Job Archives
Equipment
Students should come to school with the following items, which are essential for all school work: [ut_one_half]- Pencil case
- 3 ball-point pens
- 2 HB pencils
- 1 2B pencils
- Green pen
- Rubber
- Pencil sharpener
- Protractor
- Pair of compasses
- Set square
- Set of coloured pencils
- Set of felt tip pens
- Glue stick
- 30cm ruler
- Scientific calculator
- Note book for general note taking.
Uniform
Students must wear uniform as specified in the requirements published in the Prospectus and student planners. The Headteacher is authorised to rule on specific issues, e.g. extremes of hairstyle. The uniform requirements do not attempt to cover issues of fashion. In general, if the uniform policy does not specify that an item is allowed, it may not be worn. [ut_one_half]![Nobel Uniform](http://thenobelschool.org/wp-content/uploads/2015/06/nobel-uniform.jpg)
Boys
- Dark blue blazer with school logo badge
- Dark blue tailored trousers
- Plain light blue shirt, which must be tucked in
- School house tie
- Black shoes, not trainers or boots
Girls
- Dark blue blazer with school logo badge
- Dark blue tailored trousers or skirt
- Plain light blue shirt which must be tucked in
- School house tie
- Black shoes, not trainers or boots
Clothing and Equipment for Physical Education
[ut_one_half] Girls- Navy blue Nobel PE T-Shirt
- Navy blue shorts
- Navy blue/white Nobel rugby/football socks
- Football/rugby boots (students will be told when these will be required)
- Lace up trainers (not black pumps or high-top boots)
- Gum shield – it is recommended that students purchase a gum shield for contact sports such as rugby to give them optimum protection.
- Shin pads
- Water Bottle
- Navy blue zip up top
- Navy blue Nobel PE T-Shirt
- Navy blue shorts
- Navy blue/white Nobel rugby/football socks
- Football/rugby boots (students will be told when these will be required)
- Lace up trainers (not black pumps or high-top boots)
- Gum shield – it is recommended that students purchase a gum shield for contact sports such as rugby to give them optimum protection.
- Shin pads
- Water Bottle
- Navy and white rugby top
Ordering Uniform
Click the links below to view PDFs
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Mrs Harnetty
https://youtu.be/XKShpS2ryaU [/ut_one_half] [ut_one_half_last]Mr Swendell
https://youtu.be/egcz18PKanc [/ut_one_half_last] [ut_one_half]Mr Jones
https://youtu.be/0q_uerez_qk [/ut_one_half] [ut_one_half_last]Student Tips
https://youtu.be/zf3ZFmwF6X0 [/ut_one_half_last] [ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Key Dates" width="third" last="false" target="_blank" url=http://thenobelschool.org/wp-content/uploads/2022/06/Key-Dates-Timeline.pdf][/ut_service_icon_box] [ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="FAQ" width="third" last="false" target="_blank" url="http://thenobelschool.org/wp-content/uploads/2022/06/FAQs.pdf" target="_blank"][/ut_service_icon_box] [ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Uniform" width="third" last="true" url="http://thenobelschool.org/about-the-school/online-payments-and-uniform/#uniform"][/ut_service_icon_box]
Please click on the link below to view the Nobel News:
Year 7 Parents' Transition Evening
Transition Evening Presentation |
Head of Year
Nobelian Character |
Literacy
YEAR 6- Parents' and Students' Grammar, Punctuation and Vocabulary Guide & Activity Booklet |
Week 1
- 1. How to Train Your Dragon- Pre-Reading
- 1. How to Train Your Dragon- Pre-Reading (Answers)
- 2. How to Train Your Dragon- Chapter 1 (Questions)
- 2. How to Train Your Dragon- Chapter 1 (Answers)
Week 2
- 3. How to Train Your Dragon- Chapter 2 (Questions)
- 3. How to Train Your Dragon- Chapter 2 (Answers)
- 4. How to Train Your Dragon- Chapter 3 (Questions)
- 4. How to Train Your Dragon- Chapter 3 (Answers)
Week 3
- 5. How to Train Your Dragon- Chapter 4 (Questions)
- 5. How to Train Your Dragon- Chapter 4 (Answers)
- 6. How to Train Your Dragon- Chapter 5 (Questions)
- 6. How to Train Your Dragon- Chapter 5 (Answers)
Week 4
- 7. How to Train Your Dragon- Chapters 6&7 (Questions)
- 7. How to Train Your Dragon- Chapter 6&7 (Answers)
- 8. How to Train Your Dragon- Chapter 8 (Worksheet)
