill
health) will a student be permitted to surrender a subject and transfer to a new ‘learning aim’, so subject
choice in September should have been very well considered and explored through communicating
difficulties with your teachers, form tutor or Head of Year. Please act swiftly to prevent mole-hills turning
into mountains!

If you are a student with a probationary place, please be advised that you should enter into frequent
dialogue with subject tutors to gain feedback on your progress and aptitude for the subject. After about 5
weeks of study it should be possible to assess your performance and make changes to your timetable if
necessary. Please make this your priority; frequent ‘smart’ targets will enable you to pursue your
interests and continue your studies in the Sixth Form. The onus is on you to take the initiative and prompt
staff to give you this feedback. Please discuss any concerns you may have with your form tutor or Head
of Year.

It is now a statutory requirement that ALL students sign an ‘ILR Learning Agreement’ to confirm
their individual learning aims at the start of Yr12 and Yr13 (this form will be handed out during a
tutorial in the first few weeks).

Examination Fees

Entry fees for Sixth Formers sitting GCE external examinations for the first time are funded by the school.

The school will require payment for entry in the following circumstances:
 A resit – even if recommended by the school
 A sixth former decides to surrender a subject or leave school when an entry has already been
made on his behalf and there has been insufficient written warning for his withdrawal without
penalty
 A sixth former automatically disqualifies him/herself through failure to meet coursework
deadlines
 A sixth former fails to present him/herself for an examination
 Irregular attendance at school or neglect of work
 A sixth formers work is of such poor quality that a subject department predicts failure. (At A
level pass grades are at grade A-E).

20

Target Setting and use of FFT

Targets give students something to aim for, should be realistic and challenging, yet attainable. The
problem with basing predicted A level grades on GCSE results is twofold; where students have under
achieved at GCSE, it may be that lower grades are set thus reducing motivation. It may be that a
student’s performance plateaus at GCSE and unrealistically high A level grades are set as targets. A
significant number of students are external applicants and so little is known about them apart from their
GCSE results. An objective method of setting targets is thus required. At DHSB we base our target
grades on FFT targets.

FFT is linked to the Fischer family trust. It provides data and analyses to all schools in England and
Wales. The estimates we receive are used by teachers to inform the setting of ambitious and aspirational
targets for students.

FFT does not make predictions. It shows that a student has a certain level of ability and that, in previous
years x % of students with similar level of ability got this grade. Given this information, it is not
unreasonable to expect this individual student to get this grade and this may be used as a target setting
tool. FFT does not produce targets. Estimates simply say ‘if what happened in tests and exams last year
was mirrored this year, these are the most likely outcomes. Every student is unique so individual targets
are based on a whole range of information - including a student’s personal circumstances, their teacher’s
knowledge of them, their performance in school tests, their own aspirations and the support they’ve
received at home. FFT estimates are only one element of this.

Target grades (alongside end of year exam performance) form the basis for reporting UCAS predicted
grades.

Coursework Submission

Certain subjects require coursework to be signed in to the Sixth form office, where a receipt will be given
as evidence of submission. Please remember that all internal deadlines should be carefully monitored.
These are set to allow the school sufficient time to provide ongoing feedback and also to process the
coursework. It is your responsibility to meet the school deadlines. The consequences of missed
deadlines are clearly outlined in the coursework policy (available on the school website in the Parents
section- letters and documents-examination documents).

School Network and the Internet

The School has a policy for the acceptable use of ICT. You agree to this when you logon to your school
email. This Policy applies to all access to the network, whether in school or from home.

Leaving School with a Profile

Throughout your career you will be expected to present a profile of yourself to prospective employers and
others. This profile is generally in the form of curriculum vitae (CV) and a Personal Statement (your HE
personal statement). At DHSB, students write an initial CV and Personal Statement at the start of Year
12 with the help of their Personal Tutor. The CV and Personal Statement will be stored electronically
(please email a copy CV to your form tutor).

