Head Teacher's Message - Chenderit School
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Head Teacher’s Message As we listen to the government announcements about when and how schools may return to face-to-face teaching and await the outcomes of the consultation about how grades will be allocated for students in year 11 and in the sixth form, we continue to teach our planned curriculum, so that students are as well-prepared as possible for future work or study. At some point we will be asked to collate the evidence we have of what students know, understand and can do, and make our school recommendations of the grades they should be granted by the awarding bodies. It is likely that we will be asked to outline the evidence that informs our decisions, and we have a variety of sources: work done in class and at home, exams taken face-to-face and completed online. For year 11 students, we already have the outcomes of the PPEs we sat in November, as one piece of evidence, which we will place alongside everything else we know. If we are able to sit the second round of PPEs (in English, maths, science and geography) in school, we will do so as soon as students return. If we are unable to sit these exams face-to-face, we will ask staff to carry out similar assessments at home, perhaps in smaller chunks. Once we know what other assessments we are either instructed or invited to carry out, we will put these in place, probably between Easter and May half-term. For year 13 students, we have the outcomes of the PPEs we have just sat. Once again, it is important to note that these will provide one piece of the evidence we use, and we will compare the work we see done at home with what we have seen in class, to get a rounded picture of student achievement. The final judgement will be based on a holistic assessment of all the evidence, and will not be determined by any one particular piece of work. The message to students, families and staff is therefore to keep working in the way we normally do, completing our NEAs, revising and assessing, so that students get the chance to consolidate their learning, prepare for further study or the world of work, and have the best evidence of their progress available to support the process of final assessment.
Free School Meal
Chenderit School’s Free School Meals application service is provided by Learning, Skills and Education.
Please see below the criteria and application process, which can be accessed via our website or directly through the
Northamptonshire LA website.
Families who receive certain benefits may be eligible for free school meals. Your child is eligible for free school meals if
you are in receipt of one of the following benefits:
• Universal Credit with an annual net earned income of no more than £7,400.
• Income Support
• Income-based Jobseeker’s Allowance
• Income-related Employment and Support Allowance
• Support under Part 6 of the Immigration and Asylum Act 1999
• The guarantee element of Pension Credit
• Working Tax Credit run-on (paid for the four weeks after you stop qualifying for Working Tax Credit)
• Child Tax Credit (with no Working Tax Credit) with an annual income of no more than £16,190
If your registration is successful, your child will be entitled to:
Funding for Educational Visits
Set of uniform
GCSE revision resource
Please note that fostered children being fostered are not normally eligible to claim free school meals as the fostering
allowance paid is intended to cover the cost of the provision of meals for the child.
For additional information, please email freeschoolmeals@northamptonshire.gov.uk
APPLICATION PROCESS:
Free School Meals will only accept online applications, which can be found on Chenderit School’s web site:
http://www.chenderit.northants.sch.uk/Parents/School Meals
Alternatively, complete an online Application Form by following the link below:
https://www3.northamptonshire.gov.uk/councilservices/children-families-education/schools-and-education/Pages/free-
school-meals.aspx
If you have a query regarding Free School Meals, please email the free school meal team on: free-
schoolmeals@childrenfirstnorthamptonshire.co.uk