Week 5
[/ut_one_third_last]Numeracy
[ut_one_half] https://youtu.be/O8sp3sMj0Cw [/ut_one_half] [ut_one_fourth]Week 1
Week 2
Week 3
[/ut_one_fourth] [ut_one_fourth_last]Week 4
Week 5
Week 6
[/ut_one_fourth_last]Food
[ut_one_half] https://youtu.be/-dlQkbRJ1F4 [/ut_one_half] [ut_one_fourth]Week 1
Week 2
Week 3
[/ut_one_fourth] [ut_one_fourth_last]Week 4
Week 5
Week 6
[/ut_one_fourth_last]PE
[ut_one_half] https://youtu.be/ICnWBHReS-s [/ut_one_half] [ut_one_fourth]Week 1
Week 2
Week 3
[/ut_one_fourth] [ut_one_fourth_last]Week 4
Week 5
Week 6
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Please click on the link below to view the Nobel News:
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https://youtu.be/jkY1sU7EeEg
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[ut_one_third]
https://youtu.be/XKShpS2ryaU
[/ut_one_third]
[ut_one_third_last]
[ut_service_icon_box color="#fbba00" hovercolor="#002664" icon="fa-file-pdf-o" headline="Year Seven Welcome Booklet 2021" last="true" target="_blank" url="http://thenobelschool.org/wp-content/uploads/2021/05/Yr7-booklet-MASTER-2021.pdf"] [/ut_service_icon_box]
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Welcome to our lovely school and the beginning of your KS3 journey. At Nobel, we nurture and develop a community that embeds our ethos of being ‘Ready, Respectful and Safe’.
As Nobelians, we believe that good character and pride in all we do is at the very core of all we seek to achieve as educators. With expert teaching in a wide variety of subjects and extracurricular opportunities, we consistently deliver excellent outcomes and observe Nobelians develop in to fantastic young people.
I look forward to meeting you all and being ready to support you to take full advantage of all our lovely school has to offer.
Best wishes
Mr Swendell
KS3 Lead - Fundamentals
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Mr Swendell
[ut_one_fourth]![Mr Swendell](http://thenobelschool.org/wp-content/uploads/2021/06/csl.jpg)
Mrs Jones
[ut_three_fourths] Hello, My name is Chloe Jones, the Head of Year 7 at Nobel. I am looking closely to working with you and your children over the next year. We have put a detailed transition programme together to support your family during this time. This is a really exciting time for your child and I ask for your full engagement during this period. There will be lots information you will be receiving, please read this carefully and do not hesitate to get in touch. We are here to answer any questions that you have. You will be hearing from me a lot so please keep checking you inboxes! Our primary communication method is email. However, if urgent, please do not hesitate to give reception a call. I look forward to meeting some of you during the family meetings and speaking to you all at transition evening. See you soon! Mrs Chloe Jones Head of Year 7 [/ut_three_fourths] [ut_one_fourth_last]![Mrs Jones](http://thenobelschool.org/wp-content/uploads/2021/06/cjs.jpg)
Please click on the link below to view the Nobel News:
The school has a dog. Gatsby lives with the headteacher and his family and commutes with him every day from north London. Gatsby is an Australian Labradoodle, the breed was specially chosen because they are typically calm and hypoallergenic, this means they do not shed their hair, and therefore are better for children with allergies. Gatsby was bred by registered breeder, with an excellent reputation. From a litter of eight, he was chosen as the calmest and the one best suited to a school environment.
Gatsby joined the school when he was 8 weeks old and since has received intensive training from ‘Barking Mad’ in Graveley, north of Stevenage. Some staff have also received on-site training. Gatsby is based in the headteachers office area. With parental permission, and with an adult present, children do get the opportunity to walk Gatsby. Teaching and non-teaching staff are also able to spend time with him, he has proved very successful at diffusing angry, upset or stressed children. He also likes going on ‘learning walks’ to classes around the school with teacher colleagues. Adults also enjoy his company and he is very much one of our team; a Nobelian.
