DHSB Sixth Form Handbook 2016

DHSB Sixth Form Handbook 2016-17

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

Who are we? 3
 The Sixth Form Team 4
 Sixth Form Study Routine 5
 The Sixth Form Centre 5
 Changes to A Levels / Curriculum 2016 7
 Independent Study 7
 Enrichment Curriculum

How do we operate? 22
 General Administration 22
 Code of conduct 22
 Uniform 24
 The Link Partnership (TLP) 25
 Use of vehicles 25
 Problems and help 26
 Attendance 26
 Absence 27
 Holidays 28
 A Level timetable changes 28
 Examination fees 28
 Coursework submission 29
 School network 29
 Leaving school with a profile 29
 Higher Education & Industry Research week (HEIR) 29
 Careers advice 29
 Part-time work 30
 Diary dates 31
 Ucas & Oxbridge 31
 Learning Commons

What other opportunities are there? 32
 Leadership Opportunities 43
 Work Experience and Work Shadowing

Administration
 FORMS - to be completed and returned to the 6th form office 43

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Who are we?

THE SIXTH FORM TEAM

Pastoral and Curriculum Support Assistant Head-Post 16 [email protected]
Ms Davidson
Sixth Form Administrator [email protected]
Administration Sixth Form Administrator [email protected]
Miss Kerswell 01752 206173 [email protected]
Mrs Waitt
Sixth Form Office Head of Yr 12 [email protected]
Head of Yr 13 [email protected]
Pastoral Support and Welfare
Mrs C Sheridan
Mr N Burt

Form tutors: English & Media Studies [email protected]
6C1 Mrs Delve Classics [email protected]
6C2 Dr Stears German [email protected]
English [email protected]
Mr Gomez English [email protected]
6E1 Ms Johnson Maths [email protected]
Physics [email protected]
Ms Everett-Lindsey English [email protected]
6E2 Mr Knab Sport Studies [email protected]
6N1 Mr Braun History [email protected]
6N2 Mr Briars Chemistry [email protected]
6P1 Mr Orkney Chemistry [email protected]
6P2 Mr Riggs Design & Technology [email protected]
6S1 Mr Espinosa Physics [email protected]
6S2 Mr Penrose
6W1 Mr Horrill
6W2 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 ask you to take 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 Documents - Sixth Form, or in the
Sixth Form area on the website.

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

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SIXTH FORM STUDY ROUTINE
The timetabled week 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: (General Studies inc.Extended Project for some)
2 x 1 hour for Games Activities.
A max of 8 x 1 hour independent study/ subject enrichment.
The majority of students are committed to 3 main subjects in the first year and consequently
they will have 8 x 1 hour sessions which are set aside for independent and enrichment study
under supervised conditions in the Sixth form centre or Learning Commons
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.

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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
General studies 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
boys 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 rubbish 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’!!

CURRICULUM CHANGES 2016
Never has it been more important to our students in this competitive world to gain the
qualifications and skills they will need in their future lives. Devonport High School for Boys
enjoys an excellent reputation for its earned successes at advanced level. Since the vast
majority of our Sixth Formers go on to pursue Advanced Apprenticeships or study at
University, many enrolling on competitive degree courses and many at competitive
institutions, we frequently review our curriculum to reflect the interests of our students and to
ensure successful outcomes for our leavers. For this reason, we have decided to modify our
post 16 curriculum from September 2016.
As explained at the Options evening there are considerable changes in how A Level courses
are structured and taught. Of the subjects taught at DHSB: DT, Further Maths, Maths and
Politics remain on the old AS/A2 model. This is also the final opportunity to gain an A level in
General Studies as this qualification is to be withdrawn fully in 2017.

What has changed:
 A levels, other than those mentioned above are now being delivered on a two year
model, with no opportunity for AS at the end of Year 12, and all external exams at the
end of Year 13. There will be internal practice exams in the summer term in these
subjects.

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 Along with many other high performing schools, including South West Academies
Trust (SWAT) Grammar schools, we now strongly advise the majority of students to
study three A Levels with the option of a fourth offered to those typically with an
Average Point Score of 52 or more at GCSE.

