LATEST NEWS: Welcome to Applemore College GCSE 2014 Certificates are ready for collection. Year 10 Information Evening for Work Experience Thursday 20th
On Friday 10th October a group of students will
travel to Ypres in Belgium as part of the 100 years commemoration of the start
of the First World War. They will visit the trench system at Sanctuary Wood and
pay their respects at the Menin Gate and at the British Commonwealth Cemetery
at Tyne Cot.
Applemore Technology College young cooks from Masterchef The Professionals
Abigail Jenkinson and Freya Body fought stiff competition
from three other team finalists from Isle of Wight, West Sussex and Hampshire.
The Create and Cook Competition, which is run by fit2cook food education and
sponsored by The Southern Co-operative, aims to celebrate local food and
nurture the talent and skills of young cooks aged 12-14 years. All four
contestant pairs were challenged to design a two course menu full of local
flavours and cook this in front of the judging panel at the competition final
held at Newlyns Cookery School in Hampshire (26 June).
Abigail and Freya cooked pesto chicken roulade with rice, asparagus and parmesan crisp
followed by summer fruit tart. Competition judge and current champion of BBC2’s
Masterchef: The Professionals, Steven Edwards, praised the teenagers’ standard
of cooking: “This competition has become so hard to judge as the quality of
entries is so high. All the contestants did such a good job and we could see
that everyone really wanted to win. I could have been watching professional
chefs in the kitchen, not young teenagers”. The competition was also judged by
Chief Operating Officer for Food Retail at The Southern Co-operative, Phil
Ponsonby, who oversees the retailer’s Local Flavours range which sources over
1500 product lines from producers, farmers and suppliers across the south of
England. Phil said; “I have been so impressed by the originality of the
finalists’ dishes. Their skills were phenomenal, especially as they were
cooking under such time pressure.
Abigail and Freya put considerable time and effort into
researching ingredients from the New Forest, and this contributed to the
diversity and flavours of their dishes”. Executive Chef Andy MacKenzie from
Exclusive’s Chefs’ Academy in Hampshire, Isle of Wight producer Nuala
Grandcourt of Wild Island Dressings and Chef Hannah Westcott from Newlyns
Cookery School also made up the judging panel.
This is the first time that Applemore Technology College
has entered the Create and Cook competition, and Food and Catering teachers Kara
Saunders and Emily Grice built it into the college’s scheme of work. This resulted in stiff
competition between pupils at the college to win a place in the competition.
Neither Abigail or Freya have entered a competition before:
“It’s been hard work and taken a lot of time but we’re so
pleased to have got this far and it’s been a great experience that has made us
think more about following a career in food. We’ve learnt a lot from local
producers and the judges were helpful and friendly so we weren’t too nervous
once we started cooking!” As runners up, Abigail and Freya were awarded a
trophy featuring their recipes which had been professionally styled.
To find out more and try the winning recipes, visit www.fit2cook.co.uk/createandcook.
AFRICAN ADVENTURE 5th – 17th
“The best thing about Africa is knowing that
we were helping people a lot less fortunate than people in England. We took
pens, paper, and pencils (stationary) for granted, but our teacher Mr Kemp took
a video of when he said to the class ‘right class we have got you all new pens’.
I thought there was going to be a riot in the class room; it really brought a
tear to my eye as they were all so excited and thankful.
I love the fact that we were privileged with
the honour of being given the chance to go to Kenya and be able to have a life
changing opportunity which was probably the best experience of my life time. I
would love to go back again. My worst moment whilst I was out there was the
fact that we had to leave all those people behind and not take them with us.”
“During my time in Africa I really learnt how
lucky I actually am. Some of the children out there have to walk miles to get
to school every day and here we are complaining that we have to walk over a
I hope I can go back again some when and see
how everything has changed, but I am just grateful I got the chance to go!”
“Going to Kenya this April has been the most
life changing experience ever and has made me more appreciative of what I have.
Going out there was very emotional and in places hard to handle but was a trip
of a lifetime.
In the future I would like to return to
Nakuru and especially go back to the Walk Centre to see if it’s developed in
any way. I’m so happy I’ve been out there and had the chance to work with the
most amazing kids who have hardly anything compared to me.”
“Visiting Kenya was an amazing experience – I
would recommend it to anyone. See so many happy people even though they’re living
in severe poverty made me smile every day. It was very emotional visiting
houses in the slums and walking through the dump. However, there are so many
inspirational people in the community we visited; it makes you appreciate
everything you have.
The trip definitely changed me as a person
and I believe that it was beneficial and taught me to not take things for
granted. It was a truly amazing and unforgettable experience – I already want
to go back.”
was the best experience I have ever had!” It was a whirlpool of emotions and
yes, at times it did make me sad, but out there, you just kind of needed to
keep your head high and push it aside because they don’t know any different.
They were proud of what they had because it’s more than some people out there.
children were so happy with so little and it just goes to show what we take for
granted. They constantly had smiles on their faces, which made me smile. Africa
has definitely changed my life and I hope someday I can go back and do it all
again! J Oh and hey, I got to kiss a giraffe. No
to Kenya was the best thing I have ever done. It has changed me for the better,
it has taught me to appreciate what I have and not to take things for granted.
the children out there are so happy and I loved sharing smiles and laughs with
them. The classrooms are so different but they are so happy to learn and to
have an education. There is no other way to describe my experience other than
AMAZING. I was sad to leave and even though I had to leave the children behind
the memories will always be with me!
knew people with so little could be the happiest people you’ve ever come
across. Africa has got to be the best thing I've ever experienced. All the
lovely people I've met; all the memories I've shared; all the smiley faces
surrounding you at every point of the day. It’s absolutely amazing to think we
could have changed a whole bunch of people’s lives for the better.
an eye-opener to see how different everything was; all the people I've met will
ALWAYS have a special place in my heart. I will never forget all the things
have had the most amazing time of my life and met some of the most intelligent
young students. There all so full of life and happy, It could make anyone's
day. The bond you gain with the kids is incredible and I will never ever forget
This page is under construction.
