Head Teacher's Message

Dear Parents and Carers,

As we reach the close of the first half of the Autumn term, I would like to take a moment to reflect on the achievements of our students and the vibrant start to the new school year. The energy and enthusiasm from our students has been remarkable, and I am grateful for their ongoing commitment to our core values of Commitment, Opportunities, Respect, and Excellence—the pillars that guide and support our school community each day.

Our latest bulletin, available on the school website, highlights a range of fantastic work across all subjects. This collection of news and accomplishments is a key resource for showcasing our students’ journey and celebrating their contributions. I encourage you to explore the bulletin, which captures the impressive efforts and experiences of our students and would like to draw your attention to a few specific highlights.

Firstly, congratulations to Will and Millie who, in their new roles, have already made a positive impact within our school. Their dedication to these responsibilities has been inspiring and I’m pleased to see so many students stepping up and engaging in student leadership roles this year, fostering a supportive and inclusive environment for all.

I also thoroughly enjoyed hearing about our Year 12 Geographers and their field trip to Grantchester and Cambridge—a fantastic opportunity for them to deepen their understanding of the world through first hand exploration. Meanwhile, our youngest students in Year 7 embarked on a visit to the Botanical Gardens, sparking curiosity and enthusiasm for their studies. A big well-done goes to our Year 10 and 11 students who completed their mock exams this week with resilience and determination. It’s wonderful to see them approaching these milestones with such focus and I am confident their hard work will continue to serve them well as they prepare for their futures.

Lastly, I’d like to share a heartwarming compliment from one of our newly appointed exam invigilators, a local resident, who stopped me today to say what a pleasure it had been working with our students this week. School is about much more than outcomes; hearing such feedback about the respect and maturity of our students as they navigate school life makes me immensely proud. We are not only nurturing academic success but also building well-rounded individuals prepared for the wider world.

As we head into the October half term, I encourage you to take a moment to recognise your child’s individual achievements this term. They have each contributed positively to our school community, and I look forward to seeing them continue to thrive in the term ahead.

Thank you for your continued support and partnership. Wishing you and your family a restful and enjoyable half-term break.

Mike Lowdell
Head Teacher

Welcome Back College Assemblies
At the start of term we held our first College assemblies for this year- this is an opportunity for students in each College to take part in an assembly together. The assemblies reflected on, and congratulated students for, the College successes from the last year and we welcomed our Year 7 students and introduced them to their new College families. Over the year there will be College events to take part in including College fortnights when students have the opportunity to compete in sports events.

Well done to Blackdown who have accumulated the most Reward Points for this half term.  Croft have started strongly this term with Binswood not far behind.

Our Senior Student Leaders have many key responsibilities. They represent the student body at whole school events, chair student cabinet meetings and meet with the Head Teacher each term to discuss ideas for school improvement.

Our Year 13 Senior Student Leaders this year are William and Millie. 

Will aims, as a Senior Student Leader, to promote positivity and ensure our school environment is supportive and encouraging. Promoting our Colleges, and celebrating events and achievements will be a key focus for him to help inspire students and also recognise the diverse talents and achievements within our School community.

Millie is passionate about being a voice for all students and bringing people together to cultivate an inclusive environment where everyone feels valued. She is focused on promoting engagement in student extra-curricular activities which can enrich a student’s school experience and help them grow. Millie strives to be a positive role model, always ‘dreaming big’ but understanding that dreams do not work unless you do.

Assistant Senior Student Leader (ASSL) roles are also available for Year 13 students to apply for and our team for this year is:

ASSL Wellbeing & Mentoring – Mac, Holly, Natalia, Kateryna & Andrei

ASSL Diversity & Equality - Phoebe & Scarlett

ASSL Charity & Community – Felix, Anna, Rebecca & Abbie

ASSL Careers & Life Skills – Matilda, Hanna & Sean

ASSL Sports – Noah, Serena & Charlie

ASSL Marketing – Martha, Grace & Anna

Senior Student Leadership Training Day
Senior and Assistant Senior Student leaders have taken part in two training sessions on leadership during enrichment. They have a small task to complete on finding out the difference between leadership and management.

During the first session, they covered What is Leadership and discussed who they thought were good leaders and why. The second session focused on Theories on How to Lead (functional leadership).

Our student leaders have worked on developing their plans that they would like to implement during their year in role and their plans are displayed in the common room for their peers to be aware of.

They have also enjoyed taking a leadership analysis with Mr Schofield to determine their natural styles.

Our Year 12 Student College Leaders and Year 11 Deputy College Leaders also  have an important role in supporting their College and Year Leads with a range of activities throughout the academic year which can include presenting in assemblies and helping with specific activities. 
A key aim of the role is to promote College identity, engagement and spirit.

Student Leadership opportunities are also available across year groups and include:

Year 7 students will have opportunities to apply for Eco Leaders and Transition Leader positions later in the year.

We wish all our Student Leaders a successful year. We look forward to their achievements and hope they all enjoy their role.

Year 10 students have made a fantastic start to the term and have enjoyed learning about enterprise, entrepreneurship and how to put business ideas into practice.  They have been very creative adding value to shortbread biscuits through different ingredients, shapes and packaging.