YEAR 8 – GCSE SUBJECT CHOICES LAUNCH The ‘Year 8 into 9 Subject Choices and Information’ booklet and subject choices grid is NOW available on the school website – go to the drop-down menu: The School – Curriculum - Options Booklets - Download Year 8 Options Booklet 2021 - 2024 (http://www.chenderit.northants.sch.uk/assets/documents/School/y8- options-booklet-2021-2024.pdf) Our “Year 8 into Year 9 Subject Information and Course Choices” presentation is also NOW available on line. The presentation covers all the main points for the subject choices process and has a series of subject videos, and accompanying PowerPoints that give specific details and information about each of the courses that are available. These can be found by visiting the link: chenderit.info/y8into9 A further reminder for year 8 parents/carers that the interviews, where we finalise subject choices, will take place on either 3rd or 4th March 2021 with a member of the Senior Leadership team. Further details of how to book an appointment on parent-booking.co.uk will be sent to parents/carers in due course. Should you have any immediate questions about the year 8 subject choices process please do not hesitate to contact Mr M Woodcock - preferably by email – mwoodcock@chenderit.net - remembering that the whole process needs to be completed and subject choices finalised by Thursday 18th March 2021. News from Health and Social Care Stars of the week! Year 9 Rebecca Marsh Lollie Warering Both of these student have shown huge resilience in their way of working and by supporting each other during live lessons. Ruby Wilson Rose Lemon Both these students are completing coursework tasks above their target grade. Mrs Lester and Mrs Hoose would recommend that all Health and Social Care students watch the following 2 programmes on iPlayer: https://www.bbc.co.uk/iplayer/episode/m000rh1g/silenced-the-hidden-story-of- disabled-britain https://www.bbc.co.uk/iplayer/episode/m000rpv6/katie-price-harvey-and-me
Handing in work using Google Assignments To allow teachers to be able to mark and give you feedback on your work they might request you to attach evidence of your work to the google assignment, maybe as a document or as a photo. This document will help you understand how to do this. When you click on an assignment in Google, it will look like this – You then use the + Add or create button to attach a file You will need to ensure that the work/photo is saved as a file on your pc first (then browse for the file below) This would also work if you are logged into google classrooms on your phone, then when adding to the classroom you will be able to browse the photos in your phone and add from there. To finish you must click mark as done. This will then show on your teacher’s google page that you have submitted the requested work.
Hello from the Religious Studies Department! Did you know…? Many religious festivals will be celebrated or commemorated in the UK during the month of February. Here is a small selection. Why not research further into one of these celebrations and find out how it is celebrated. Let your RS teacher know what you find out. 8th or 15th February = Parinirvana Day On this day Mahayana Buddhists remember the passing of Siddhartha Gautama (otherwise known as the Buddha) in Kushinagara, India, at the age of 80. 12th February = Chinese New Year New Year’s Day is the most important event in the traditional Chinese calendar and marks the beginning of the first lunar month. The festival is celebrated with fireworks, dances and the giving of gifts, flowers and sweets. 16th February = Shrove Tuesday Often referred to as Pancake Day. This is the day before the start of Lent. Traditionally it is a day for repentance and absolution in preparation for Lent. Lent is a period of 40 days that leads up to Easter. Many Christians give up their favourite foods such as sweets or chocolate to remember the 40 days that Jesus spent in the wilderness. 26th – 27th February = Purim Purim is a Jewish festival, which commemorates the time when the Jewish people living in Persia were saved from extermination by the courage of a young Jewish woman called Esther. During Purim the Jewish community will listen to the book of Esther, with children often dressing up as characters from the book. Once again, Miss Curzydlo, Mrs Butler, Mrs Coleman and myself would like to thank all of our students for their continued hard work; we continue to be impressed by the standard of work submitted by our students. Mrs Millan
Chenderit Sixth Form
Sixth Form Weekly Bulletin
Week Beginning: 25th January 2021
Well done to all of our Sixth Formers!
Over the last week, each of our Sixth Formers have been completing their PPEs remotely. They have been fully
engaged, showing a remarkable work ethic in challenging circumstances. Progress is already looking fantastic so
well done to all of our Year 12 and Year 13 students – we are proud of you all!
Weekly Message Tutor Time Overview:
Dear Parents and Carers The key theme this week is ‘Fighting for what is
I firmly believe that in order to effectively support our right’ and continues to build on last week’s theme
students throughout their studies within the Sixth of ‘Accountability’.
