This term, Year 8 have been learning about religious dress as part of their Religious Identity unit. They explored how clothing expresses faith and tradition in Sikhism, Judaism, Hinduism, Islam, and Christianity.

From turbans and hijabs to kippahs and crosses, students discovered the meaning behind religious dress and how it reflects identity and belief. Their thoughtful discussions showed great curiosity and respect for different cultures and faiths.

Well done, Year 8!

A former matrix trust student recently visited Turves Green Boys' School to lead an engaging and highly successful triple jump coaching session for a group of up-and-coming track and field enthusiasts in preparation for their sports day in July. As a former star in regional athletics circles, Toby brought both expertise and inspiration to the session, which was praised by athletes and staff alike.

The session focused on the technical components of the triple jump—hop, step, and jump—emphasizing rhythm, balance, and explosive power. Toby, who was running the session began with a dynamic warm-up and plyometric drills to prepare the group. He then transitioned into technique breakdowns, offering individualised feedback and live demonstrations that impressed the young jumpers.

Participants responded enthusiastically, showing marked improvement in their form and approach phases. All the students are looking forward to the opportunity to work with Toby again at our upcoming training session at a local athletics stadium with the hopes of representing the school in the trust sports day.

At the start of the summer term, Year 10 started to explore Power and Conflict Poetry as part of their GCSE in English Literature. Students will be looking at a total of 15 poems in the collection across the remainder of Year 10 and the star of Year 11. When looking at the poems, students will be able to analyse how poets are able to show readers how people are impacted by conflict, the effect of war, the power of nature as well as the power that memory has on individuals. During the course of the term so far, students have also been developing their skills using our Common Approach to tackling GCSE style questions on the poems. Students apply these skills and are able to be reflective using self and peer assessment to look at areas of strength and areas for development. Teachers have seen a really positive start for our Year 10 students and are looking forward to helping students to deepen their knowledge and understanding on the topic. 

Celebrating Student Voice: "Choose Benevolence, Not Bullying" by J. Hockell (Year 7)

We are incredibly proud to share a powerful and heartfelt poem titled "Choose Benevolence, Not Bullying", written by one of our dedicated Anti-Bullying Ambassadors, J Hockell from Year 7.

Joshua’s words reflect a deep understanding of the strength and kindness it takes to stand against bullying. Through his poem, he encourages all of us to choose compassion, empathy, and respect in our daily interactions. His message is a moving reminder that each of us has the power to make a difference.

At our school, we believe in amplifying student voices and creating a culture of kindness. His poem is a shining example of this, and we commend him for using his voice to raise awareness and inspire change.

Well done – we are truly proud of you for being a champion of kindness and a beacon of positivity in our school community.

In addition, our anti-bullying ambassadors have come together to create 10 points regarding signs of bullying for parents/carers to look out for.

10 Signs a Child Might Be Experiencing Bullying:

1. Unexplained Injuries or Damage to Belongings
   Frequent cuts, bruises, or damaged clothes and school supplies without a clear explanation may indicate physical bullying.
2. Reluctance to Go to School or Sudden Drop in Attendance
   A child who regularly complains of feeling unwell, wants to stay home, or skips school may be trying to avoid a bullying situation.
3. Withdrawal or Sudden Changes in Behaviour
   Becoming unusually quiet, anxious, or depressed, especially after school, can be a sign they are facing emotional distress from bullying.
4. Loss of Interest in Schoolwork or Drop in Academic Performance
   Bullying can affect concentration, confidence, and motivation, leading to lower grades or disengagement in class.
5. Avoiding Social Situations or Loss of Friendships
   If a child starts avoiding social events, stops spending time with friends, or becomes isolated, they may be experiencing social bullying or exclusion.
6. Changes in Eating or Sleeping Patterns
   Difficulty sleeping, nightmares, or changes in appetite (eating too much or too little) can be signs of emotional stress from bullying.
7. Unexplained Headaches, Stomach Aches, or Frequent Illness
   These physical symptoms are often stress-related and may signal that a child is under emotional strain.
8. Sudden Loss of Confidence or Low Self-Esteem
   A previously confident child who becomes self-critical or withdrawn may be reacting to being targeted by others.
9. Secretive Use of Devices or Strong Reactions to Online Activity
   Cyberbullying may lead to anxiety around phones or computers, secretive behaviour, or distress after using digital platforms.
10. Talk of Self-Harm, Running Away, or Feeling Hopeless
    In severe cases, bullying can lead to dangerous thoughts or actions. Any talk of self-harm should be taken seriously and addressed immediately with professional support.

If you notice any combination of these signs, it’s important to approach the victim of bullying with care, listen without judgment, and involve appropriate support systems – including school staff and safeguarding team here at Turves Green (DSL- Mr Rogers or Miss Brooker). Early intervention can make a lasting difference.

At Turves Green Boys' School, our Year 7 students have been making impressive strides in their Dance lessons this term, with a particular focus on Street Dance. The energy, creativity, and commitment they have shown throughout their lessons have been exceptional, resulting in dynamic and exciting performances that truly showcase their developing talent.