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Students are developing their literacy skills learning new terminology and key terms. It is imperative that all students complete revision resources and practice questions from the workbook to check understanding. All resources can be found on the Digital Learning Hub.  There are support sessions after school on Wednesday for students to help with revision strategies or course content if needed.

Year 11 students have successfully completed Topic 2.3 Making Operational Decisions this half-term.  They have enjoyed studying the methods of production, quality techniques and supplier relationships with particular focus on the automotive industry. It is important that all students continue to update their revision resources for all topics covered in lessons.  Students have completed an assessment to identify gaps in learning and this will enable us to put appropriate support in place. Intervention for Year 11 students will resume after half term on Wednesday after school.

Year 12 students have made a great start to their Sixth Form studies and this term have enjoyed learning about the market, elasticity, demand and supply. They have investigated the fundamentals of setting up a new business through researching forms of ownership and sources of finance available.

Students should be consolidating all revision notes for both themes and developing their balanced chains of arguments. All topic PowerPoints, exam questions and gap tasks are on the Digital Learning Hub.  If students need any support with either exam technique, revision methods or they have questions over content there are sessions available after school on Wednesday.

Year 13 students are enjoying the challenge of the Globalisation module, especially International Trade and investigating FDI opportunities in new markets such as the East African Community trading bloc. Students are also learning about how businesses grow through organic and inorganic growth, in particular the recent Fraser Group proposed takeover of Mulberry.  After half term they will be focusing on their pre-release topic for paper 3.
Students are continuing to review revision resources for Year 12 work and identify any gaps in knowledge. The mock exam paper in November will enable us to identify support required for individual students on Wednesday support sessions.

Year 7 – Using a Computer
This half term students have been familiarising themselves with the school network and learning how to use computers and the computer rooms safely and effectively including how to use OneNote for lessons.  Students will now have a wider understanding of how to be safe and responsible on the internet by investigating various threats including fake websites, safe searching, copyright, cyber bullying and predators amongst others and how to report these dangers. 

Year 8 – Computational Thinking
This half term students have been learning about the four main theoretical cornerstones of computational thinking: Abstraction, Decomposition, Pattern Recognition and Algorithms whilst making connections between these with everyday activities and other subject areas.

Year 9 – Cyber Missions
This half term students have developed their understanding of Cyber Security further by following the Cyber Explorers Missions platform created by the Department for Science, Innovation and Technology (DSIT).  This unit of work is closely linked to our careers programme and development of Skills for Life. This platform has now been accredited by the Scottish Qualification Authority (SQA) and, on successful completion, students will receive a certificate of achievement equivalent to SCQF Level 5.

Cyber Explorers
Last year our students completed units of work developed around the government Cyber Explorers platform (Year 8 – Cyber Challenges and Year 9 – Cyber Missions). The Cyber Challenges element allowed students to discover the vital role of technology in daily life and careers while learning to use it safely and securely. Each challenge presents a mix of engaging games, quizzes and puzzles. Students learnt how to broaden their thinking, make smarter choices and develop essential cyber security skills. Students used the skills they gained to stop a cyber-attack and demonstrated how they could contribute to keeping our world a safer place to live in. These real-world skills will be invaluable in their lives and future careers.  Upon completing the challenges, successful students earned a certificate indicating their achievement of Cyber Explorers Squad Member (SCQF Level 4). 
The Cyber Missions element faced students with a series of critical tasks from safeguarding networks to rescuing a city's traffic systems. Students navigated through an interactive landscape of fun educational activities, taking their problem-solving skills and cyber security abilities to a more advanced level.  These Missions not only prepared students to outsmart hackers but they also got to grips with the Computer Misuse Act and were introduced to the National Cyber Agency's Cyber Choices programme, which aims to teach young people how to make the right decisions and how to use technology legally and ethically. Upon completing the Missions, successful students earned a certificate indicating their achievement of Cyber Explorers Champion (SCQF Level 5).

We were delighted to see 31 Cyber Explorers Squad Members and 64 Cyber Explorer Champions receive their certificates and hopefully see many more this year. A small selection of the proud students can be seen below.

All of our GCSE students have continued to develop their programming skills using a high level language (Python). In addition to this …

Year 10 – GCSE Computer Science
It was absolutely wonderful to see so many Year 10 students decide to take their computer science studies to the next level.  This year has seen the biggest cohort opt for this subject including an increase in the number of female students which we hope to build on again next year. Along with their programming development students have been gaining an understanding of the structure and purpose of the Central Processing Unit (CPU) which includes the fetch-execute cycle, common CPU components and their function (Arithmetic Logic Unit, Control Unit, Cache and Registers) and the Von Neumann architecture registers (Memory Address Register, Memory Data Register, Program Counter and Accumulator)

Students have also looked at the factors affecting the performance of a CPU such as Clock Speed, Number of Core and Cache Size along with being able to distinguish between a multi-purpose computer and an embedded system whilst giving examples to demonstrate their understanding.

Year 11 – GCSE Computer Science
Students are revising topics already covered in Years 9 and 10 and have developed their understanding further of the binary number system.  This has then been applied to how binary is represented as characters, sound and images whilst investigating how compression techniques can impact upon the quality, file size and transmission speeds of such components.