Form, and to ensure that they are fully informed of 27th January was Holocaust Memorial Day and as
their choice of destination post-18, a strong part of this week’s key theme, both Year 12 and
partnership has to be formed between the school, Year 13 tutor groups will be looking at the work of
parents and carers, and the students themselves. The the Holocaust Memorial Day Trust. As Sixth Form
past two weeks have been an excellent example of this students, both year groups will be looking at the
with our Post-18 Progression Routes evening and atrocities of genocides that have occurred during
Student Finance evening taking place. Whilst it is the time of Nazi Germany, and more recent
unfortunate (but necessary) that we could not hold atrocities such as the Khmer Rouge in Cambodia
these evenings in person this year, I would like to say and the ethnic cleansing in Bosnia in the 1990s.
thank you to all who attended and gave us such This study will allow students to gain a clear
fantastic feedback afterwards. It is this commitment perspective of why it is important to stand up and
to ensuring your child is engaged in searching for an fight for what is right to prevent events such as
appropriate and suitable destination that helps to these from happening again in the future.
make our Sixth Form an effective and enjoyable place
to be. As parents, carers, teachers and students are all
‘on the same page’, we are collectively striving for the
best, meaning that the potential for your child to
exceed their own expectations is always at the UCAS Update:
forefront of all that we do. - Mr. B. Belstone. Due to the impact of school partial closures, UCAS
extended the deadline for submissions to Friday
28th January. We are incredibly proud of our Sixth
Formers and the work they have put in to meet this
Student Finance Evening: deadline, despite the challenges they have faced in
Thank you to all parents, carers and students who completing their applications. Our Year 13 students
attended our Student Finance evening earlier this are a remarkably resilient group of students and
week. Whilst the evening did not get off to a smooth they started the application process last March
start due to a technical glitch, the resources and a remotely, and have now completed it remotely with
recording of the talk was sent home to all Sixth Form final checks taking place through Google Meetings.
students and their parents and carers. Despite this, we have had our highest number of
Student Finance and the application process is one applicants for several years, with over 90
which is completed independently and the Sixth Form applications being submitted in this cycle – an
are not able to see or check applications, so please do increase from just over 60 last year.
use the resources provided to support you and your The offers are rolling in already and we have
child when completing and submitting an application. students who have been offered places at Oxford
Applications are usually able to be submitted from University, a vast array of Russell Group
late February onwards for students who are starting institutions, and in a range of competitive courses
university in September/October 2021, and the across the country. Many students are still having
deadline to ensure payments are made by this date interviews and we wish them all the very best of
will be around 21st May 2021. luck as they continue to complete these. Well done
to all – we are so proud of you all!
Year 7 Achievement Certificates
Bronze Lock, Charlotte Silver Gold
Anderson, Owen Long, Ewan Baker, Henry Hassall, Rose
Bacchus, Daisy Murray, Edie Bowles, Lauren Squire, Jay
Bailey, Bliss North, Jessica Brookes-Baker, William Stevenson, Finn
Bellamy, Grace Nuttall, Jaydan Clowes, George
Bialek Cecylia O’Gorman, Eleanor Cottom, Noah
Brain, William Ormond, Olly Cubitt-O’Neil, Will
Brenchley, Keira Parker, Frankie Daniell Poppy-May
Bullen, Lauren Pearson, Charles Gilchrist, Isabella
Buttle, Sienna Prewer, Dylan Gosling, Bobby
Campbell, Oliver Richardson, Summer Hall, Holly
Clarke, Katherine Robeson, Finley Handley, Alex
Collins, Kayla Rumbold, Jake Harris, Ewan
Collins, Lily Scurr, Ava Jones, Andie
Cooknell. Kyla Seabrook, Jessica Kenney, Sophie
Crowshaw, Maddie Shannon, Jack Lilley, Grace
Cullen, Reggie Shaw, Tristan Mayson-Checkley,
Simmons, Jessica Jessica
Devlin, Zaina
Smith, Emily Reynolds, Maddison
Dolan, Amber
Smith, Lloyd Rizvi, Anoushey