Applemore students reporting for the BBC School Report 2014 on the history of the satchel.
The students impressed School Report HQ so much with their idea that they had the opportunity to have it professionally filmed and edited and it was shown on BBC South Today on 27th March.
We are really proud of the students and we hope you enjoy watching the video as much as they enjoyed making it.
are delighted that we were successful in our planning application to build a
full-size, all-weather pitch on the school field. The project has the backing
of New Forest District Council, Hampshire County Council, The Football
Association (FA) and Rugby Football Union (RFU) and we are now working closely
to hopefully secure the funding we need. If we are successful in our bid then
the pitch will transform our sports provision and will provide an outstanding
sports facility to be enjoyed by our students and local community alike.
order to ensure parents and students are fully aware of the major trips and
activities that the College is offering and to help parents to budget accordingly,
the table below shows a brief outline of our future plans:
For Year 7
students during Enrichment Week. Letter will be sent home after Easter
(Year 7 –
Full range of costs
information will be sent home soon after the Easter holiday
Adventure to the South of France
(Year 9 –
Sorry – fully booked!
Ski Trip to
Year 7 – 10)
have been sent home. One or two places still available!
Year 7 + 8)
coming home in September
is our intention to provide every opportunity for our students to enjoy a wide
range of educational trips and activities. We fully understand the financial
demands made of parents, especially if more than one child has to be
considered. For this reason we try to reduce costs by offering trips both at
home in Britain and abroad. Where possible, trips will be repeated to allow the
opportunity for students to access at least one opportunity to participate.
HC3S want your views on the Catering Service
Let us know your ideas at;
Three responses from your
school will be chosen at random and these pupils will receive free lunch for
(£2.00 daily allowance for
For more information on our current
menu visit www.yougo4it.co.uk
Applemore College, a school where;
are proud of their own and others’ achievements
are responsible for their own behaviour
learning culture is respected
is known and valued
aspirations are encouraged
achieve their personal best
Our Core Values
core value is a central belief that is understood and shared by every member of
the College community. We believe in commitment,
responsibility, respect and excellence;
we mean students;
loyalty to their friends, peers and to the College
willing to support and care for others
their personal best
by the College rules
we mean students;
ownership of their learning behaviour
positively to the learning of others
their self-confidence through participation
their own strengths and set personal goals for improvement
we mean students;
pride in themselves, in their appearance and in their work
all members of the College community
good manners at all times
tolerance towards different beliefs and points of view
the College environment
we mean students;
their personal best
challenging personal goals for improvement
“Working with our customers, constantly challenging
ideas, to ensure we provide high quality, flexible solutions for your catering
On the Exam Day
No Mobile Phones Poster
On screen test
Warning to Candidates
Exams Timetable 14 Year 11 Mock
Applemore CA Policy
CA Risk Management PolicyInternal Appeal Procedure
Hythe Primary School
Beaulieu Primary School
Oak Lodge Specialist Arts College
Waterside Primary School
Marchwood Infant School
pursued by evil forces. Stephanie finds help from an unusual
source - the wisecracking skeleton of a dead wizard. .
Daughter of Fire and Ice by Marie Jensen (T+)
A young Viking girl and a slave boy flee to a new life in Iceland after
their murder of a brutish Viking chieftain.
Lock and Key by Sarah Dessen (T+)
Abandoned by her mother, 17 year old Ruby learns to trust people again
when she goes to live with her older sister.
Mrs Kingdon is the College Librarian.
The Library, which has recently undergone an extensive refurbishment, is
on the first floor of the main building and is the focal point of the
College. Here students come to change library books, finish off homework
and have access to computers to carry out research. Homework Club is also held
in the Library.
for Upper School
This list of fiction titles all come highly recommended. In the Library,
look for the books with a 14-19 (T+) sticker on the spine.
Most books by Catherine Fisher, Garth Nix, David Eddings, Terry
Pratchett, Anne McCaffrey
The Books of Pellinor by Alison Croggan
Septimum Heap books by Angie Sage
The Black Magician series by Trudi Canavan
Sharp North by Patrick Cave
The Lost Soul series by Alan Gibbons
Night World series by L J Smith
Twilight series by Stephenie Meyer
Vampire Academy series by Richelle Mead
The Demonata series by Darren Shan
Thirsty by M T Anderson
A Gathering Light by Jennifer Donnell
The Knife of Never Letting Go by Patrick Ness
The Road of the Dead by Kevin Brooks
Books by Mary Higgins-Clark
Apocalypse by Tim Bowler
Tales of the Otori Trilogy by Lian Hearn (Medieval Japan)
Tamar by Mel Peet (WW2)
Once series by Morris Gleitzman
The Boy in the Striped Pyjamas by John Boyne (The Holocaust)
Ellen's People by Dennis Hamley (WW2)
Coram Boy by Jamilla Gavin (Victorian - slavery)
Books by Sara Dessen, Sara Manning, Anne Cassidy, Kate Cann, Randa
Spiked by Sandra Glover
Most books by Meg Rosoff
Bokks by Jodi Picoult
The Gossip Girl series by Cecily Von Ziegesar
Books About Issues
Paralysed by Sherry Ashworth (Disability)
Massive by Julia Bell
The Megan series by Mary Hooper (Teenage pregnancy)
Caught in the Crossfire by Alan Gibbons (Racism)
The Noughts & Crosses books by Malorie Blackman (Racism)
Stone Cold by Robert Swindell (Homelessness)
Looking for JJ by Anne Cassidy (Abusive families)
Fat Boy Swim by Catherine Forde (Bullying)
Books by Arthur C Clarke
Books by Douglas Adams
Transplant by Malcolm Rose
the Death Gene by Malcolm Rose
Books by Chris Ryan
Books by Andy McNab
War Stories WW1/WW2/Falklands etc by various authors
Applemore CollegeRoman RoadDibden PurlieuSouthamptonHampshireSO45 4RQ
Tel: 023 8084 8804Fax: 023 8084 8715E-mail: email@example.com
- 2.15 pm
08:30 – 09:00
9th October - we close at 12.30 pm to prepare for Open Evening
19th December - we close at 12.30 pm for the start of the Christmas holidays
5th January - is an INSET day.