There is a lot of support and additional work that can be completed at home for your child in their final year of GCSE Computer Science.
Firstly, we have a study support session running after school where students can work on their weaker areas and get additional support, we will provide resources for students to access to help close gaps in learning. This is currently invitation only following outcomes from the Year 10 progression exam but may become a ‘drop in’ style support session after the mock exams with some additional targeted intervention.  

The Curriculum Overview which can be found here (scroll down to the bottom of the page) gives an overview of what topics are going to be taught and especially useful is the optional homework and literacy sections on the right.  Here you can find many resources to guide your child so they can work more independently at home.  I would highly recommend the Oak National Academy links which are created by teachers and are pretty much online tutors. There are lessons, videos and worksheets/activities to get engaged with, plus the website links for NGfL and Python Principles. They are specifically designed to help with programming techniques and develop skills in an interactive way.

Please also encourage your child to regularly access their Smart Revise platform. This has been purchased for them to aid recall, develop their literacy of key terminology and exam question technique. Please aim to get them onto the Advance section for approximately 15-20mins each evening to expose them to exam-style questioning and build confidence.

Year 12 – A Level Computer Science
The success and popularity of computer science has also been seen in the number of students opting for this subject at A Level, with the biggest cohort for many years with again a significant increase in female students deciding to take this subject to a higher level. Students started the year learning about computational thinking methods including abstraction, decomposition, pattern recognition, thinking procedurally, thinking ahead, thinking logically and thinking concurrently and being able to apply these concepts to programming problems.  Students have also learnt more about the CPU from GCSE, including additional concepts such as pipelining, different architectures, types of processors, multicore and parallel systems, GPU’s and how all of these factors impact on the performance of a computer system. 

Year 13 – A Level Computer Science
Students are now well into their programming projects which will be completed towards the end of December. This element allows students to demonstrate their application of software development methods whilst giving students the freedom to express their creativity in solving a problem using computational thinking methods.  Alongside this, students have been investigating the social, moral, cultural and legal impacts of computer science and how it impacts upon our daily lives in both positive and negative ways.

Extra Support – GCSE and A Level
For all our GCSE & A Level students there is a continued promotion of using the Smart Revise platform (Years 11, 12 and 13) and Revise:CSUK (Year 10) to develop and enhance student’s ability to recall information and facts plus improve their use of literacy and keywords around the subject. Your support by encouraging your child to engage with this at home on a regular basis is much appreciated. Each student has their own personal login and can access the platform on any device through a web browser. 
At GCSE we also run an after-school support club once a week on Thursdays with Mr Sycamore, this is targeted support in the first half of the term, and we offer Wednesdays for A Level support with Mr Sycamore.

iDEA Award
We encourage all students to at least complete the Bronze award for iDEA.  This is something students can access at home as well as in class; students have their own individual logins for these. This half term we have seen Harsh and Barney achieve their Bronze certificate … well done!

These certificates are an invaluable addition to CV’s, references, College, University applications plus apprenticeships and are nationally recognised as evidence of IT literacy competency in the workplace. 

Supporting Students At All Levels
We are currently promoting independence in computer science and have a variety of support mechanisms students can access during their lesson or even at home through the Digital Literacy Hub. 
Some of these strategies are outlined in the image below:

Computing Literacy
The computer science department has a selection of fiction, non-fiction and coding books, plus a range of revision guides, available to loan from either the department itself or the school library to supplement homework and NLS literacy focus as a whole.  We also have a large selection of computing magazines.  We will be adding to this over the next year so, if you have any recommendations that you would like to see included, please email Mr Sycamore to add to the reading list.  Some ideas to get started …

Year 7 Drama students are following a programme of learning that explores an introduction to Drama. As part of the course they have been establishing relationships within the group to create an effective group ensemble and completed activities that help them to build their confidence as a group. They have also been exploring the Drama strategies of Still Images, Narration, Thought-Tracking, Transitions and Choral Skills.

Year 8 Drama students have been exploring approaches to devising through improvisation. They have focused on collaboration skills and how to work well in a group as well as continuing to explore a range of Drama strategies such as Still Images, Narration, Thought-Tracking and Transitions.  Students create small performances, based on a variety of roles and situations (scenarios), in pairs and small groups to build up their confidence using these strategies’ to develop their storytelling.

Year 9 Drama have been exploring approaches to creating performances and exploring Frantic Assembly’s building blocks to help them devise performances using Physical Theatre focusing on a non-naturalistic style.

Year 10 GCSE Drama students have been working towards a devised performance that is worth 40% of their final GCSE grade. Working collaboratively in a group, as either a designer or performer, to create a performance based on a stimulus of their own choosing. Initial ideas range from Environmental Issues to Imprisonment.

Students will be performing in the Spring Term and have a rehearsal set as a homework each week.

Year 11 GCSE Drama students are revising Component 3 Theatre Makers in Practice (Written Exam)  - There are two areas of focus.                                  

1. Study of one complete performance text. (An Inspector Calls by JB Priestly)

2. A live theatre evaluation. (Life of Pi)

This half term students have revised Section A of the written exam. In the exam students will be given an extract from the play and they will need to answer questions from the perspective of:

• Performer (4 Mark and 6 Mark Question)
• Director (9 Mark Design Focus, 12 Mark Performer Focus)
• Designer (14 Mark)

Students used the checklists for each question to identify what they need to revise. This included exploring the plot, characters and themes and focus on the Drama terminology needed in the written responses for both Performers and Designers. They also revised the Context of when the play is set (1912) and the context of when the play was first performed (1945) and had  the opportunity to practice some exam style questions.