Edwards, Lily
Sneath, Sophia Sellick, Sam
Evans, Ned
Spyker, Leah Sewell, Toby
Faulkner, Arthur
Stevenson, Gregor Smith, Daniel
Franks, Amber
Strong, Charlotte Thomas, Seren
Franks, Samuel
Szulc, Oliwia Williams, Mia
Gough, Lochlan
Hall, Keeley Tanner, Emily
Harper, Ted Tappenden, Holly
Hayward, Emma Timmins, Shae
Hill, James Took, Violet
Holifield, Tegan Washbourne, Jaiden
Humphrey, Elliot Whitton, Lilly
Hunter, Anthony Wilson, George
Hussain, Zain Woods, Amber
Kerry, Tyler Young, Katie
Khakh, Jia
Leadbeater, Rebecca
PSHE Personal Development Good examples of ‘Assessed Pieces of Work’ in PSHE Personal Development Towards the end of each unit of work students are asked to complete a more extensive piece of ‘assessed’ work, based upon what they have learnt during the topic. Here are a few good examples of work that students have completed recently: In Year 7 students looked at how to ‘Stay Safe On-line’ and wrote a blog, which followed safe guidelines, with a theme of their choice:
In Year 8 students looked at their ‘Aspirations’ for the future. They wrote a letter of application for a job of their choosing:
In Year 9 students looked at ‘Relationships and the Law’, which focussed upon the development of romantic relationships, how to understand when a relationship may become unhealthy and what to do about it. They wrote an imaginative diary account of when a relationship becomes abusive:
GCSE Drama – Year 11 Superstars!
Year 11 have been working incredibly hard to produce revision materials for the play-text ‘Find Me’ Olwen
Wymark, which forms part of the written exam component. Here are just some of the examples of the
beautiful work they have been submitting:
Work Contributed by: Liberty Marchand, Olivia Quick, Maicie Jakeman, Hannah Mitchell, Flynn Brown,
Ollie Beesley, Annabelle Easey, Anna Hassall
I would like to put a special mention out to these particular super-stars:
- Sophie W-L: For always perfecting and developing work, above and beyond expectations.
- Keira Leigh: For excellent work produced throughout lockdown 3, always pushing herself beyond the
tasks set.
Hannah Mitchell: For going above and beyond and creating/sharing some exemplar work for our Year 9
students – very much appreciated!
ANNA
FLYNN:
Revision map
BILLYLIV: Revision mind map
MAICIE
BILLY
OLLIEY9 DRAMA
Year 9 have been working exceptionally well online, especially considering the challenges of exploring a
play-text virtually! We have started to look at ‘DNA’ by Dennis Kelly, where students have been reading
through the text and considering how they would approach the text from the point of view as an Actor,
Designer and Director.
The following are just SOME of the students that have really stood-out to us in terms of their contribution
to live lessons:
Rebecca Marsh
Nina Alkayali
Alfie Gosling
Darcie Canning
Jamie Wallis
Atlanta Halkett
Hattie Radcliffe
Rebecca MarshA-level Drama and Theatre
A-Level Drama and Theatre Students worked hard with their written PPEs and are now continuing with
revision for both the written and practical components in a variety of forms. A couple of Ms Jackson-
Pate’s highlights over the last week have been:
We had a special guest appearance this week where a lovely Mum took part in their daughter’s
monologue performance! This was my favourite highlight, and brought a smile to all our faces!
The Year 13 students rehearsed their monologues in rotating break-out rooms, and then shared
them in a following lesson live via googlemeet. The monologue performances were consistently
excellent, with careful adaptation of camera positioning, use of props and even mood-lighting and
candles too!
A particular fun task, was where students had 10 minutes, and 10 minutes only – to go and locate
some form of costume in their house suitable for their written exam play-text – Equus – by Peter
Shaffer… they then had to justify their costume choices in terms of style and what the different
aspects communicated to the audience. The Year 13s asked some challenging questions, yet fully
realised concepts were evident across all students.
Year 12 have adapted to remote learning beautifully and have continued to devise their performance
inspired by ‘Things I Know to be True’ by Andrew Bovell. Year 12 have been scripting
collaboratively on googledocs and improvised and developing their characters and scenes during
their google meets, with excellent outcomes thus far.