2nd April - we close at 12.30 pm for the Easter holidays.
20th April - is an INSET day.
29th June - is an INSET day.
22nd July - we close at 12.30 pm to start the summer holidays
Mr R Marsh
Mr A Chipping
Miss C Eskriett
Mr R Poole
STUDENT PROGRESS LEADERS
Year 7 – Mrs N Walsh
Year 8 – Mr J Phillips
Year 9 – Miss C O’Connor
Year 10 – Mrs K Cawley
Year 11 – Mrs J Plummer
Mrs S Stratford*
Mrs S Bartram
Mr L Dales
Mrs S Goodall
Mrs J Lamb
Mrs J Plummer
Miss H Topham
Mrs B Labram*
Ms K Atherton
Mrs L Godfrey
Mr P Greet
Ms J Fielding
Mrs M Markham-Smith
Mrs D Smart
Mrs E Collison*
Miss L Parker
Mrs C Taylor
Mrs J Weller
Ms L Parvin*
Mr A Hearmon
Mr J Phillips
Mrs R Powell
Mrs K Pyrzynska
Miss E Pooler*
Miss H Keens
Miss K Metcalfe
Miss P Smith
Mr P Wabe
Mrs M Gilbert*
Miss E Charrett
Mr S Mainstone*
Mrs E Grice
Miss C O’Connor
Miss K Saunders
Mr M Wheatley
Miss R Gordon
Mrs N Walsh
Mr A Wing
Mrs R Williams
Mr T Andrews*
Mrs K Cawley
Mr J Kemp*
Mr J Pragnell
Educational Needs Co-ordinator)
Mrs J Buttle
Miss L Carr
Mrs W Chantler
Mrs I Dogherty
Miss N Dossitt
Miss S Dulieu
Ms S Harris
Mrs C Hibberd
Mrs K Lancaster
Mrs A McCarthy
Miss S Powell
Mrs J Sharpe
Mr S Trueick
Mrs K Weeks
Mrs E Diamond
*Head of Department
ADMINISTRATIVE AND TECHNICAL SUPPORT
Mrs A Adams
Mrs G Chesterton
Mr M Prowting
Mrs R Ashley - Receptionist
Miss K Bassi - Receptionist
Mrs E Miller - Finance Assistant
Mrs B Chawdhery
Mr J Goodall - Technology Technician
Mrs W Rawlins - Science Technician
Miss J Read - Food Technician
Miss L Smith
Mr R Branch
Mr F Guimaraes –
Mr P Goddard – Site Supervisor
Mr G Noble – Project Manager (Site)
Mrs S West – Site Supervisor
Mrs R Ashley
Mrs I Allen
Mrs A Chalmers
Mrs C Kingdon
Mrs H Kavanagh
College Uniform – as from September 2012
You can download our uniform price list here
new students will wear a white shirt, new school tie in the appropriate
House colour and also the new pullover with College logo. Blazers will no longer be worn.
The new College tie identifies the House that each student belongs to.
Please ensure you purchase the correct colour:
Holmsley - Blue Hurn - Red Ibsley - Green Sopley - Yellow PE ShirtThe new College PE shirt identifies the House that each student belongs to. Please ensure you purchase the correct colour (as above).Rugby Shirt
Tel: 023 8084 8804
Fax: 023 8084 8715
Post: Applemore College,Roman Road,Dibden Purlieu,Southampton,Hampshire,SO45 4RQ
Phones are open between the hours of 8am and 4pm by Mrs R Ashley and Miss K Bassi.
Messages can be left on the automated system.
Important dates for your diary over the coming year are listed below
5th September 2014 - First day back for Year 9
26TH September 2014 - PDL day
9TH October 2014 - School closes for Open Evening at 12.45pm
27th October – 3rd November 2014 - Half Term
14th November 2014 - PDL day
19th December – 6TH January 2015 - School closes at 12.30pm for Christmas holiday
The Progress Checks and Full Report issued will give you an indication of your child’s attitude, the levels your child is working at and whether they are on target.
The tutorial programme is an integral part of the school day. Students are expected to be in their tutor rooms for 8:25. Registration and tutorial is every day, 8:30 to 8:55. During this time students will:
• Partake in register roll call.
• Receive any messages/letters.
• Take part in discussions on Thought of the Week and current news topics.
• Literacy and Numeracy Programme and Personal Development Learning (PDL) program. Topics covered in year 9 are:
Enterprise and investment
Being Safe and Well
My School Career and Beyond
Getting Involved in the community
• Attend Year Group assemblies. Each tutor group will take part in planning and presenting an assembly.
• Take part in House Activities.
• Ensure that students have the correct equipment to be ready to learn.
• Interact with tutor over any concerns.
• Meet with Head of Year to discuss learning progress.
• Attend Year 9 focus group meetings.
• Send representatives to college council meetings
Tutorial is a very busy time during the week and is regarded as just as important as ‘regular lessons’. Therefore we expect students to adhere to our high standards of attitude to learning.
Parents can also help out by:
• Ensuring their child has the correct equipment for the school day: Pens, Pencils, Rubber, Ruler, Calculator, and Planner.
• Ensuring students have the correct school uniform.
• Ensuring planners are signed for every Monday. Planners are used by students to record homework and other notices. Parents and tutors can also communicate via the planner.
• Letting the school know if a student is late or absent for any reason.
The Year 9 Tutor Team for 2013-14 is:
9EPR Miss Pooler
9JLB Mrs Lamb
9AHN Mr Hearmon
9LPN Ms Parvin
9RPL Mrs Powell
9KAN Mrs Atherton
Year 9 Student Progress Leader
programme is an integral part of the school day. Students are expected to be in
their tutor rooms for 8:25am. The registration and tutorial period is from
8:30am to 8:55am.