Higher Education & Industry Research Week (HEIR)

For one week during Curriculum Enrichment week in June, there will be an opportunity for all of Year 12
to arrange to visit University Open Days / pursue career interviews / work-related learning, or to
investigate further potential career choices. Some may also work on their EPQ qualification at this point.
Students will be given a timetabled grid to complete outlining their arrangements for the week, which they
must return to the sixth form office. Students who do not make arrangements will be expected to work in
a designated private study venue in school.

21

Careers Advice

Careers South West (CSW) provides impartial advice, guidance and other support services for young
people. CSW can help with career decisions and can provide labour market information to ensure the
choices you make are realistic. Advice may include guidance regarding careers, education courses,
higher education, training and employment. CSW also offer a charged service for psychometric
assessment (www.cswgroup.co.uk).
Devonport High School for Boys receives support from Careers South West. We have a link advisor who
is regularly in school and available for one-to-one interviews on request. Please email Ms Moreton,
[email protected], to arrange an interview.

Part-Time Work

Any part-time employment, which has an adverse effect on studies and/or attendance, is totally
unacceptable to the school and is a personally damaging activity.
The benefits of a sensible amount of employment on a part-time basis are undoubted and in most cases
to be encouraged BUT you must not lose sight of the purpose of being in the Sixth Form, which is
investing in yourself and your future. During term time the school recommends no more than 8 to 10
hours per week paid employment, hours beyond this should be notified to the Head of Year.
Please note: Paid work must be carried out outside of school hours!

22

Diary Dates

There are a number of important diary dates and deadlines relevant to you throughout the sixth form.
Please check the school website for coursework deadlines.

*Please check www.dhsb.org for exact dates to be published*

July–September Yr12 & Yr13 students must make appointments to meet with identified referees
to discuss Ucas applications.
September Yr13 Data report
September 13 Yr12 Parents’ tea party (16.30–17.30)
September 19 Yr13 Parent Consultation evening
September 25 Internal UCAS Oxbridge deadline
October 14 Official Oxbridge UCAS application deadline Yr13
November Effort audit Yr12 completed
November 20-24 Work-related learning / ‘next-step planning’ week
November 23 Learn2Live event at Plymouth Pavilions (compulsory for Yr12)
December 15 Yr12 Interim Report home*1
January Y12 & Yr13 Mock exams in lessons
February 23 Interim report home Yr12 & Yr13
February 28 Yr12 Parents Consultation Evening
March 21 Exeter Higher Education Fair, Westpoint.
March / April (TLP) Parents’ info event at Plymouth University
March / April Oxbridge Information Day
May Ten Tors event
Mid May- Early June Yr12 Internal end of year exams
Late May Yr13 Exam study leave begins
June Higher Education & Industry Research week (HEIR)*2

*1 Parents of consortium students will receive reports from respective schools in the HOME school report
cycle. Please request dates of Parent Evenings and End of Year reports from the schools concerned.
These are available on the websites.

*2 No Sixth Form Lessons at DHSB. During HEIR week students are encouraged to make University
visits and pursue work experience. Admission tutors have advised that students are advantaged by
privately arranged visits to departments. Please be advised that to reduce disruption to study in
curriculum areas, permission will only be granted outside of this week for attendance at University Open
days if an ad hoc visit is not possible. Near this date we ask that you sign and return an outline of your
activities during this week.

23

UCAS and Oxbridge

Oxbridge and Medical electronic applications completed and printed application forms must be handed to
Mrs Waitt before Monday 25th September 2017.
All other electronic UCAS forms are to be completed and a paper copy handed in to the school office for
preparation and references from October 22nd. (UCAS deadline is January 15th 2018 but applicants are
best served by our earlier deadline and we will close access to Apply 17 from the end of school on 18th
October).It may take approximately 2 weeks from delivery of completed Ucas form to ‘submission’ by the
school so students are encouraged to deliver a completed application in advance of this deadline.

Learning Commons

24

What Other Opportunities Are There?