Over the course of the unit, students have been working on both their choreography and performance skills. They began by learning foundational street dance moves, before progressing to creating their own sequences in small groups. Through this process, they explored timing, musicality, spatial awareness, and how to work effectively as a team.

The boys showed great enthusiasm in experimenting with different movement styles and demonstrating individuality in their routines. A key focus was on performance quality—ensuring movements were confident, expressive, and sharp. The final pieces performed in class reflected the hard work and dedication each group put into refining their choreography.

Mrs Haynes commented, “It’s been fantastic to see how much progress the Year 7 students have made in such a short time. They’ve embraced street dance with enthusiasm and developed important skills, not just in movement, but also in collaboration and creativity.”

The project has also helped build the students' confidence and has provided a platform for self-expression. Many students who were new to dance found the experience enjoyable and empowering, and several have shown an interest in pursuing dance further in school clubs or performances.

We’re incredibly proud of all the Year 7 students and look forward to seeing how they continue to grow in future dance projects. Well done, boys!

Our year 10s have been learning about the wonders of plants and how their various chemical processes take place. In this session, we could see where in a leaf photosynthesis had taken place by how the iodine had reacted to the starch in the greener parts of the leaf turning the reagent from a orangey-brown to a blue-black colour. Lots of cross-subject links here that all the pupils appreciated. Here is a comparison between two identical leaves.

Social Media Awareness experts, ‘Positive Social’ gave an informative talk about the pitfalls of social media, online bullying and how to ensure privacy settings are protecting them. Rachel spoke to them candidly about Snapchat, Tik Tok, Facebook, RoadBlox, and Instagram.  

Year 7 were very open about their social media use and all admitted to learning something that they did not already know about how they’re privacy setting can be compromised. Pupils all wrote a pledge at the end about how they will limit and control the hold some social media platforms have on their social time.

The spirit of community and generosity has been shining brightly at Turves Green, where pupils and staff have come together to raise money for Birmingham Children’s Hospital in support of Mr Kelley, Mr Evans and Mr Woodall, who are bravely taking on the Three Peaks Challenge.

In the run-up to the challenge, the school has been buzzing with energy and compassion. From delicious cake sales to exciting penalty shoot-outs, pupils'  have shown immense enthusiasm and determination to contribute to this important cause. Each event brought fun, laughter, and a strong sense of purpose as everyone worked towards a shared goal.

Thanks to their fantastic efforts, an impressive total of £130 has been raised. This contribution not only supports Mr Kelley, Mr Woodall and Mr Evans on their journey but, also makes a meaningful difference to the lives of children cared for at Birmingham Children’s Hospital.

A huge thank you goes out to every pupil, parent, and member of staff who took part, donated, or helped organise these events. Your kindness and teamwork embody the very best of Turves Green.

Through this first summer term, the English department have placed a strong emphasis on fostering inclusive thinking and respectful dialogue. Our Year 9 students have recently embarked on a powerful journey exploring the concept of freedom through the lens ofempowering speeches. The English department is proud to see how thoughtfully and passionately students are engaging with these complex and meaningful ideas.

We are currently guiding students to express their thoughts and perspectives on freedom—what it means to different people and how it can be experienced or restricted in various contexts. Ny understanding how to create a logical argument and structure their writing , they are learning to present their ideas clearly and with empathy, promoting a respectful and inclusive environment for discussion.

As part of their learning, students have been working together to create their own speeches that promote inclusive values. These agreements help shape conversations where every voice is heard and respected, ensuring that all students feel safe to share their views. By discussing real-world scenarios and historical examples, they are developing a deeper understanding of freedom in relation to equality, identity, and human rights. Students are also practising how to present their ideas in a professional and thoughtful manner. By using polite and inclusive language, and by working collaboratively, they are ensuring their arguments are well-reasoned, respectful, and considerate of diverse perspectives.

The Year 9s have embraced this important challenge with maturity and insight. We’re excited to see how they continue to grow as inclusive thinkers and empathetic communicators in the weeks ahead.

Year 7 and year 8 are celebrating an amazing success in the UK Maths Trusts’ Junior Maths Challenge. Two weeks ago, students completed an hour long set of maths challenges in exam conditions and have now received the awards. Our students did fantastically, achieving 9 silver certificates and 17 Bronze certificates! Congratulations to everyone who took part who all walked away with a certificate of participation. And especially to those who earnt one of the three awards.

Bronze awards were achieved by:

O. Davis 7B1

C. Farrell 7A1

K. Gabbidon-Frazer 7A1

A. Hall 7B1

M. Jaep 7A1

K. Lewis 7A1

R. Cartwright 8A1

D. Cartwright-George 8A1

V. French 8B1

L. Glasford 8B1

C. Hamshaw 8B1

S. Ismael 8B1

M. Jinks 8A1

C. Jones 8B1

T. Lancaster 8B1

H. McGann 8A1

C. Moulton 8B1

Silver awards were achieved by:

N. Buckler 7B1

C. Flint 7A1

A. Moore 7B1

A. Abaker 8B1

L. Connolly 8B1

A. Dale 8B1

L. Field 8B1

E. Griffiths 8B1

And K. Saho Saho 7A1 (who also achieved the highest score in the school)