During this time students will:
• Be registered
• Receive any messages/letters
• Work towards their Bronze ASDAN award
• Prepare for their work experience placement
• Attend Year Group assembly
• Take part in House Activities
• Ensure they have the correct equipment to be ready to learn
• Interact with tutor about any concerns
• Meet with Progress leader to discuss learning progress
• Attend Year 10 Focus Group meetings
• Send representatives to College Council meetings
• Collect and collate House Points
Tutorial is a very busy time during the week and is regarded as just as
important as ‘regular lessons’. Therefore we expect students to adhere to our
high standards of having a good attitude to learning during this session.
Parents can also help out by:
• Ensuring that students attend regularly and arrive at College on time (if a
student is late for any reason please record this in the planner).
•Ensuring their child has the correct equipment for the school day - pens,
pencils, rubber, ruler, calculator and Planner.
• Signing planners weekly. Planners are used by students to record
homework and other notices. Parents and tutors can also communicate via the
• Ensuring students have the correct school uniform.
Important dates for 2014-2015
September 2014 PDL day
November 2014 Year 10 Progress Check issues
November 2014 PDL day
20 November 2014 Year 10 Work Experience parents evening
February 2015 Year 10 Progress Check issued
Friday 20 March
2015 PDL day
Friday 8 May
2015 PDL day
Friday 12 June 2015
10 Full reports issued
Thursday 18 June 2015
Year 10 Parents
Monday July 6-
Friady July 17 Year
10 Wok Experience
Check and Full Report issued will give you an indication of your child’s
attitude, the levels your child is working at and whether they are on target.
The Year 10 Tutor Team for 2014-15 is:
10JKP – Mr Kemp
10MMH – Ms Markham- Smith
10SBM – Ms Bartram
10TAS – Mr Andrews
Tutors are your first port of call for any concerns/questions concerning your
student. I am also more than happy to help and assist.
Nature of Governorship
Chair of Governing Body
Governing Body Management Team
Governing Body Development Governor
Vice Chair, Governing Body
Health and Safety Governor
Committee Governing Body
Clerk to Governors
Applemore College will:
Inform parents/carers of their child's progress regularly through meetings and reports.
ECOSCHOOLS - ITS ALL ABOUT SUSTAINABILITY
all know theyre not supposed to go in the bin, but we all do it ... so,
Applemore Science students have developed the BATTERY BANK. With 15 kg
already collected, the Year 9s in charge will be following this system right
through to the company who dismantle and re manufacture. Please send in
any used batteries for recycling.
send them in, and our EcoSchools scheme will be storing them up to deliver for
reprocessing. There must be thousands around us if you think how many we
go through at College, and all the families here. Well make sure they all
go back into the Sytem.
many must we be going through? - all our students, all their families, all the
people at work - and up to 75% of the components are reusable. So, add to
that the small fee well get for each unit and YOU could be part of the whole Sustainable
Schools movement. We have 27 so far. Just a few more to go and we
will be generting some income to help fund all the projects that the EcoSchools
reps want to run.
Year 11 GCSE Information Evening
Year 9 GCSE Information Evening
Year 7 Parents’ Evening
Year 11 Parents’ Evening
Year 8 Parents’ Evening
Year 8 Options Evening
Year 9 Parents’ Evening
Year 10 Parents’ Evening
Day of Event
Time of Event
Read School of Dance
Forest Martial Arts
Forest Wedding Group
Floodlit courts available now! Applemore College has floodlit courts available to hire. The all weather tarmac surface comprises three tennis courts, three netball courts and a five a side football pitch with goals. Children's Party Venue for Hire!Our dining hall was recently nominated for a national award due to it’s unique design that combines style with functionality . This huge space comprises of a long food serving area, tables, chairs and soft lounging area and 2 large t.v. screens. It is designed so that it can be sectioned into spaces for eating, play and relaxing. There is also access to a secure outside play area.It is a fantastic venue for children’s parties or other functions. Hire rates start from £50 per party. Come and have a look for yourself!
Conference/training room for hire!The room is available all year round most daytimes and evenings. The hire rate includes seating for up to 24 people and refreshments. Outside of the school day an extra adjoining room offers space for training activities etc.Hirers have the use of a projector, screen, whiteboards, flip chart, internet connectivity and a tv/dvd player. Catering can also be arranged at extra cost.WattbikesOlympians use them and British Cycling has endorsed them. Don’t get them confused with your average exercise bike! These beauties offer cutting edge design and computerised technology so you can plan and monitor your own training programme. We can now offer you five Wattbikes with a laptop, projector and screen. Three of the bikes are the Pro model and two are the Trainer models.Whether you are setting out to get fit, searching for ways to improve your performance, looking for the stars of the future, challenging Olympic champions or just want a realistic ride without having to go out in the rain, Wattbike can take you there! Visit wattbike.com for more information. They can be hired individually or together for a better deal. You are welcome to view all our facilities in advance by contacting Elizabeth Miller 023 80848804
Per Facility Per Hour
Exclusive Of Vat £
Food Technology Room
Resistant Material Technology Room
Vat 20% £
General Playing Field
Football Pitches Over 18s
36.00 Per Game
30.00 Per Game
Football Pitches Under 18s
20.40 Per Game
17.00 Per Game
Register on the National Apprenticeship website:www.apprenticeships.org.uk
and check the vacancies regularly
Apply to local training providers who can help you find employment:www.abovebarcollege.co.uk
– Hairdressing Training Provider in Southamptonwww.carillionplc.com/careers
– Construction Training Provider for Carpentry and Brickworkwww.fntctraining.co.uk
– Apprenticeships in Childcare, Customer Service and Business Administrationwww.remit.co.uk
– Training Provider for the Motor Vehicle industrywww.hittraining.co.uk
– Catering and Hospitality Apprenticeshipswww.jtltraining.com
– Plumbing and Electrical Apprenticeshipswww.seta-training.co.uk
– Southampton Engineering Training Association offering Mechanical, Electrical/Electronic Apprenticeships as well as Fabrication and Welding
Apply to local colleges who offer apprenticeship training and can help you find employment:www.brock.ac.uk/apprenticeships
– Brockenhurst College offers apprenticeship training for a range of sectors including Hospitality, Business Admin and Marinewww.totton.ac.uk
– Totton College delivers apprenticeship training in areas such as Childcare, Hairdressing and Motor Vehiclewww.southampton-city.ac.uk/apprenticeships
– City College offers apprenticeship training in Construction, Catering, Engineering, Hairdressing and many morewww.eastleigh.ac.uk
– Eastleigh College delivers apprenticeship training in Motor Vehicle, Construction, Engineering, Catering, Hairdressing and many morewww.sparsholt.ac.uk
– Sparsholt College provides apprenticeship training in Agriculture, Animal Care, Equine, Environmental Conservation, Horticulture, Forestry
Contact local employers as well:
You may need to find your own employer if there isn’t a vacancy for an apprenticeship on the National Apprenticeship website or through the training providers. Use online directories, e.g. www.yell.com to make a list of local employers in the industry you would like to work in. Send employers your CV and a covering letter to enquire about vacancies. Use U-Explore for help to build a CV and for advice on letters.