1) Prefect team

The role of School Prefect has existed for decades and is an integral part of the school structure. All KS5
students may apply and will be selected on merit and a willingness to contribute positively to the school
community. We expect prefects to be leadership figures in the school and wider community in every
respect, setting a clear example to the students and being active ambassadors
Merits of this role
The role of Prefect can be diverse and challenging. The more energy you put into the role, the more
excitement and opportunity you will see as a result. As part of a team working together at various school
events and on a daily basis, you will build long-lasting friendships and memorable experiences will be
forged throughout this next year.. The duties that form the basis of a Prefect’s contribution are wide-
ranging and through these, you will be able to evidence areas where you have demonstrated the
transferrable skills so prized by employers. Being a Prefect is about more than this, however. You have
put yourself forward as a student of exemplary leadership, behaviour and attitude.
Key skills:
Essential skills; Reliable, trustworthy, good face to face and digital communicator, good time-keeper,
hard-working, generous nature, self-disciplined, flexible and a great attitude. All prefects will also receive
assertiveness and leadership training from Mr Mitchell upon commencement of the role.
Expectations of you
At all times you should endeavour to present yourself as a model pupil, whose helpfulness and positive
demeanour actively contribute to an atmosphere of positivity and care. Prefects have a duty of care to

25

every student in the school. As a prefect you will often be asked for support during the school day as well
as for specific calendared events after school or at weekends. You will not be expected to attend all of
these however as the duties will be shared amongst the team.

It is important that you balance your willingness to volunteer with your academic studies and therefore it
is asked that when you volunteer for an event in school time, ensure that you have either a study period
or have sought explicit permission from your teacher to miss the lesson. Your appointment as a prefect
will be made on the assumption that you will be able to perform successfully in your exams as well as
accomplishing all the duties and responsibilities that the role entails. If at any time you feel that your
academic work is suffering, you must let either the Proctor, School Captain or a member of the Sixth form
team know. We can be flexible, so can allow you some time off duties in order to catch up with your work.
If you feel that you won’t be able to return to Prefect duties, you are welcome to leave the team.

Events

Attending extra-curricular events is one of the most important functions for you as a Prefect. Whether it
be a parents’ evening, tea party, theatrical production, school concert, staff training day, or 11+

examinations, Prefect assistance will be required.

As a responsibility of every Prefect, it is expected of you to regularly volunteer for these events. The
primary aim is to ensure the smooth running of the school function. Sometimes, you may be working in
the background and at other times you will be very much on public display. For this reason, you will need
to be adaptable to any situation that presents itself. Remember also that each role is of equal importance
and that your given task may vary as the event progresses.

It is expected that you shall willingly undertake the task that you’re given, and you must listen carefully to
the instructions given to you by the Captain / Vice Captain in charge. Many Prefects find themselves
surprised at how offering their time and effort can be so rewarding.

Specific Duties
The duties carried out each day by the prefect team, are just as important as the extra duties and official
school functions. Consequently, these duties must be carried out to the best of your ability.

In 2015, we changed the lunchtime routines in order for us to provide a safer environment for our
students at this time of the school day. Students from each year group are designated a particular area
for their use at lunch time and this space will alter as the year progresses.

As a prefect you will have a weekly duty time and place. Some prefects may have more than one duty
and will be rewarded for taking this extra responsibility and additional commitment of time. Your duty is
about monitoring and being a presence in the blocks rather than directing students or intervention.

Timings: Breaktime duties are from 11.15am to 11.40am
Lunchtime duties are from 12.45pm to 1.35pm

If you have any suggestions to improve these duties then please speak to one of the School Captaincy
Team or Mr Mitchell.

Soon after appointment we will delegate Prefects to teams who contribute predominantly to ‘in school’
activity and others to ‘out of hours/evening/weekend’ events. This will enable an even spread of
volunteering and allow for difficulties faced by prefects who have to travel longer distances than others.

How and When to apply
You will be invited to apply for the role of Prefect at the start of Year 12. If you have an aspiration to be a
House Captain or Vice House Captain you must put yourself forward for the Prefect position in the first
instance.

Your application will be initiated with an expression of interest in September. Further details will then be
available about the application process on Induction day.

26

2) House Official Team - House Captains and Vice Captains

Application form: https://goo.gl/a4lkvE

Reference form :https://goo.gl/NwKkmB

House Captains
Each House will recruit two House Captains annually who will oversee the organisation of the House
Team (including Vice House Captains and Form Representatives). The House Captains will work closely
with the Head of House, Deputy Head of House, Assistant Headteacher (Community) and the School
Captain to ensure duties are carried out in school and for special events. They will be a role model for
the entire House, playing a crucial role in developing the House ethos and seeking to drive opportunities
for all members of the House. Further details of this are listed below.