For homework this half term Year 11 have been rehearsing for their Component 2 Performance exam in the Spring term.

Year 13 A-Level Drama & Theatre

Students have started to explore the text Lysistrata by Aristophanes in relation to the Drama practitioner, Bertolt Brecht in order to outline and justify their ideas for a production concept as a director for a contemporary audience (a 21st-century audience). Students will assume the role of a director and will need to outline and justify how different theatre makers and theatrical elements work alongside the methodologies of Brecht. In the exam students will be given a key extract from the play in which to apply their director’s ideas.

Enrichment in Drama

This half term students in Year 9, Year 10 and Year 11 have undertaken a Drama Leader Training programme for six weeks after school on a Tuesday in preparation for launching the Year 7, Year 8 and Year 9 Vibe Drama Club.

The Drama Leaders also have the opportunity to complete their Bronze or Silver Arts Award. Students work independently on their portfolios with the support Mrs Hill who is a qualified Arts Award Advisor.

RSC Associate School Events

Five Drama Leaders had the opportunity to train as RSC Shakespeare Ambassadors and had a workshop  with an RSC practitioner on Friday 18 October.

The group will meet termly in school and work alongside Drama Leaders collaboratively on a project focusing on ideas linked to promoting Shakespeare in school.

National Theatre: Nye - Live Streaming 7 -11 November.
For those who may be interested, there is an opportunity to stream Nye via YouTube from 7 to 11 November.

Micheal Sheen plays Nye Bevan in a surreal and spectacular journey through the life and legacy of the man who transformed Britain’s welfare state and created the NHS.

We have had a fantastic start to the academic year. In KS3, we opened the year exploring what it means to ‘Read for Pleasure’, and had a lot of discussion about the different genres we enjoy, sharing some fantastic book recommendations along the way. We will maintain these conversations, and promote reading all throughout the year.

Students started with lots of commitment and creativity that excites us all in English for the rest of the year.

Year 7
Our Year 7s have made a fantastic start to the year. They have settled in well, starting off the year with the ‘Literary Villains’, exploring the characterisation of villains in literature, read and analysed texts about villains, and completed their first set of assessments in relation to the text.

As part of our International Schools Project they created their very own Spy Heroes. This involved creating fictional heroes and villains and writing a story on some of the characters  created. They showed amazing creative writing skills, with phenomenal characters. From each class we have selected one to send to our partner school in Mumbai, and a couple of examples are below.

We are excited to see what else the year has in store.

Year 8
Year 8 have studied two excellent texts this term, ‘The Bone Sparrow’ and ‘Refugee Boy’ as part of our Prejudice and Discrimination scheme. At the beginning of term all Year 8 took part in a workshop looking at stories of refugees and the impacts of having to leave their homes. During the morning, students engaged in written and oral discussions about topics and situations refugees find themselves in, and created their own campaign posters advocating for support and change.

The tutor group who completed the best posters have now had their outstanding work placed in classrooms along the English corridor to help aid others in their learning throughout the term.

Following this, students have worked their way through the stories, and practised their analysis skills in exploring the meanings of symbols, characters and settings in the novel. Their first set of assessments were an impressive start and students will be using their newfound knowledge to complete their own opinionated, transactional writing pieces. We cannot wait to see what next term brings!

Year 9
Year 9 started the year with their study of the classic Frankenstein by Mary Shelley. After exploring the ‘monster’, students had the opportunity to create their own monsters, to push them to understand the choices Frankenstein made.

We explored Victorian England’s attitudes to science and the views that Shelley herself had when creating the novel. Students were able to understand how the subject had advanced, and the complexities it posed in society due to the contrasting beliefs of religion at the time. Over the term, we have engaged in debates about the morality of science considering whether it was done for the greater good, or if it was for the arrogance of the creator.  We explored the text in-depth and analysed the characterisation of the characters and key themes within the text to create some excellent essays about the presentation of the monster and Frankenstein being remorseful when things come to light.
Students used their knowledge of the text and morality, to engage in transactional writing pieces about the advantages and pitfalls of society.

Year 10
Following the hard work and determination at the end of Year 9, where students completed their Speaking and Listening Endorsements, and studied the GCSE text An Inspector Calls, students have returned with the same terrific attitude in their studies in poetry.

Year 10 have explored ‘Unseen’ poems, and covered a good portion of our Power and Conflict anthology. Students have explored poems with themes of jealousy, to themes of war and conflict and built upon their Speaking and Listening Skills when discussing the themes and content of the poem, and when responding to analytical questions about the poems.

Students have completed two assessments from the GCSE Literature Paper, and showed promise in their ability – well done and congratulations!

On our Step-Up course Year 10 students we have been looking at sequencing and following instructions. We explored these ideas by attempting to put up a tent- which none of us had done before! We wrote down instructions that we thought we would need and then had a go. Having not had much success we then edited our instructions and tried again. Success! One standing tent. Over the next few lessons we wrote a ‘Campfire Tale’ which aimed to scare our campmates and discussed how to give the most terrifying performance. We followed our instructions for putting up the tent again, had the sound of a campfire crackling and read our tales whilst munching on marshmallows! Well done Year 10 you demonstrated great resilience and determination, as a result we can now put up a tent which is a great life skill to possess.  