GCSE Drama – Year 10 Superstars!
Year 10 are currently watching and evaluating The National Theatre’s musical production ‘wonder.land’
with music by Damon Albarn, and have been offering excellent insight and discussion.
They have also simultaneously been developing their Drama Portfolio coursework, which accompanies
their performance work, which we hope to complete in the near future once back in school.
All students have been working superbly, but these students are the ones who have stood out in terms of
contribution and effort with the tasks set:
-Chloe Sullivan – for consistent effort with all aspects of course.
-Madison Lawrence – for determination and contribution
-Mimi Guinness – Who has produced excellent courseworkMFL News - Stars of remote learning We would like to congratulate the following students for their hard work and contributions to lessons over the last couple of weeks Name Year Language Cale Cooper 7 French Lloyd Smith 7 French Jack Barrett 7 French Finley Robseon 7 French Nour Radi 7 French Danny Markham 8 German Will Moore 8 German Ava S Amelia Moore 8 German Louisa Pettinger 8 German Edward Currier 8 French Daniel Smith 8 French Fraser Mowat 8 French Robert Byne 8 French Chloe Rainbow 8 French Harry Simpkins 9 German Daniel Clayton 9 German Olivia Maierhofer 9 German Eva Antunovic 9 German Declan Timms 10 German Samuel Cavanagh 10 German Lucy Gee 10 German Harley Halton 11 French Marcell P Maisy Jones 11 French Tom Kerry 11 French Ella Shenton 11 French Konrad Cybulski 12 French Felix Drew 12 French Perrie Davenport-Jarvis 12 French Yousra Radi 12 French Yeva Maynard 12 French
Dear parents and carers of Year 10 students
With the announcement on Wednesday that students will hopefully be able to return to school from
Monday 8th March we at least have a target date to aim for with our Year 10 students. It still means that
students will continue to learn from home for the next two weeks before half term and for the two weeks
after: four weeks in total. This may still sound daunting for our Year 10 students as they continue to attend
live lessons, and complete and submit work to their teachers. To get through this current lockdown
successfully, it is all about ‘routines’ and ‘resilience’. Both routines and resilience were themes that I
spoke to Year 10 students about in my recent assembly. I illustrated the fact that their school timetable
was a routine to help support and organise their learning. Students who were routinely accessing their live
lessons, checking Google Classrooms and Show My Homework for resources and instructions from their
teachers, were likely to be making good progress with their learning and staying on track to do well in their
GCSE courses next summer.
I raised the suggestion that making lists is a good way to keep organised and helps maintain good
routines for each day and each week. Some students may feel that this is something for business people,
parents/carers only, and not for them. I would suggest that making a list benefits us all, including students.
It enables students to plan when they are working, what work they need to produce and when to send it to
teachers; but also to plan their leisure time. Students should be efficient with their time and build breaks
into their day that follow their school timetable, but also to stop at the end of their working day and plan
what they enjoy doing in their leisure time. The use of lists also supports students with their positive
mental health by building resilience. It can reduce the feelings of being overwhelmed by their workload, it
saves them having to try and keep everything in their head and remembering all the elements they need
for each day. I reminded students that this was a topic that their tutors presented right at the start of the
year in September to help them develop resilience in case of further lockdowns. Below is an extract from
the materials Year 10 tutors used, created by the Anna Freud National Centre for Children & Families
Organising your day can give you a sense of satisfaction, as well as keeping you feeling grounded and
structured. Sometimes even getting out of bed seems impossible, let alone making it through a busy day.
Breaking things down into smaller steps can help things seem less intimidating, and possibly build a
routine that can help you manage symptoms, such as from depression or anxiety. Some people like to
use lists or bullet journals as a way of focussing on or visualising the things you need to do, either every
day or as a one off. It can feel really rewarding to keep track of what you have achieved in this way.