Attend Apprenticeship Meeting in school in January if you need help to apply.
Apply for a full-time college course as well, just in case you can’t find an apprenticeship!
Post 16 Training is ideal for students who would like to start work and train for qualifications at the same time. An apprenticeship is a three way partnership between the employer, the training provider and the apprentice. Training usually takes place in the workplace four days a week and the other day is spent either at a college or training provider working towards NVQ qualifications. Students are offered the chance to meet local training providers at the Year 11 Careers Fair held in the Autumn term to talk through what life is really like as an apprentice and find out about current opportunities.Students wishing to do apprenticeships need to start looking around for employers who are interested in taking them on, as early as possible. Connexions do also have some job/apprenticeship vacancies advertised through them which students can access. Many of these vacancies are advertised on the apprenticeships on line website atwww.apprenticeships.org.uk which gives further information about being an apprentice and what is expected. Competition can be tough so students will need to get the best possible grades they can in English, Maths and Science as well as have a good school report.
As well as local colleges who offer apprenticeships we also have links with:www.abovebarcollege.co.uk - Hairdressing Training Provider in Southamptonwww.carillionplc.com - Construction related apprenticeships including Site Carpentry and Brickworkwww.fntctraining.co.uk - Apprenticeships in Childcare, Customer Services and Business Adminwww.zenos.com/index.html - Apprenticeships in ICTwww.remit.co.uk - Training for the Automotive industrywww.protocol-skills.co.uk - Apprenticeships in a range of areas including Marine Engineering, Motor Vehicle, Childcare and much morewww.sotonct.co.uk - Vocational training organisation offering Construction, IT, Business Admin, Hairdressing, Health and Social Care and much morewww.setatraining.co.uk - Engineering Training Association offering Apprenticeships in Mechanical, Electrical/Electronics and Fabrication/Welding
Where are they now?
Twenty-six students went to Totton college. They include Brandon Billings; Ollie Blay; Taylor Clark; Rory Clements; Shelley Fisher; Alisha Harveyr; Sam Hewson; Emily Jackson; Connor Layland; Niamh Lightfoot; Zoe Long;Lydia Martin; Ellie McDermott; Nik Newman; Fern Pawsey; Ethan Riley; Michael Rowbototm; Danielle Saw; Shannon Shaw; Jordan Speechley; Lee Taylor; Chris Tuinaceva; Erin Vickery; Jess Wainman and CharlotteWarner are studying a wide range of courses including A levels; English and Maths GCSEs; Functional Skills exams and GNVQs levels 2 and 3.We all wish them every success for their future.
We are currently awaiting responses from the other tertiary education suppliers and this web- page will be updated once the information is available.
Year 7 Personal Development Learning Day
History Visit to Ypres
Three Day Cultural Visit to Côte d’Opale, France
Four Day Cultural Visit to Andalucia, Spain
End of Term Arrangements 2014
of Mathematics (MPS)
enthusiastic Teacher of Mathematics at Key Stages 3 and 4 is required from
Applicants should be
highly motivated about teaching and learning and committed to raising
standards. Applications are welcome from newly qualified teachers who
possess enthusiasm for their subject.
Closing date: 1
Teacher – Part-time (MPS)
(Wednesday/Thursday/Friday), forward thinking Teacher of Mathematics at Key
Stages 3 and 4 is required from January 2015.
Applemore College was
judged as Good with outstanding pastoral care by Ofsted in 2013, affirming our
continued development to become Outstanding and fulfil our ethos of ‘Going
Forward Together’ with staff, students and parents.
Closing date: 8 December 2014
of Science (MPS)
Required from January
Applicants should be
enthusiastic, highly motivated about teaching and learning and committed to
raising standards. Applications are welcome from newly qualified teachers
who possess enthusiasm for their subject.
Welcome to our SEN pages. We hope you will enjoy reading about the variety of ways in which Applemore College is able to support SEN students to reach their full potential.
Applemore College is a mainstream Secondary School and is overseen by Hampshire Local Education Authority. We currently have approximately 600 students on roll. Applemore College has a SPLD (Dyslexia) resource base, please click on the DSB link to find out more. Applemore also collaborates with Oak Lodge Special School and provides education to some students from Oak Lodge via the Oakmore provision, please click here to find out more.
Our Special Educational Needs Co-ordinator is: Richard Poole
Our Governor with responsibility for SEND is: Julie Goodman
Every student at Applemore College has the opportunity to follow all National Curriculum subjects as well as following an appropriate GCSE curriculum pathway.