Vice House Captains
Each House will recruit four Vice House Captains annually. The Vice House Captains will primarily
support the House Captains in their role. They will be considered to be senior prefects and as such will
be expected to be a model school citizen. They will support the House Captains to ensure the House has
sporting and other teams entered in to House based competitions encouraging participation and
enjoyment, they will liaise with tutor groups to ensure the views of their house are communicated via the
work of Devonport Voice and they will drive fundraising and charitable events within the House.

Merits of this role
As a Senior House official you will receive significant Leadership training from Mr Mitchell upon
commencement of the role. Amongst several leadership skills this will incorporate public speaking skills
and positive assertive behaviours. The Captaincy Team ought to act as role models to the whole Prefect
Team. Their uniform and conduct must be exemplary and beyond reproach.
You will gain new skills and confidence and will get a real self-satisfaction from the work you do and the
role that you play in developing the school ethos within your House. The role of the House and Vice
House Captain can be diverse and challenging. The more energy you put into it, the more excitement
and opportunity you will see as a result.

Key skills
Essential; Self-starter, punctual, reliable, trustworthy, good face to face and digital communicator, hard-
working, flexible and a great attitude. Do not be put off this role if you feel you are currently lacking in
confidence. This will develop as you receive your training and establish yourself within the role.

Expectations of you
As part of your role you will be expected to undertake a variety of roles within the House some of which
will be co-ordinated by members of staff and others by the School Captain. You will also be expected to
attend your duties and meetings regularly and on time, details of which are below:

How and When to apply
The application and interview process will be introduced in September (First week of term).
Appointments to be made by the end of the first half term.

The application process will include:
 An application form;
 A suitable reference from your Year 11 tutor (or if not available a teacher who knows you well);
 An interview (which may include a presentation or short assembly).

Please note: to apply for a House Official (Captain or Vice Captain) role you should be a prefect in the
first instance and will be expected to carry out the role and responsibilities of a prefect in the first instance
and throughout your term in post in addition to the House Official responsibilities.

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Key Aspects of the Role

Guidance meeting with One per half term Purpose of meeting: Review and guidance
RJE (start of each half (sharing best practice). All Captains / Vice Captains.
term - normally during One lunchtime per
whole school assembly week (day to be agreed  Assemblies
time or Friday P2 in advance of the duty  Charity leadership
Weekly planning rota being developed  House support
meeting with HoH / for prefects) For this meeting there will be a regular agenda shared by google drive with
DHoH clear outcomes for Captains to action. Agenda to include:
One per half term  Updates to House noticeboard
House Assembly (plan  House achievements
and lead - to include ALL Lead one tutor activity  Assembly focus
Captains and Vice per week agreed in  Sporting events (rep guidance)
Captains) discussion with the  Charity events (rep guidance and shared on Group event calendar
Support for Form form tutor. e.g.
Tutors (Each Newswatch quiz / spreadsheet)
captain/vice-captain to be Thought of the week  House support for Year 7-11 tutors. (behaviour / community awards /
attached to one form discussion.
group in the House) One per half term / student mentoring) .
house  Focus to be decided in discussion with HoH 2weeks in advance
Lead Charity Activities  Planning meeting with DHoH / HoH week before assembly .

 Lead activity.
 Pass on key information.
 Discuss house issues with the form tutor
 Offer support to the tutor.
 Assist with selection of reps
 Support reps with their duties e.g. team selection.
 Develop / promote and lead one charity activity per half term with

each tutor group in the house (mapped out across the year from Oct-
July in advance)
 Each House will do this in rotation therefore one charity activity per
week from October half term onwards.