Here is the risk assessment for having Gatsby in school and colleagues regularly remind students of how to approach Gatsby and or any other dog.
Click the links below to view the PDFs
Letter Sent to Parents Regarding Becoming a Nobelian
Literacy Letter
Letter to Parents from Mrs Jones
Misc
Please click on the link below to view the Nobel News:
Please click on the link below to view the Nobel News:
Please click on the link below to view the Nobel News:
Please click on the link below to view the Nobel News:
Please click on the link below to view the Nobel News:
Remote education provision: information for parents
This information is intended to provide clarity and transparency to students and parents or carers about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home. For details of what to expect where individual students are self-isolating, please see the final section of this page.The remote curriculum: what is taught to students at home
A student’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.What should my child expect from immediate remote education in the first day or two of students being sent home?
All students in KS3 and KS4 have subject booklets for each unit of the curriculum they are currently studying. Lessons are individually numbered in these booklets and students will continue working through the next lesson in their booklet in the next timetabled slot for this lesson. Teachers aim to be able to move to live lessons via Teams immediately, but where there is a delay caused by staff absence, work will be set via Show My Homework, continuing to follow the normal school timetable. |
Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?
We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, some aspects of PE, music, science, DT and art that may need resources which students won’t have at home will be adapted to be accessible for all. |
Remote teaching and study time each day
How long can I expect work set by the school to take my child each day?
We expect that remote education (including remote teaching and independent work) will take students broadly the following number of hours each day:Secondary school-aged students not working towards formal qualifications this year. | This will take approximately 5 hours per day. |
Secondary school-aged students working towards formal qualifications this year. | This will involve approximately 5 hours of remote lesson content per day plus some additional time for self-study. |
Accessing remote education
How will my child access any online remote education you are providing?
All remote learning will be set on Satchel:One and Microsoft Teams. Students access both of these using their single sign in user names and passwords for their school accounts. |
If my child does not have digital or online access at home, how will you support them to access remote education?
We recognise that some students may not have suitable online access at home. We take the following approaches to support those students to access remote education:
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How will my child be taught remotely?
We use a combination of the following approaches to teach students remotely:
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Engagement and feedback
What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
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Students must remain Ready, Respectful and Safe when online.
Ready
You must:
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How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
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How will you assess my child’s work and progress?
Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on student work is as follows:Teachers will provide feedback opportunities in the majority of lessons, such as: response to queries online, comments on work, whole class feedback, self-marking quizzes or providing answers for students to self-mark their own work. Teachers may also identify for students work that they must submit in order to receive individual feedback on. |
Additional support for students with particular needs
How will you work with me to help my child who needs additional support from adults at home to access remote education?
We recognise that some students, for example some students with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those students in the following ways:During periods of remote learning, The Nobel School remains open to children of critical workers, vulnerable students and/or those with an EHCP. Pastoral teams and SEND team are available to support remote learning.Vulnerable students and students that have an EHCP will receive weekly contact to support student wellbeing. Differentiated work/timetables will be put in place where appropriate to maintain student engagement in education. All students and parents are able to follow normal school procedure and contact teacher and/or form tutor with concerns or if in need of extra support. EHCP annual reviews will be held either via the phone or an appropriate group call service, which may include video call option such as zoom or Teams. Should the parent prefer, an extension may be applied to the annual review date. The SENDCo will advise how to make these arrangements. Additional or emergency reviews will be available should significant adjustments to an EHCP be required prior to the return to school. At Nobel we recognise the importance of supporting our students with SEND during periods of remote education by: Taking a student-centred approach- looking at the individual needs of the child and their home environment. Replicating school support as much as possible- We send home any physical resources that support the student in school, such as visual timetable strips, ergonomic pens, pencil grips, reading pens and tangles and laptops. All students follow the pattern of the normal school day. Offering additional support parents of students with SEND – Regular calls home are made to identified students of SEND and students with an EHCP are invited into mini school and have weekly calls. Delivering universal resources- Subject workbooks are issued to each student which clearly lay out resources for each lesson with key vocabulary, sentence starters and key information. |
Remote education for self-isolating students
Where individual students need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching students both at home and in school.If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?
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