Our range of curriculum pathways ensure that all students are able to access the right options for them. We endeavour to offer the opportunity to follow a curriculum specifically designed to develop a range of skills and to give students self-confidence through their learning.
We are committed to narrowing the attainment gap between students with SEND and those who have not. This may include after school interventions, short-term intervention learning programmes, home-school intervention learning programmes or other learning interventions developed on an individual needs basis.
We have good attendance at Applemore College as students want to come to school to experience our high quality learning environment.
If your child has a disability and you would like to know more about what we offer at Applemore College contact us on
For more information on particular aspects of our SEND offer, please click on the links below:
Does my child have a disability?
Policies relating to SENDSpecial Educational Provisions
Teaching and Learning for identified students
The Role of Learning Support Assistants at Applemore College
What support will there be for my child’s overall wellbeing?
Who is Who at Applemore College ?
10 + 11
clubs run from 3.15-4.15pm
Design and Technology is a compulsory subject for all students in all years. Students receive 4 x 60 minute lessons each fortnight in all years.
In years 7 and 8 the students rotate through all the different Design and Technology specialist subject areas. They spend approximately 9 weeks studying Resistant Materials, Systems and Control, Structures, Textiles Technology, Food Technology and Graphic Products.
At the end of year 8 having received presentations, information and an interview on the choices available to them, the students make their final option for a subject area. Students will then stay in these subject groups for years 9, 10 and 11 – finally taking their GCSE in that specialist area. The option choices are Resistant Materials, Graphic Products, Food Technology and Catering and Textiles Technology. All subjects are examined with the AQA Examination Board, except Catering who use the WJEC Examination.
Key Stage 3 (Year 7and 8)
This is an introductory unit to familiarise students with good kitchen practice, use of ovens, hobs and sharp knives. It covers healthy eating/ dietary needs/nutrition/safety/hygiene/ equipment/design process including planning and full evaluations as well as investigating and making a variety of healthy snack products.
Individual celebration cakes
This Year 8 module builds upon the skills covered in year 7. The Design and Technology disciplines of working from a design brief and employing a specification are used as well as looking at the different methods of cake making/ decorating techniques/recipe adaption/quality control checks/ mass production –including different diets/types of flour and the effects of using them.
By working through the design process students familiarize themselves with the essential tools and equipment such as the embroidery machines and sewing machines to design and make a set of juggling balls.
Recycled Patchwork Cushions
In year 8 students continue learning new skills and deciding on how to select and use relevant techniques for differing purposes. Students look at the different properties of fabrics and investigate how reuse fabrics to create a cushion.
Students investigate mechanisms and design a cam operated toy based on the theme of ugly bugs. They then use the workshop resources to create wooden automata.
The Year 8 project combines Resistant Materials with Systems and Control. Students investigate pneumatics and hydraulic systems. They learn how to programme a CNC router and a laser cutter. Students make a game that is controlled by syringes.
Bridges are investigated as an introduction to structural design.
Graphic Products & Electronics Control
The year 7's explore corporate identity and design a logo. They look at food packaging and 'happy Meals' in particular. They make realistic burgers using styrofoam, and use CAD to produce nets for the burger packaging, fries box and drink cup.
The year 8's combine control electronics with graphics packaging to create a bug alarm which can be programmed to give different sound or visual responses when activated.
KS4 – (Years 9, 10 and 11)
Whatever the GCSE choice of subject, year 9 is essentially a skills building year. Projects are designed to teach the essential practical skills in the individual disciplines. This is to enable students to learn the appropriate skills to enable them to tackle the GCSE coursework.
As Year 9 progresses students deal more with the design process and look at the specific methods of generating research and producing quality design work. Towards the end of year 9 Food Technology students discuss with their teachers whether they would rather take the Catering GCSE or Food Technology GCSE and are separated into subject specific groups for the start of Year 10.
Year 10 consists of a series of mini GCSE projects. Each are designed to tackle specific design issues and allow the students to develop their own solutions to given scenarios. Students will be encouraged to use a range of techniques suitable to their ability and to prepare them for the GCSE coursework.
Towards the end of year 10, students commence the GCSE coursework. This takes the form of controlled assessment. Students are allowed 45 hours to tackle a design brief of their own choosing. The Coursework is completed by the Easter end of term. Revision then falls into full swing in preparation for the 2hour written paper which is sat during the summer GCSE Exam series.
There can be no more important subject than English in the
school curriculum. English is a pre-eminent world language, it is at the heart
of our culture and it is the language medium in which most of our pupils think
and communicate. Literacy skills are also crucial to pupils’ learning in other
subjects across the curriculum.’
English Forward OFSTED 2012
Change is all around us. Everything changes at
every tick of the clock, including us. In the first term, we explore the
transition to Secondary School, the changes we have seen in ourselves and
others and the changes we hope to undergo. We will explore how and why we
change, and think about how it can be a good thing. We focus on writing in a
variety of styles appropriate to purpose, reading for pleasure and exploring written
As the academic year progresses, we will explore
aspects of our literary heritage: the prose, poetry and plays that still matter
to us now, although written before we were born and often even before our
grandparents were born! We will discover the Greek myths, practise our
rhetorical skills, and immerse ourselves in William Shakespeare’s England, with
its bear-pits and blank verse; its playwrights and theatres; and its political
We tell stories every day – to each other over
coffee, through books, plays, films and TV. Stories have always been powerful,
from when we gathered around a fire in a cave to listen, right up to being
dazzled by 3D. Here, in the third term, we will explore how we can create our
own stories and how best to listen and understand others. We will study local writers,
novels, plays and poems, evaluating, discussing and enjoying the texts.
In our first term we establish our notion of
‘genre’ and study one genre in particular:
Gothic literature. We consider how a writer can effectively create
atmosphere, develop characters and how
the structure of a text can alter our perceptions. We can identify the
conventions of the genre and can apply them to our own creative writing. We consider the importance of narrative voice
in both texts we read and write.