House Voice embedded through the Role of House Captain / Vice Captain

DHSB’s school council is run through the individual houses. The House Voice system represents the
views of all the students in the school. Each form has a House Voice representative – these can be
identified by the colour coded badges. Elections take place each year in October to nominate new form
reps (except Year 7 who decide when they arrive in September). We liaise directly with Mr Roberts and
the other members of senior leadership team to turn your ideas into reality. We are responsible for
fundraising events, mufti days, annual summer fete, subject ambassadors, ‘grill the deputy head’ events,
improving your school community and numerous other projects. The House and vice House Captains
(Year 12) each oversee their house, holding regular meetings to gather suggestions and organise
projects. All houses meet formally with me once every six weeks. The House Voice system is overseen
by Mr Berryman who work alongside the Heads of Houses.

Merits of this role
Developing Life Skills such as speaking and listening skills, teamwork, emotional literacy, problem-
solving, moral reasoning skills, self-esteem and self-confidence, a dynamic foundation for learning about
citizenship.

Pupils are routinely involved in new staff appointments (by means of panel interviews) and tours of the
school during the interview process. Decisions regarding the fundraising for external charities and money
to spend in school to benefit the pupils will be made in discussion with their House Captaincy team and
Head of House. A high profile is essential to meeting these objectives.

Key Skills:
Active listening, a willingness to communicate and liaise with students and members of staff. IT and
google competency (emails, inbox, responding appropriately and effectively, google docs and calendar),
Awareness of good citizenship, respect and tolerance of others, model British values.

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3) Peer Mentors - Building the school community

Merits of the role

Peer mediation enables pupils to support vulnerable classmates, so promoting an inclusive and caring
community where all pupils feel valued and safe.

Key Skills
 Help people with a problem to solve it themselves
 Be an active listener and listen without taking sides
 Understand when to refer on to a member of staff
 Be able to encourage others
 Facilitate positive relationships and well-being.

Expectations of you
 Organisation of year 10 and 11 rotas for common room areas
 Be willing to support at open evening , year 6 familiarisation day and open morning
 Be willing to supervise the year 7 common room once a week
 Be willing to volunteer to sit on an interview panel for new staff
 Volunteer to act as a guide for new parents or visitors to the school.
 Assist Mr Martin in primary transition.
 Attend and sometimes lead a weekly meeting in C07 with Mr Martin and Mrs Moreton.

How and when to apply
Near the start of the term, contact Mrs Moreton or Mr Martin to express your interest. Adverts may be
given out in assemblies.

4) Subject Ambassadors

Students can be elected or nominated as Subject Ambassadors for an area of learning that they feel
strongly about. In this role, they work with subject departments to develop subject enrichment. They
communicate regularly, usually with the Head of Department but sometimes key stage leaders, to
explore ways to further enthuse and excite students across the school community and across all key
stages. Subject ambassadors bring fresh ideas and listen to student perspectives. They can be fairly
autonomous in how they choose to develop the role, though are usually willing to be guided by subject
leaders.

Subject Ambassadors have run after school and lunchtime guest speaker sessions, written blog posts
and articles for the DHSB today magazine, advised on schemes of learning, helped remove barriers to
learning, presented to the Leadership Team, worked with primary schools, mentored younger students
,run subject specific twitter feeds, designed and maintained Google websites and classrooms, run
revision sessions, help organised trips abroad, organised book groups, run debates, assisted with
curriculum enrichment and challenge days, developed displays and helped in the process to appoint new
members of staff. Subject Ambassadors hold their posts for one year, at the end of which, they can
choose whether to continue or to change to a different subject.

Merits of this role
As well as developing teamwork, team leading, presentation and for some public speaking skills,
becoming an ambassador will enable you to develop skills and gain experience that will not only look
good on your UCAS form and CV, it will also impress employers

Key Skills:
You will be able to demonstrate and provide evidence of good communication skills, a wider interest in
your subject, creative talents, diplomacy, an ability to implement decisions and interact with different age
groups as well as professionals beyond the school community.

What is expected of you
Student Ambassadors will be willing and motivated to represent the subject. A Student Ambassador
should:

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 Make a noticeable impact on raising the prominence/profile of the subject area in the school
 Make a positive contribution to the student experience of the subject.
 Value individual differences to fully realise their own potential and learn from others
 Be well presented and smart
 Be confident in speaking to a variety of audiences
 Be committed
 Act as an excellent role model to their peers and others
 Be keen to develop excellent oral communication skills and body language
 Have the ability to work independently as well as within a team
 Be keen to develop excellent interpersonal and networking skills
 Have a professional and reliable manner
 Demonstrate a passion for their subject.