We look forward to moving onto our new text ‘A Christmas Carol’ next half-term!

Year 11 
Throughout Autumn 1, Year 11 have worked hard revising the texts for Literature Paper 2: An Inspector Calls, Power and Conflict Poetry, and Unseen Poetry.
Students completed their first Literature mock this week.

In preparation, students have created some fantastic revision resources and practised effective essays.

Next half-term we revisit the texts A Christmas Carol and Macbeth to revise for Literature Paper 2, and explore Language Paper 1, which students completed as part of their progression exams in Year 10. We encourage students to reread the texts and ensure they are familiar with the content.
We are incredibly proud of the positive ‘can-do’ attitude students are displaying.

KS5 Update
Our A Level students have begun their courses wonderfully well this term and are already adapting to the demands and rigour of Level 3 study.  English Language and Literature students have begun with the analysis of non-fiction texts based around the theme of Paris. There is a huge skill and terminology input in the early part of this course and we are very pleased with the progress being made so far.

In Literature students are focusing on the literary representations of war. Students have looked at the breadth of the literary canon from Homer’s The Illiad, through to The Bible, Milton’s Paradise Lost, and Tennyson’s depictions of the Battle of Balaclava all the way through Brooke, Sassoon and Sorley to Owen’s poetry of the First World War They are simultaneously studying the play Journey’s End by R.C. Sherriff, an emotive but factual account of life in the trenches. 

To support students to engage in reading for pleasure the Sixth Form Lending Library has been re-launched. Books are available to all students, regardless of area of study.

Additional news:
Following the news last term that 63 Year 7 students were successful in the Young Writer’s competition and had their work published it was very exciting to have copies of the book ,Through Their Eyes – Poetry in Motion, delivered.

Rewards

Year 10 are currently learning how to use Indesign (a desktop publishing software) – they are recreating a framing shot document, using their own found images, and learning how to manipulate the software to create a piece of work.

Indesign is the software that Year 10 will use at the end of the year to produce their GCSE Media coursework so we are giving them ample time and opportunity to become experts in the creative software.

Year 11 are currently immersed in the life of a 1970s London Borough Police officer by watching the pilot episode of The Sweeney which is one of their set texts. 

Students have been watching the first 20 minutes of the episode and breaking apart narrative, mise-en-scene, cinematography and character. This text will be used as a comparison to the more modern TV crime drama Luther, in their final exam.

Year 12 Media students are currently immersing themselves in1960s horror, exploring the promotional poster for Kiss of the Vampire - exploring how media language creates meaning through mise-en-scene analysis.

The Year 13 Media coursework deadline is rapidly approaching and students are making the finishing touches to their coursework– there should be revision taking place at home as they have their mocks on the horizon.

We are very impressed with the enthusiasm of Year 7 in Geography lessons and it has been lovely exploring the British Isles with them in their first topic called “Is Britain Still Beautiful?” Within this topic we have been investigating current issues such as coastal erosion and how and if we should defend the coastline.

Year 8 have been exploring more global issues and are currently completing a topic called “Why are we not all equally rich”? As part of this topic they have looked at a how trade can affect the development of countries and they play a very fast paced, engaging game called “The trading game”. In this, the objective of the game is to make as much money as possible through the manufacturing of shapes and is always very interesting to see what trade deals they set up with other groups!

In Year 9 different ecosystems of the world are being explored including tropical rainforests and deserts.

Year 10 have made a superb start to GCSE Geography and have been completing a topic on natural hazards, all very relevant in the wake of hurricane Milton in Florida, part of this topic is learning about how tropical storms form.

Year 11 have been studying a topic called “Changing economic world” where they examine the reasons for uneven development around the world. They are looking forward to a field trip  opportunity to Birmingham on  November 18, the aim of which it to how successful regeneration of the city has been. 

At Key Stage 5, Year 13 have been busy completing their NEA based on a summer field visit to the coastal town of Southwold; the quality of the NEAs so far is superb. Students have also been spending lesson time studying two very topical topics, Human Rights and Migration. In a recent migration lesson, the class held a court hearing on the issues surrounding migration in both developed and less developed countries.

We had a fantastic day with the Year 12 Geographers exploring Grantchester and Cambridge as part of their Making Places, Changing Spaces topic. The students enjoyed a talk by local residents and then they conducted fieldwork in Grantchester, before exploring the Sedgewick Museum and going  into Cambridge.

We finished the day off punting on the River Cam, which everyone enjoyed.  It was a great day, which really helped bring their case study to life.

The students conducted themselves very well and were a credit to the school. 

Year 10 have begun learning their first component in Travel and Tourism - Travel and Tourism Organisations and Destinations and have explored the key concepts of learning aim A1 and A2. This includes the major components of the tourism industry before moving onto the ownership and aims of travel and tourism organisations and how they work together.

They have completed research for their first mock assignment task 1A: Different types of organisations in the travel and tourism sector – ownership, aims, products and services for a chosen visitor attraction.