Why the reduction in number?
There are four main reasons for this:

1. Having completed a year of teaching the new reformed A levels in a number of
subjects, we have found that these are indeed more demanding.

2. We have consulted with other SWAT Grammar schools and note that they are
managing the workload on students by reducing from five or six A levels to just three,
to improve students’ wellbeing and life chances.

3. Universities make offers based on only three A levels and there is no expectation that
students should take four.

4. Many universities are demanding higher A level grades and offering extra financial
support at university in the form of scholarships and bursaries that are dependent
upon excellent grades at A level.

Benefits to students:
 Improved wellbeing and reduced stress levels
 Improved grades due to better focus on fewer subjects
 More time for academic* and work-related enrichment
 No significant study leave will be given for AS exams so teaching for A level can
continue through summer term affording our students more time in the summer of
year 13 for revision.
 Enrichment opportunity such as the Extended Project qualification in the chosen field
or Massive Open Online courses (Moocs) such as those provided by Futurelearn*

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 in 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.

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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
are hoping to have a lending library of chromebooks from the Sixth form office from
September. 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.

ENRICHMENT CURRICULUM TIME

1. Tutorial Programme (Compulsory)
2. General Studies (lectures are compulsory- exam is optional)
3. Extended Project qualification
4. Supercurricular activities
5. Leadership programme
6. Games activities
7. Maths for Physicists
8. Work related learning

1. TUTORIAL PROGAMME and 2. GENERAL STUDIES
Through many of the compulsory tutorials on Friday mornings along with the General
Studies session timetabled for period 2, we provide curriculum enrichment for all students.
Whilst entry for a General studies exam will be optional, all students are expected to attend
the speaker sessions and participate in this enrichment programme. In addition to the

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themes outlined, we use the General Studies 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.

The 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. The approach is multi-disciplinary and helps make the vital connection between
subjects so students become aware of how their specialist academic areas integrate
together. It helps students appreciate that subject areas should not be seen in isolation. 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 for 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 in General
Studies, 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.

The General Studies exam
We will be offering students the opportunity to be entered for A level exams in this subject.
This will be optional (though recommended where a student needs more points for their
Higher education destination as many universities accept this qualification as a substitute for
one of the main 3 in an offer. An A grade can also be credited with scholarship money at
some universities!)

The course is organised into two broad disciplines; ‘Culture and Society’ and ‘Science and
Society’. Special lectures will be delivered at various points covering material in both
disciplines either during the Friday period 1 tutorial or Friday period 2 timetabled sessions.
The approach is very ‘issue’ based, promoting research into current events and discussion
of personal viewpoints and opinions. The students get the chance to develop their own
opinions backed up with evidence. the course and these are relevant to all AS/A2 study
areas. The course is punctuated with a number of lectures that all students attend; outside
speakers introduce students to new areas of knowledge and specialist ideas. The Judicial
system, Architecture, Animal testing, Voting systems and Art appreciation are just a few of
the topics and the expertise and interest of the visiting speakers. There is always time for
question and debate so the students are actively involved. Students are encouraged to read
newspapers, use twitter follows and participate in ‘Question time’ style debates. Pupils learn
to gather the necessary evidence to support their viewpoints.

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It is recognised that the General Studies examination is rigorous and students are prepared
well for it in a varied and stimulating way over the two years. Most importantly our students
can leave school confident that their knowledge and understanding has been deepened and

widened.

The value of General Studies is recognised at Devonport High School for Boys and by a
number of Higher Education institutions (albeit on results day and not in advance offers). For
a few students each year the examination results can make all the difference at the
time of HEI acceptances. In some cases this will become a useful marketing point for you
as you pursue your post- 18 options. If an A or B grade is achieved, this may be
recognised by Higher Education institutions for scholarship awards.

The unit exams are spread as follows:

Year 12 Units 1 & 2

Year 13 Units 3 & 4

3. 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:

 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 at the end of Yr12 or beginning of Yr13.
 Submit in January of Yr13

4. 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

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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.

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)

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

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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 all about. They provide a good 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
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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.

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

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

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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
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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.
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
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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/

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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.

16

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.

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/

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http://www.telegraph.co.uk/foodanddrink/8435031/Reading-as-teenager-gets-you-a-better-
job.html

Eighteen by Eighteen - your reading challenge.