It is okay if you don’t manage to stick to your to-do list. It is very
normal to not complete everything you want to in a day. If the
only thing you were able to do was to get through the day, that
is a great accomplishment. Remember to take consideration of
your ‘spoons’ (energy levels) and to reward yourself with treats
or things you enjoy.
Part of the routine for each student’s day should involve doing some exercise to help keep their bodies
and minds active. Having a teenage son myself I know that it is sometimes difficult to motivate him when I
use the word “exercise”, as he sees it as another task that he has been told to do by an over-caring, list
crazy parent! I sometimes use the idea of ‘movement’ to at least get my son away from his screen and
doing something different which is at least a low-level form of exercise. Something as simple as asking
him to buy essential groceries from the local shop will allow him a short walk and to fill his lungs with fresh
air. During these winter months the lure of extra pocket money to clean the filthy family car can also be
viewed as a disguised form of exercise. As a parent I am always trying to think of ways to vary the
routines of my son’s day to help him work more effectively with his school work whilst also supporting his
mental health.As an added distraction, and something I am planning as an activity for my own children this weekend, is to take part in the RSPB’s ‘Big Garden Birdwatch 2021’. Even if your family are not keen birdwatchers it is a fairly simple activity to look out onto your back garden or from a window and count the birds you see for one hour between 29th and 31st January. There is lots of further information, guides, posters and bird recording help sheets that can be found and downloaded on the RSPB’s website – rspb.org.uk. Seeing the birds attacking the peanuts and fat balls on our feeders reminds me that they are starting to think about paring up and building nests already, a sign that spring is just over the horizon and that the 8th March will soon come round for us all, and most importantly our Year 10 students. Best wishes Toby Holland – Head of Learning for Year 10
The team at GCSEPod are, once again, thrilled to be collaborating
with Cameron Parker, a renowned motivational speaker for schools
and colleges. Through this collaboration we are recommending his
free webinars to our students to support them with the issues
they face during this latest lockdown.
Cameron will host three fast paced, high energy student webinars, focusing on motivation, managing
stress, avoiding burnout and staying focused.
Students can register for the webinars via the links below:
Student Webinar – Lockdown Motivation - GCSEPod – 28th January - 6pm to 7pm
https://us02web.zoom.us/webinar/register/WN_vgojYOYrS7W12XSkwIJuEg
Student Webinar – Stress to Success - GCSEPod – 23rd of February - 6pm to 7pm
https://us02web.zoom.us/webinar/register/WN_D7YDLM5EQ--jRCN0J6K47w
Student Webinar – Student Event - GCSEPod – 3rd of March - 5pm to 6pm
https://us02web.zoom.us/webinar/register/WN_osYf0fJXRXGlzGoINc3VaA
Students can remain anonymous and parents/carers can watch with them as Cameron makes goal
setting, coping strategies and building confidence seem easily attainable.
PE
That’s fantastic Mabel, well done for undertaking this challenge - particularly one that is so close to your
heart. You can log this down too on the Bingo card and I think you should award yourself 3 * for every
run!
Hello Miss, on the bingo sheet. it says 1k is 5 stars each, and I will be running 1.6k every day, so I think
it’s worth more.
Create a session plan.*** Mabel Jones 8F
Starting on the 1st of February my family and I will be running 28 miles over 28 days, this means running
1 mile every day! So far we have raised around £370 for pancreatic cancer, which is very meaningful for
me because my grandad died of this cancer. A little about it, is that if you’re diagnosed, people normally
have around three months to live. On medication, my grandad lived slightly longer.
I’ve found a local route that I will be running everyday. We are using an app called starve which tracks
your route.
Warm up: RUN: Warm down:
- leg stretches. - Run 1 mile on the route - stretches
- arm stretches - breathing in and out
- running on the spot - WATER!Football Training Plan example —Y9
Music News
This time we are focusing on some year 7 work. Year 7 are looking at the development of the Western
Classical Tradition of Music, and are learning about the different names and styles of music that
emerged. This example of a timeline is from Seren Thomas.