Year 11 have started their second NEA for Component 2: Customer needs in Travel and Tourism. This involves a combination of research and report writing for five individual tasks. These tasks include a range of activities including:

• Researching and justifying a detailed trip itinerary for a group of people wishing to go on a snowboarding holiday in Bulgaria
• Exploring how different sized airports adapt their provision to support customers additional needs
• How trends in travel and tourism can be used to inform organisations like youth hostel in what products and services it can buy its customers

Correspondence has been sent so parents/ carers are aware and when there are additional sessions to support students in completing these along with what this involves. There are also Friday after-school sessions available to further support students. This coursework contributes to 30% of their overall assessment grade.

We have a super group of Year 12 Health and Social Care students who have been busy studying for their Unit 1 exam in ‘Health and Lifespan Development.’ We have examined the physical, intellectual, emotional and social development of children and adults and while many of the students are familiar with the PIES acronym from KS4, at KS5 the theories behind the development are explored and evaluated. The group are showing some excellent resilience and brilliant team work in getting to grips with some of these complex theories and the demands of the exam questions.

This examination unit is worth 25% of their overall grade. Students will have in-class assessments until Christmas and will sit a mock examination in February with the final exam in May 2025. Students should ensure they recap the classwork each week in their study periods, practising exam questions and creating revision resources. They have been busy preparing revision resources and practising exam skills through past paper questions and in class practices.

Students are also critically examining theories on their coursework element, ‘Sociological Perspectives’ where they apply a range of theories to a case study. This coursework is worth 17% and is detailed requiring students to plan their time well and ensure they write up the coursework as they go.

Year 11 have been completing their second component in Health and Social Care: Health and Social Care Services and Values.  This unit comprised five tasks which got the students to look at the different primary and secondary services in Health and Social Care.  It also looked at the barriers to accessing these services and the skills, values and attributes required to work effectively with service users. 

Students are completing their second written assessment which contributes to 30% of their overall grade.  Correspondence regarding the details of this has been sent for awareness of exactly when students are completing their written assessment, which will consist of five tasks across six hours.  Intervention sessions will run w/c 4 November for four weeks for any students who would like extra time and support with these tasks. 

Students have made such a positive start to Year 11 and shown excellent maturity and empathy when looking at different case studies of a range of people with different needs.

Year 10 have been working hard exploring how we develop across the life stages, from infancy to later adulthood. For example, they have covered key concepts such as puberty, menopause, dementia and self-esteem. Over the past couple of weeks they have completed their first class practice coursework assessment in preparation for their real coursework assessment later on in the year. It is important students use these to their advantage so that they practice and get feedback on their work before completing the real thing!

Finally, a massive well done to Ella who is the ‘HSC student of the month' for October. This is due to her fantastic verbal contributions in class, 100% attendance as well as producing some good homework! She has been awarded an R3 for her great efforts – Well Done!

Year 7 have started the year looking at the Norman invasion of 1066. Once we have completed assessment 1, looking at why William was successful at the Battle of Hastings, we will look at William’s consolidation of power with castles, the feudal system and the Domesday Book.

Year 8 began the year with the Reformation and we are working our through the religious wars of the Tudors and the Stuarts until Easter, when we begin looking at the political and social reforms of the industrial period from 1750 to 1900.

Year 9 began the year with the complicated and contested causes of World War I. We are now looking at life in trenches for British soldiers. There is also a focus on the medical problems experienced in the trenches and the response of the Royal Army Medical Corps to these issues.

Year 10 have begun their GCSE with Paper 1, looking at Medicine Through Time and medical provision in World War I. Around Christmas, we will begin Paper 2 which looks at Early Elizabethan England and the Cold War. Please look out for any revision homework set for half-termly assessments.

Year 11 complete Paper 3 in Year 11. We have been working our way through the politically and economically turbulent post-WWI period in Germany and will then begin looking at the rise to power of Hitler and the Nazi Party. Year 11 have a full Paper 1 Medicine mock exam in December. They were given a schedule to support their revision back in September, so please be aware of this and offer any support at home that you can.

If you are yet to do so, I recommend you purchase a revision book to support with this.

Please contact your child’s History teacher if you have any concerns or need any support with revision.

Year 12 Historians are working through Paper 1 – Britain, 1918-97 and the USA, 1955-92 – which is their focus for the year.

Year 13 Historians have started Paper 3 – the British Experience of Warfare – and should be working on their coursework at home with a view to handing in their first draft before we break up for Christmas in December.

Year 12 Politics students are working through Paper 1 and 2 – British Politics and British Government – which is their focus for the year. It is important that students keep abreast of contemporary political events by reading broadsheet newspapers, following politics programmes on TV and radio and listening to the podcasts that have been suggested to them in class.

The same applies to Year 13 to enable them to comment on contemporary events in their final exams. They will also need to follow global political events which is the focus for their paper 3 which looks at Global Politics.

Year 7
The students have seamlessly settled into their new maths groups and have made fantastic progress this term! It’s been an exciting time as everyone has been diving into decimals, factors, multiples, primes, and negative numbers.

Year 8
Our students have had a fantastic term, exploring numbers, sequences, and practising important calculation skills. The students did their first module test in the last week of this term and the results are looking promising. Loads of things to be excited about!