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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

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 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

5. LEADERSHIP TRAINING
Mr Mitchell and Ms Anstee will run leadership training 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

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6. 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 middle 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 Yr 12 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.
7. MATHS for PHYSICISTS
To support physics students who are not studying maths A level, extra maths support
lessons will be scheduled during an enrichment period.
8. 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
advertise through year and House assemblies as well as through email.

21

GENERAL ADMINISTRATION
www.dhsb.org
Please check the school website regularly for:

 Term Dates
 School Calendar
 Latest School News and letters.

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
 Sixth form tie
 Black trousers (not jeans or similar), knee length (or longer) black skirt
 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.
 Black belt if worn

This is to be worn when travelling to and from school and whilst off the premises
during the 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 will not be accepted (including a shaven head! – grade 2 is
acceptable but no shorter). Long hair must be tied back.

 For Health and Safety reasons body piercing and wearing of jewellery is not
acceptable.

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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 pencil sharpener. Coloured pencils and highlighter are also

useful.
 Maths geometry set.
 Calculator- the Maths department recommends Casio FZ83

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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
Mr Steve Tew, Director of Post 16 Learning.
Eggbuckland Community College:
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 TLP schools: DHSG ECC SBC Notre Dame
8.50-9.00 8.40-9.00 8.50-9.10 8.50-9.15
Reg 8.55-9.10 Reg / Tutorial 9.00-10.00 9.00-10.00 9.10-10.10 9.15-10.15
10.05-11.05 10.00-11.00 10.10-11.10
P 1 9.10-10.10 P1 11.05-11.25 11.00-11.25 11.10-11.30 10.15-11.15
11.25-12.25 11.25-12.25 11.35-12.35 11.15-11.40
P 2 10.15-11.15 P2 12.30-13.30 12.25-13.25 12.35-13.35 11.40-12.40
13.30-14.30 13.25-14.05 13.35-14.15 12.40-13.40
Break 11.15-11.40 Break 14.30-15.35 14.05-15.05 14.20-15.20 13.40-14.25
14.25-15.25
P 3 11.40-12.40 P3 15.35 15.05 15.20
15.25
Lunch 12.40-13.40 P4

P 4 13.40-14.40 Lunch

P 5 14.45-15.45 P5

End of day 15.45 End of day

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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.
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 lessons should be arranged out of school hours. If requested, there can be a
dispensation for leave of absence to take a driving test, which usually includes the pre-test.
Students are expected to make flexible use of their private study periods to support their set
work and background work so that academic targets are achieved.
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 and School Nurse are
also available to help you. Please note that school and house prefects are there to help as
well - they represent the head and staff. It is essential that any sixth former unwell
reports to the Sixth Form office before leaving the premises.

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ATTENDANCE
 100% attendance is expected, as detailed on your timetable
 Attendance is compulsory for ALL timetabled lessons and independent study
sessions. Authorised ‘off site’ study is given to students who have demonstrated
effective time management after the first set of internal assessments in January. This
privilege is only offered by the Head of year if recommended by the form tutor.
Registration will be taken in your tutor base and 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 warning 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:

 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 Sixth Form office. This way attendance
records are accurate and bursary payments 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.

ABSENCE
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.

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 Learners programme of study
 Leisure activities, birthday, or similar celebrations
 Shopping
 Babysitting younger siblings
 Driving lessons
 Minor Illness
 Suspension from your course

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 Any absence from lessons and/or assembly/tutorial sessions not covered by notifying the
school

 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.

27

‘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 students 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).

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

28

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.

CAREERS ADVICE
Careers South West (CSW) provide 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!

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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 Yr 12 & 13 students must make appointments to meet with identified
referees to discuss Ucas applications.