When we move into our second term, we look to
our past and dip our toes into Anglo Saxon and middle English- we hear of the
mighty deeds of Beowulf and listen to Chaucer’s Canterbury tales. We think
about how our language has developed into what it is today. We study the
breadth of Shakespeare’s work, considering themes and stories. We think about
how these are still relevant to us today.
In the final term of year 8, we concentrate on
our own creative writing and studying a range of modern texts, both novels and
plays. We review moving texts, analysing and evaluating in detail.
Year 9 is very much a transition year from KS3
to GCSE- this year is the foundation for a successful GCSE experience. Still
thinking about changes, we want them to be the change they want to see in the
world. We open with approaches to a novel in the first term, encouraging
“determination, confidence and independent learning”. We hone our own original
writing skills and skills of analysis, synthesis and evaluation when studying
texts. We refine the essential skills of speaking and listening.
In preparation for next
year’s GCSE courses, both in English Literature and English Language, we study
texts from our literary heritage, including the Romantics.
As we continue through the year,, we take a
magnifying glass to the past, looking at one of Shakespeare’s plays in detail,
analysing and evaluating a genius at work. We read the poetry of conflict; we
study Sassoon, Owen and Brookes, and ask ourselves how their poetry was
informed by its context. We also look at poems written in more recent
In the final term, we develop our understanding
of a range of skills: reading and writing non- fiction texts, creative writing,
technical accuracy, inference, deduction and constructing literary
At KS 4 students follow the WJEC GCSE
Specification in English Literature and the Cambridge IGCSE English Language.
Both examinations combine an element of controlled assessment or coursework
with a terminal examination. There are opportunities to study poetry,
Shakespeare, prose and plays, and to write in a variety of text types. Although
the courses are rigorous, robust and challenging, they are also stimulating,
relevant and rewarding.
Students will continue to add to their
Coursework portfolio and prepare for the terminal examinations in English
Language by practising their responses to reading and writing tasks. Students
will also work on responding to unseen poetry, studying a prose text from
different cultures, a contemporary prose text and a play from our literary
heritage in preparation for the English Literature examination.
Mrs B Labram - Head of Department Mrs M Markham-Smith - Second in DepartmentMr P Greet - Teacher of Mathematics
Mrs D Smart – Teacher of Mathematics
Mrs J Fielding – Teacher of Mathematics
Ms K Atherton - Teacher of Mathematics Ms L Godfrey - Teacher of Mathematics
“Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.” Department for Education 2013
Aims• Pupils have confidence in their own mathematical abilities• Pupils are provided with opportunities for extended studies arising from pupil interest• Pupils develop their problem solving skills • Pupils spot links within the math’s curriculum• Pupils can use the ‘language’ of maths to represent, analyse, interpret, communicate and reflect.
All students will receive four 1 hour lessons each week. In years 7 and 8 students will develop skills in number, algebra, shape, space and measure, handling data and problem solving. Lessons will incorporate tasks and investigations aimed at developing independent learning skills as well as teamwork. Functional skills and techniques will be delivered through a range of different teaching methods to allow for the different learning styles. Each class has the opportunity to work with dynamic geometry, data analysis and internet based resources in a computer suite and each classroom is equipped with an interactive whiteboard which is used in a variety of ways. At Key Stage 4 we follow the Edexcel linear exam route which means that students will sit the two papers in June of year 11 (non-calculator and calculator).
Outline of content
Number & Algebra 1
Integer, powers and roots. Sequences, functions and graphs.
Shape, Space and Measure 1
Geometrical reasoning; lines, angles and shape. Measures and
Handling Data 1
Fractions, decimals, percentages, ratio and proportion. Mental
Sequences, functions and graphs. Equations and formulae.
Shape, Space and Measure 2
Measures and mensuration
Sequences, functions and graphs.
Place value. Calculations and calculator methods.
Shape, Space and Measure 3
Transformations and ratio
Equations and formulae
Handling Data 2
Solving Problems 1
Ratio and proportion
Shape, Space and Measure 4
Geometrical reasoning: lines, angles and shape. Transformations,
coordinates, constructions and loci. Measures and mensuration.
Handling Data 3
functions and graphs
decimals, percentages, ratio, proportion and calculations
and Measure 5
reasoning: lines, angles & shape.
Construction and Loci.
formulae and identities.
and Measure 6
fractions, decimals, percentages, ratio and proportion. Calculations and
powers and roots. Sequences, functions
and measure 7
reasoning, lines, angles and shapes.
Mensuration. Ratio and
formulae and graphs
and Measures 8
reasoning: lines, angles and shapes. Transformations. Measures and
Year 9 Foundation
Sequences, functions and graphs.
Proportional reasoning; fractions, decimals,
percentages, ratio and proportion. Calculations.
Constructing and solving equations.
Geometrical reasoning: lines, angles and shapes.
Construction and loci. Solving problems.
Number and Algebra
Number types, index notation and basic laws,
straight line equations and plotting higher order functions. Real-life graphs.
Handling Data – collecting and representing data
Angle properties on parallel lines,
transformations, congruency, interpreting map scales and scale drawings.
Angles on parallel lines and Pythagoras’ theorem.
Fractions, decimals and percentages
Convert between fractions, decimals and
percentages; calculate percentage change; work with decimals.
Shape properties; perimeter and area.
Applying mathematics - money.
Collecting like terms, expanding brackets,
Use of data from Assessment for Pupil Progress
Year 9 Higher
Sampling, types of data, questionnaires and
Sequences and functions
Generate terms of a sequence, nth term, inverse
functions, plotting and real life graphs.
Displaying Discrete Data
Construct frequency tables; pie charts, bar
charts, pictograms, dual bar charts, stem & leaf and chloropleth maps.