Year 9
The Maths modules our year 9 students do now are longer and they are tested more frequently. Training up this skill is an important part of the GCSE journey. Their resilience has been amazing, and progress is looking very promising! They’ve been working on numbers, angles, fractions, decimals, and percentages, and we’re super impressed with their engagement and participation!

Year 10
All Year 10 students have settled in well for the start of the year and have now completed the module on Mensuration 2.  A tricky chapter as it includes lots of formulae the students are expected to learn.  With care and revision I am pleased to say lots of students made good progress, but they should use the website Maths Genie to help close any gaps in learning.

Year 11
All year 11 students have settled in well in their maths classes and have shown a real drive and determination to do well as they approach their mock exams.  They need to make sure they are constantly doing lots of preparation and using the websites Corbett Maths and Maths Genie to help close their gaps in learning.  This is the big year for our Year 11s and I am pleased to say they are rising to the challenge well.

Year 12 have settled into the course well, even if the demands of A level compared to GCSE may have been a shock to some! They have completed their first units of AS level pure and statistics content and are in a great place to build on what they have learnt at GCSE.

Year 13 have put a lot of effort over the summer into improving in key areas highlighted from their year 12 progression exams. They have adapted well to the demands of A level work over those of AS level work, and we hope that their forthcoming mocks reflect these efforts.

German 

Well done to Year 7 German students. They have taken to the language, made fantastic progress on pronunciation and have an excellent understanding of the phonic sound patterns. 
We have been extremely pleased with their contributions to speaking tasks. They have performed role-plays greeting each other and they have asked and answered questions about themselves. They have taken part in the German games with real enthusiasm.
During the Botanical Gardens visit, we completed our International Schools project and they researched former German colonial Namibia. Keep up the great work Year 7!

Year 8 students have made great progress this term. We have studied the school topic and they have been able to talk about the school day and express and justify opinions about school subjects. They described their teachers and we were pleased that some described us as being young. Year 8 have shown commitment to their learning and they have made great progress. They have listened well and have made good notes in class, self-assessed their work and have corrected their answers. We would like to thank again the Year 8 open evening helpers. The parents were very impressed with your contributions to the evening and praised you on how polite and helpful you were. Well done Year 8 – keep up the fantastic work!

Year 9 students have made pleasing progress this term. We have been studying the media topic. They have been able to express and justify opinions about films, TV programmes and reading genres. We have been extremely pleased with their listening and speaking skills and can see them gaining confidence. They have shown real enthusiasm, in particular in the German speaking games. Year 9 have also been introduced to the past tense and they have discussed what films they have seen and what they thought about them. We would like to take the opportunity to thank again the Year 9 open evening helpers. The parents were extremely impressed on how helpful you were answering their questions and how enthusiastic you were about German. Well done Year 9! Continue with the great progress and we hope you are considering GCSE German next year.

Year 10 students have started the GCSE course really well with great commitment and have worked extremely hard with their first topic this term, school; we have been so impressed with the progress they have made. We have studied cultural differences between the German and British education systems. They have made fantastic notes to refer to, listened and followed advice and have pushed themselves in tasks. Their questions have been insightful and they have supported each other really well. When working towards a speaking and reading assessment their pronunciation and reading aloud skills have been particularly strong. Well done Year 10 and continue with the excellent work and attitude to learning. We have really enjoyed teaching you this half term.

Year 11 students have completed the topic of jobs and future plans. We have been extremely pleased with their progress and hard work, pushing themselves. We have recently completed the first speaking mock examination and have seen how hard they have revised for this. Their commitment is to be praised and we were blown away with many of their detailed answers and use of complex structures. You should be so proud of yourselves as we are of you. Well done Year 11. Keep up the fantastic work and attitude to learning. Can we also thank the Year 11 open evening helpers again for supporting the German Department. The parents repeatedly commented on how helpful and polite you were and how they could see that you enjoy studying the language.

 Spanish 

Year 11 have made fantastic progress in their Spanish studies this half term. This term has been an important one, as students are deepening their knowledge and preparing for the challenges of GCSE exams next year. One of the major milestones this term was the first speaking mock exam.  Students had the opportunity to experience the format of the speaking assessment and practice their skills in a real exam setting. This mock exam was an excellent chance for them to demonstrate their ability to communicate in Spanish and it highlighted areas of strength as well as areas for improvement; the effort and determination shown by the class was commendable!

Additionally, students have covered key topics including the world of work, the environment and healthy living. They have been building on their vocabulary, improving their listening comprehension and refining their grammatical accuracy in both written and spoken Spanish.

Looking ahead, we will continue to focus on fine-tuning these skills, especially as we prepare for further mock exams next term. We encourage students to keep practising their speaking and listening at home as these are crucial components of the final exam.

French 

Year 7 have made a fabulous start with their language learning and are already able to produce extended pieces of accurate writing. They have learnt how to talk about themselves and family members, the key verbs avoir and être, describing their classroom, giving opinions and justifications and finished the term looking at hobbies and sports. Students are completing their first speaking assessment which will require them to read sentences aloud to demonstrate their knowledge of phonics, and answer questions about themselves.