September Yr13 Data report AS grades, A2 predicted & target grades

September 16th UCAS Oxbridge deadline
September14th Yr12 Parents’ tea party (16.30 – 17.30)

October UCAS application deadline Yr13

November Effort audit Yr12 completed
Work-related learning / ‘next-step planning’ week

Learn2Live event at Plymouth Pavilions

December Yr12 Interim Report home*1

January Y12 and 13 Mock exams in lessons

March / April Interim report home Yr12 & Yr13

Yr12 & Yr13 Parents Consultation Evenings

Exeter Higher Education Fair, Westpoint.
(TLP) Parents’ info event at Plymouth University

Oxbridge Information Day

May Ten Tors event

Mid May- Early June Yr12 External exams for unreformed subjects followed by internal
Mock exams for reformed A levels

Late May Yr13 Exam study leave begins

June A2 teaching starts

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.

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UCAS and OXBRIDGE
Oxbridge and Medical electronic applications completed and printed application forms must
be handed to Mrs Waitt before Friday 17th September 2016.
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 2017 but applicants are best served by our earlier deadline and we will close access to
Apply 16 from the end of school on 20th 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

31

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 you 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

32

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 every student in the school. As a prefect you will often be asked for support
during the school day as well as for specific calendered 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

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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.

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.

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.

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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:

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  Assemblies
whole school assembly  Charity leadership
time or Friday period 2)  House support

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

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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.

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 Butcher and Mrs Anstee 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.

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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:

 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.

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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] pr 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]

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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.”

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 complete this
Academic mentoring form:
https://drive.google.com/a/dhsb.org/file/d/0B4jeaUKcfmCjaTBPcXZwakttWmM/view?
usp=sharing

 Mrs Marsh will contact you to arrange a time to meet within two weeks to answer any
further questions you have.

 Training event to develop / enhance your skills as a mentor
 Allocation of student(s) to you.
 Mentoring starts!

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8). Refuel 6 Leadership team

The Refuel 6 ‘cafe’ has become a key factor in contributing to positive well being
and community spirit of our Sixth form . To this end, a number of leadership positions will be
made available through which students:

Merits of this role
 Will feel valued as leaders within the KS5 community
 Will demonstrate trust and personal responsibility.
 Can get involved in them day to day running of Refuel 6 , helping out the Refuel staff
when required whether it be stock rotation, preparing food, planning menus or
helping serve the pre-prepared snacks.
 Will gain experience in kitchen work and food preparation useful for your CV
 Will have the opportunity to be coached by an experienced chef.
 Be awarded a Food safety certificate upon successful completion of an online Food
safety qualification which again, will be also be a positive addition to your CV.
 Have a chance to discuss any new ideas for Refuel 6 and how to make it more of a
community cafe..
 Receive a £2.50 wise pay credit per hour duty, to be used only within refuel . (At the
end of each full term, credit balances will be returned to zero )

Key skills:
Essential!: Fun, trustworthy, good face to face and digital communicator, hard working,
flexible and a great attitude. Open to students after the external summer exam season.

Expectations of you:
 You will have a professional and reliable manner.
 You will be reporting to the Refuel 6 Manager (Zoe Higgins).
 Zoe will ensure that you receive any relevant training and that you understand all
aspects of the terms of the working agreement that you will be asked to agree to and
sign. You will responsible for upholding excellent hygiene and safety standards as
would be expected in any catering area of the school.
 You will also assist in the production of excellent quality food, presented politely for
KS5 students and also staff members.
 Committee members will be responsible for a designated rota of shifts of a minimum
of 2 but not more than 4 sessions per week. You will also be responsible for
maintaining a good standard of food hygiene and general cleanliness of the areas.
 Signing in and out will be required.

How and when to apply
Names to Zoe in the second week of June.
Ms Davidson will act as a referee and liaise with your tutor and Ms Higgins.

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9). 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.

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 brief statement of your suitability to be sent to Mrs Edwards

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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 2016

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: __________

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TLP Learning Agreement 2016-17

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 Eggbuckland Community Notre Dame Roman St Boniface’s Catholic
for Boys School for Girls College Catholic School College

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Sixth Form Activities - Autumn Term 2016

Student name: _________________________ Form: ______ Date: ___________

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

Activity Autumn Term 2016
________
 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 to the Sixth Form Office September 2016
.

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Sixth Form Activities - Spring / Summer Term 2017

Student name: _________________________ Form: ______ Date: ___________

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

Activity Spring/Summer Term 2017

 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 to the Sixth Form Office January 2017

Link to Mathematics formulae from EDEXCEL:

47