Add, subtract, multiply and divide fractions,
compare fractions; calculate percentage change; use ratio; estimate
Displaying Continuous Data
Histograms; Cumulative frequency diagrams;
Population pyramids; Skew; Normal distribution
Construct and solve equations; Simultaneous
equations; Trial and improvement
Measures of Central Tendency
Calculate averages for grouped and ungrouped
data; Identify modal class; Weighted means.
Indices and y=mx+c
Prime factor decomposition; index notation and
laws; y=mx+c; plot graphs; real-life graphs.
Measures of Dispersion
Quartiles and IQR; Box plots; Standard deviation and variance;
Formally identify outliers
Scatter Diagrams and Time Series
Scatter graphs, lines of best fit with equation
and correlation; Spearmans rank correlation coefficient.
25% of final grade.
Index Numbers, time series
Chain base index numbers; weighted index numbers;
retail price index; Time series and calculating moving averages; Seasonal
variations; Standardised scores
Interior & exterior angles; Constructions;
Theoretical and experimental probability;
Probability trees; Independent and conditional; Binomial distribution; Venn
and Cartesian grids
Transformations and congruence; Angles on
parallel lines and shapes; Pythagoras’ Theorem
Year 10 Higher
Integers and Decimals
4 operations; Order of operations; Negatives;
2d and 3d coordinates; Midpoint of a line
Equivalent fractions; 4 operations with
fractions; convert between mixed number and improper
Expression, identity, formula and equation;
Expand brackets; Factorise linear and quadratic; simplify rational
Shape and angles
Angle rules; Bearings; Parallel lines angle
rules; Interior and Exterior angles; Tessellations
Sampling; Questionnaires; Two-way tables; data
Bar charts to histograms; Scatter graphs and
Construction and loci
All constructions; Loci
Prime factor decomposition and HCF/LCM; Standard
form; Index laws
Patterns and sequences
Generate sequences; nth term
2d and 3d shapes
Nets and 3d drawing; Elevations and plans.
Perimeter and area
Area and perimeter of triangles and
quadrilaterals; Surface area of prisms; Circumference and area of circles;
area of sector and length of arc; Convert between metric units of area
Convert between fractions, Decimals and
percentages; Find percentages of amounts and percentage change; Reverse
percentages; Compound and simple interest.
Formulae and linear equations
Derive and use formulae; Solve linear equation;
Solve linear inequalities; Change the subject of a formula
Conversion and real-life graphs; y=mx+c; Find
gradient and equation of parallel and perpendicular lines; Show solution set
of inequalities on a graph
Solve by elimination and substitution; Solve
Draw sample space diagrams; Simple probability;
Conditional probability; Tree diagrams; Use relative frequency
Ratio and scale
Use and simplify ratio; Divide in ratio; Scale
drawings; direct and inverse proportion
Averages and range
Calculate averages from small data sets; Stem and
leaf; Averages from frequency tables; Estimate mean from grouped data;
Cumulative frequency; Box plots; Histograms; IQR
Pythagoras and trigonometry
Use Pythagoras’ theorem in 2d and 3d; Find length
of line segment; Trigonometry; Angles of elevation and depression.
Trial and improvement
Solve cubics by successive substitution.
Year 11 Higher
Surface area and Volume
Calculate surface area; Volume of prisms; Convert
between volume measures; Solve more complex shape problems (spheres,
frustums, cones, pyramids).
Convert between measures; Distance, speed and
time; Mass, density and volume; Bounds
Rotations, reflections, translations and
Similarity and Congruence
Prove congruence in 2d shapes; Understand effect
of enlargement on length, area and volume
Quadratic Functions and Graphs
Plot graphs; Solve by factorising, completing the
square, formula and by graph.
Index Notation & Surds
Calculate using indices; Know index laws;
Rationalise denominators; Simplify surds
Know all theorems and use them.
Sine and cosine rules
Know the rules and be able to apply them.
Use and interpret vectors
Further Graphs and Functions
Plot and recognize cubic, reciprocal, exponential
and circular functions; Match
equations to graphs; find intersection points graphically
Transformations of functions
Identify and apply transformations to graphs
Year 10 & 11 Foundation
4 operations; Order of operations; Negatives;
4 operations; Order decimals; Estimation by
2d coordinates; Midpoint of a line
Angles, lines and triangles
Measure and draw angles and lines; Recall angle
rules; Accurate drawings of triangles
Reading scales and converting units
Construct and interpret scale drawings; Read
scales; Convert units
Data types; sampling/ Questionnaires; Data
collection sheets; Two-way tables
Charts and graphs
Construct pictograms, bar charts, frequency
Symmetry, similarity and congruence
Identify and draw lines of symmetry; Order of
rotation; Identify congruence and similarity.
Identify multiples, factors and primes; Prime
factor decomposition; Squares, cubes and roots; Index notation
Introduction to Algebra
Write expressions; Simplify expressions.
Patterns and Sequences
Generate and find missing numbers in sequences;
Properties of quadrilaterals and parallel lines
Recall quadrilateral properties; Bearings; Angle
properties of shapes
Find fractions of amounts; Simplify and find
equivalent fractions; Four operations with fractions; Convert betwe.en
improper and mixed
Draw and interpret pie charts
Convert between fractions, Decimals and
percentages; Find percentages of amounts
Applications of percentages
Find percentage change; Simple interest.
Algebra using powers and brackets
Expand single bracket; Use index laws; Factorise
Use and simplify ratio; Share a quantity in a
Linear equations and inequalities
Write and solve simple equations; Rearrange; Inequalities
Find perimeter and area; convert between units of
Identify and name 3d shapes; use isometric grids;
Draw nets; Front and side elevations; Find surface area
Draw and interpret graphs
Straight line graphs
Plot and draw graphs; Find gradients
Use distance, speed and time
Timetables and distance-time graphs
Read timetables; draw and interpret distance time
Find volumes of prisms
Find probabilities of events; Sample space
diagrams; Compare relative frequencies
Derive a formula; Substitute into formulae;
Change the subject
Angle properties of polygons
Scatter graphs and correlation