We have reached the Baroque Period so far, and students have been completing a quiz to show their
knowledge. Congratulations to Ashton Southam, Hollie Hughes, Jake Rumbold, Charlie Thompson, Mali
Hart and Imogen Jolly for excellent results from 7B. Other classes are about to take the test.
It has been great to hear students being so versatile with their performing work, using whatever
instruments are available, with many using an online keyboard app. Well done to all!
Business Studies
Year 11 students have been learning about the marketing mix, with a recent focus on ‘Product Design
and Differentiation’. They were given the task to create a product using the following guidelines:
“Choose one of the following target markets and design a product or service to meet their needs (from
the list in the table).
Target market (market segment) Product/service
Professional men aged 30-45 Beauty product
Women aged 18-30 on a lower income Electronic device
Retired men or women based in London Consumable product (food or drink)
Children (boy and girls) aged 4-10 Online game
For example, you might decide to design a beauty product for middle class men aged between 30-45.We have received some fantastic ideas – too many to publish all in one KIT! Here are a few products that we think include a high level of innovation, attention to detail and consideration of the target market: Deal Zero is revolutionising the way business transactions are made. Our devices directly link to each-other, in an end-to-end encrypted way, making international deals safer than ever before. Deal Zero relies on no external manufacturers for our devices, they're made in-house with our own technology which has been extensively researched and developed. We have utilised testing with Apple's SRD (Security Research Device) Team as a way of testing the encrypted security of our devices, making sure they're to the standard that we assure comes with our product. These factors, working with Apple’s security, developing and manufacturing all technology in-house is unique to Deal Zero. Every technological company relies on some form of external source so that their product works, whereas we don’t. Some may argue that this is a lie because we worked with Apple, but what must be understood is the exclusivity of Apple and their Network. Working with Apple doesn’t knock our USP, it adds to it. Our customers can rest assured that just because we are a new business, doesn’t mean we take security any less seriously. Creating our own electronic device obviously meant we had to focus on branding. Deal Zero has therefore introduced ‘Zero One’ as the first device to automatically connect and encrypt communication to whichever source the deal is taking place from. ‘Zero One’ will be engraved onto the back of every tablet via a high powered laser, to give a sophisticated and smooth finish.
My target market will be A Beauty Product for Children (boys and girls aged 4-10)
I chose this target market as it has a wide range of choice, regarding what product to design.
Instead of being separated into boy and girls product, I decided to split into age ranges.
One version of the product will be for ages 4-7, in which the design will resemble an animal with the
cap being the animal head.
The other version will be for ages 7-10, it will be an animal print all over the bottle. For example;
snake skin, leopard print, scales etc.
It won’t be obviously split according to age, so any child can buy whichever one they want. So ages
won’t be on the bottle, leaving the choice up to the parent or child.
Also the product will be ALL NATURAL and VEGAN, make it appealing to a wide range of people,
because we need to appeal to the parents too.
Cute and clean easy clean kids
This biodegradable, free of perfume and toxins product not only lets your child experiment into the
world of makeup in a safe way but also is easy to clean with just one wipe. We want to be not only
entirely green in producing our products but also promote how makeup can be used by any gender
and at any age. We wish to have both male, female and transgender models advertising our
product.
We wish to establish an all-inclusive, revolutionary product which provides a good future for the
next generation.
We are choosing to go for a price penetration strategy in order to increase sales in the introduction
phase. Majority of our competitors are known for their expensive products so in order to attract
their customers to our products we will begin with lowering our prices to £10.
What product idea could you come up with?Check out the Every Mind Matters Website:
www.nhs.uk/oneyou/every-mind-matters/
Very helpful and informative for parents. There is a Mind Plan Quiz, self care for
young people and advice for looking after a child’s mental health.
Lockdown lunches and meal plans
Change4Life have created recipes and shopping
lists for families which can be used to create
lunches for around £15 each week:
https://www.nhs.uk/change4life/recipes/lunch/cheap-
lockdown-lunch-ideasYou can also read