How and when to apply
Contact the Head of Department in the first instance towards the end of the first half term.

This role is usually offered to Sixth form students but in exceptional circumstances, can be granted to
younger students who have a particular skills base. There is no limit on how many subject ambassadors
a department plans to have but only those showing good commitment to the role will be encouraged to
continue.

5) Digital Leaders

At DHSB Digital Leaders are students who are adept at using technology and are willing to share their
knowledge and skills with others. Through working with staff, peers and school leaders, Digital Leaders
are able to help shape how technology is used in and outside of the classroom. Being a Digital Leader is
a great way to develop leadership skills, confidence and team work.

How and when to apply
Contact Mr Forte at any time:[email protected] or pop in to see him in the Learning Commons.

6) Learning Commons Assistants

The Learning Commons is a technology enhanced learning space. Providing access to books, eBooks,
Chromebooks and iMacs. Learning Commons Assistants help support students with technology, finding
books, recommending books, reviewing book and finding new creative ways to engage students with
reading.

How and when to apply
Contact Mr Forte at any time:[email protected]

7) Academic Mentors

At Devonport High School for Boys we place a high value on the support and guidance that our older
students are able to give our younger learners. We also see this as a further opportunity for student
leadership at DHSB, through a positive experience which will be rewarding and, at the same time,
personally challenging and enriching.

Sixth Form student Charlie Fethney said, “This is a great opportunity to put something back into a school
that has supported me so well. Additionally, it will be a fantastic achievement to put on my CV which will
help when applying to university or for employment. It will give me the experience of working with another
person, and I will be able to see them develop and progress under my guidance.”

Jonathan Brown added, “For me, the main reason for getting involved is to give something back to the
school community. It will also be a great chance for me to test what I know and to help me develop my
own character through the process of teaching and mentoring.”

Priscilla Alao said, “The academic mentoring programme, for me, is an indescribably enriching
experience.”

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Great leaders have a mentor – someone to guide that person to find their own solutions. The aims of this
programme are to support a student in making progress in their learning under the guidance of a mentor.
This will enable the student to realise their potential and achieve their learning goals. It will also offer the
mentor opportunities to develop their own skills.

Key Skills
 Has respect for a young person and wants to support them to achieve further
 Active listening skills
 Empathy
 Commitment to see the programme through
 Ability to be solution focused
 Be a positive role model to younger students.

Benefits for You
 Develop your confidence
 Encourage you to think and improve your own knowledge of a subject and performance
 Achieve personal growth and learn something new about yourself
 Get organised and have a better attitude to work
 Develop your skills as a mentor
 Chance to help the school community
 Enhance your application for post-18 opportunities.

Next steps:
 If you are interested in becoming an academic mentor, please follow the link, read the presentation
and complete the Academic Mentoring form:
Academic Mentoring
 You will be contacted via email (your school email address) to arrange a time to meet and to
answer any further questions you may have.
 Training event to develop / enhance your skills as a mentor
 Allocation of student(s) to you.
 Mentoring starts!

8) Get Ahead Champions

Get Ahead is open from 3:45 pm to 4:45 pm on Mondays, Tuesdays, Wednesdays and Thursdays in the
learning Commons. This area will be available for students to use the space and resources to complete
homework or to catch up on work that is incomplete or missed. This includes the use of ICT facilities and
all of the books in this area. The area will be staffed, and support will be available for all students who
may require additional provision in completing tasks or finding resources.

Merits
Champions will gain new skills and confidence and will get a real self-satisfaction for the work they do in
helping other students. They will develop good leadership skills and seen as role models for younger
students. Champions will receive £6 on Refuel account for each session

Expectations are
To commit to one evening per week
To be helpful and enthusiastic
To be reliable

Essential key skills are
Reliable, trustworthy, good listening and communication skills, patience, using initiative, leadership,
tolerance, encouraging, good time-keeper, a great attitude.

At all times you should endeavour to present yourself as a model pupil, whose helpfulness and positive
demeanour actively contribute to an atmosphere of positivity and helpfulness.

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Specific duties
Assisting the two members of staff in the initial set up of the evening, making drinks, distributing drinks
and biscuits.
Helping with clearing up at the end of the session.
Helping students with homework and assisting in helping students create good organisational habits.
How and when to apply
An expression of interest and a brief statement of your suitability should be sent to Mrs Edwards
([email protected]).

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Work Experience & Work Shadowing

Work Experience

Is an official term meaning a learning activity undertaken with an employer in which the student carries
out a range of tasks and duties more or less as would an employee, but with an emphasis on the learning
aspects, and the developmental needs of the individual. Under the Health & Safety (Training for
Employment) regulations 1990, students participating in work experience are regarded as employees for
the purposes of H & S, and thus employers must ensure, so far as is reasonably practical, the health,
safety and welfare at work of all their employees. In Plymouth, this means that any placement must
previously have been inspected for H&S criteria and checked for relevant insurances and CRB as
necessary. Charges made to school for carrying out these checks will be passed to parents (currently
approx. £50), and several weeks’ notice is required.

Students will be given a job description before the placement advising which job(s) or parts of job(s) will
be undertaken; receive supervision and guidance during the placement; and be fully insured throughout.
This last is because an official contract is prepared and signed by the student, parent and employer
before the placement, which effectively gives the student the same status as an employee for the
duration.

Students may be given assistance in finding a suitable placement if required; for instance contact details,
example application letters, and a bank of available companies from which to select. At the end of the
work experience, a written report is given by the employer, and the student receives a certificate of
completion.

As the school is assumed to be on hand to deal with any crisis arising, a work experience placement can
only take place during the school term. There are two term-time weeks set aside for such work
experience: The Curriculum enrichment week towards the end of November and the HEIR week during
the last week in June.

Work Shadowing

Involves spending time with a mentor/employer to explore career options, can take place at any time, and
would be a private agreement between employer/parents/student; the school are not involved in any way.

As the student will be in an observational role, under a private agreement, no Health & Safety checks will
be requested by the school, and therefore there is no cost to the school, nor to the parent. However, this
means that crucially there may be limited insurance in place to protect both the employer and the
student. As this is a private agreement, families will need to take responsibility for checking on this
insurance provision.

If work shadowing is undertaken during school term time, permission must be sought from Ms Davidson,
via a Leave of Absence form (available from the sixth form reception area), and parents will be asked to
acknowledge their understanding of the situation.

ADMINISTRATION

PLEASE COMPLETE THE FOLLOWING FORMS
(as applicable ) AND RETURN TO THE SIXTH FORM OFFICE

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Sixth Form Study Agreement DHSB 2017 – 2018

Student Name: __________________________________ Form: ___________

 I have read the Student Guidelines, Coursework deadlines, Learning Commons
Guidelines and Calendar of dates relevant to Sixth Form and agree that these are
reasonable.

 I have read and agree to the procedure for the independent study periods (as
indicated by gaps on my timetable)

 I am aware of the discretionary bursary requirements and procedures (should these be
applicable).

Student Mobile Number: __________________________________________

(this will allow the sixth form office to contact you in the first instance and may save a call to your parents.

Private Student Email:__________________________________________

(required if you wish to be sent vacancies and opportunities after you leave school. This email address will not be
used by staff whilst you are at school).

Parents

May I remind you to refer to ‘classcharts’ periodically to view your son / daughter’s attendance &
monitoring.

If you would like us to contact you by email and through the school text messaging service, please detail
below:

Parent Email: __________________________________________________

Parent Mobile Number: __________________________________________

Signed Student: ______________________________ Date: __________

Signed Parent/Carer: _________________________ Date: __________

Please return completed to the Sixth Form Office in September 2017

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TLP Learning Agreement 2017 - 2018

When you become a post-16 learner at Devonport High School for Boys you enter into an agreement
with the school. The rights and responsibilities of both sides (school & student) involved in this
agreement are set out below. Please read this agreement carefully before you sign it, as by doing so you
are agreeing to abide by all the terms and conditions. Please return this document, after your tutor has
signed it on behalf of the school, to the Sixth Form Office. Any breach of this agreement may lead to
sanctions being taken against you as set out in the school disciplinary code.

You are entitled to expect Devonport High School for Boys to help you;
 by offering advice and guidance in choosing your programme of study
 by providing pastoral and academic care whilst you are in the school sixth form or at college
 by offering guidance to you in your selection of progression routes on leaving school.

To provide you with an education which;
 offers you opportunities to achieve your potential
 builds your confidence
 develops the skills you will need to progress.

In return I will;

 be honest and cooperative with staff and fellow students
 be punctual for all school commitments
 complete homework and coursework by the required deadlines
 maintain a 100% attendance to include any authorised absences
 abide by the policies and procedures on dress and conduct as set out in DHSB Student Guidelines

(see www.dhsb.org)
 adhere to my home school’s Data Protection Policy
 attend TLP lessons at my host school during periods of closure at my home school (i.e. Inset days).

For students in receipt of a bursary award:
I understand that the school will arrange for my Learning Progress to be assessed in order to determine
my eligibility for any bursary (monthly) payments. Should I opt to become part of the TLP programme, I
hereby give my full consent for all relevant personal information, as well as my school records, to be
shared across the Consortium as necessary.

I understand that the TLP offers link transport between schools/colleges in accordance with each home
school’s individual policy. The TLP policy states that students should not use their own transport to make

their way between school/college. If students wish to ignore this policy they do so at their own risk, the

TLP does not accept any liability. The TLP strongly recommend that pupils do not accept lifts from fellow

students

Signed (Parent): _____________________________ Date: _____________

Signed (student): _____________________________ Form: ________ Date: ___________

Devonport High School Devonport High school Eggbuckland Notre Dame Roman St Boniface Catholic
Catholic School Collegge
for Boys for Girls Community College

Please return completed to the Sixth Form Office in September 2017
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DHSB Sixth Form Activities Year 12 2017- 2018

Student name: __________________________ Form: ______ Date: ___________

My son / daughter will be engaged in the following activities (tick one activity per term as
appropriate):

ACTIVITY (Wednesday) Autumn Term Spring/Summer Term
2017 2018
SUPERVISED Sports Activities on school premises

UNSUPERVISED Sports Activities OFF site Not available to Year 12
(e.g. Life Centre transport provided by DHSB) until Spring Term

UNSUPERVISED Sports Activities OFF site
(e.g. gym transport NOT provided)

Young Enterprise

Work related learning (NOT paid work) for which attendance is
approved by parent/carer. I have read the guidelines for both Work
Experience & Work Shadowing and have contacted the school
IAG advisor Ms Moreton*.

Parent / Carer signature: _______________________________ Date: ____________

*I understand that additional personal insurance cover is required for the duration of work experience.

 I have chosen to arrange additional insurance cover for my son / daughter: _______

 I have chosen NOT to arrange additional insurance cover for my son / daughter: _______

Please return completed to the Sixth Form Office in September 2017

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DHSB Sixth Form Activities Year 13 2017- 2018

Student name: __________________________ Form: ______ Date: ___________

My son / daughter will be engaged in the following activities (tick one activity per term as
appropriate):

ACTIVITY (Wednesday) Autumn Term Spring/Summer Term
2017 2018
SUPERVISED Sports Activities on school premises

UNSUPERVISED Sports Activities OFF site
(e.g. Life Centre transport provided by DHSB)

UNSUPERVISED Sports Activities OFF site
(e.g. gym transport NOT provided)

Young Enterprise

Work related learning (NOT paid work) for which attendance is
approved by parent/carer. I have read the guidelines for both Work
Experience & Work Shadowing and have contacted the school
IAG advisor Ms Moreton*.

Parent / Carer signature: _______________________________ Date: ____________

*I understand that additional personal insurance cover is required for the duration of work experience.

 I have chosen to arrange additional insurance cover for my son / daughter: _______

 I have chosen NOT to arrange additional insurance cover for my son / daughter: _______

Please return completed to the Sixth Form Office in September 2017

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