Year 8 have continued to make fantastic progress with their language learning and are quickly building on their language acquisition from last year.
Students have completed the Family topic and have learnt how to talk about their pets, their family members, where they live, what they eat for breakfast and how families celebrate Bastille Day in France.
Alongside learning key grammar and vocab, students also have an understanding of the key cultural differences between England and Francophone including traditional ways of living in the Ivory Coast and a traditional French breakfast.

Year 9 have really worked hard to step up their language skills this term. Our lessons have focused on festivals and celebrations in the French-speaking world and students have enjoyed learning how French traditions differ from their own experiences. Lessons have not only covered key celebrations, students have also learnt transactional skills and traditional French cuisine. Finally, students have recapped the near future tense to discuss their New Year’s plans.

Year 10 students have thrown themselves into the new GCSE curriculum and are progressing brilliantly. The first module covered free time, including social media and internet, TV and film preferences and sports. Alongside learning a lot of new vocabulary, students have also covered the near future tense and the perfect tense. They are able to use all three tenses together to discuss their free-time activities. Students have completed their first speaking assessment and a reading assessment.
I am incredibly proud of how hard students are working and how well they have adapted to the new and more challenging GCSE topics.

Year 11 students have been studying the topic of job, further education, work experience and future plans this term. It is a lengthy topic with a lot of new vocabulary and structures to learn and all students have coped well, with what can be quite a dry topic. Towards the end of the module, students created podcasts and interviewed each other about their work experience. I was blown away by students’ commitment to this and some groups even recorded jingles and came up with some pun-tastic French names. Another highlight of this term was the completion of the first Year 11 Speaking mocks. The work and commitment that students put into this was incredible. Many students produced language that I would expect in their final exam. I am very proud of all students and feel confident that the speaking exams in May will be fantastic!

Year 7: Baseline Tasks

To start the term we have focused on the key skills (Performing, Composing, Listening and Sequencing) we learn in music lessons. Students have collaborated to perform percussion rhythms, compose vocal pieces and sequence sci-fi music. They have been encouraged to perform to the class and build confidence through shared music-making experiences. Resources have been provided to offer students of all musical ability the opportunity to access the curriculum, make progress and develop their confidence and musical understanding.

Year 8: History of Pop

This unit of work has focused on music appreciation and explored popular music from the 1950s onwards. Students have been provided with listening tasks to broaden their appreciation of musical styles and genres from the past and recognise their relevance along with their influence on popular music today. Alongside the listening tasks students have been challenged to perform popular pieces of music and continue developing their practical, music-making skills.

World Music

In our work on World Music we have focused on music appreciation and explored musical traditions from other cultures. Students are provided with listening and analysis tasks, alongside research projects, composing and performing. Students have listened to music from places such as India, Africa, West Indies, Caribbean and Indonesia, with a view to understanding the contextual, cultural and musical traditions, alongside their influence on western music.   

Year 9: Game and Film Music

Composing/Sequencing

This unit has focused on students collaborating in pairs or small groups to compose and produce a soundtrack for film. Students use sequencing software to edit film and reproduce a soundtrack, including special effects and music. Students are encouraged to analyse film music, through listening tasks to gain an understanding of key terms and musical devices used to create a film soundtrack and to focus on detail, compose original ideas to refine their sequencing and music-making skills.

Year 10: BTEC Music Level 2: Component 1

Students have been completing Component 1 of their BTEC course. During this component, students have learnt about a range of musical styles and have been tasked with performing, reproducing and composing pieces to demonstrate their practical/instrumental/music-making skills. Alongside their practical work students will produce written analysis and reviews to demonstrate their historical, contextual and theoretical knowledge.  

Year 11: BTEC Music Level 2: Component 2

Students have been completing Component 2 of their course. This has focused on the subject of ‘Journeys’ and students have identified their musical strengths alongside areas for development. They have chosen musical repertoire to demonstrate their musical ‘journey’ through rehearsal, practice, composition and performance, analysing, recording and documenting their progress throughout the component.

Year 12: BTEC Music Level 3: Unit 1 and 2 

During Component 1 Year 12 have been developing their knowledge of music theory and notation by exploring, researching and producing musical examples alongside written explanations. They have created a comprehensive presentation including videos, images and information to demonstrate their knowledge and understanding.

During Component 2 students have been investigating organising an event and developing a music product. They have had to explore the practical and logistical demands and present a business proposal/plan outlining personnel, job roles and budget. This will provide students with the knowledge and theoretical experience to plan, market and deliver a musical event or product. This has highlighted how certain elements of the music industry operate and potential career opportunities.

Year 13: BTEC Music Level 3: Units 33 and 40

Year 13 are currently in the process of compiling a programme of solo music. They will perform their music in a 30-minute recital in March 2025. They are also collaborating with other musicians to develop a musical ensemble and set of music to be performed at upcoming events.

Extra-Curricular

Wind Band: Tuesdays 3:30pm – 4:30pm

Rock Club: Wednesdays 3:20pm – 4:20pm

Steel Band: Wednesdays 3:30pm – 4:30pm

Pop Choir: Thursdays 3:30pm – 4:30pm

String Ensemble: Fridays 3:30pm – 4:30pm

There are a variety of popular extra-curricular music opportunities on offer at NLS. All of the groups are in full swing and rehearsing in preparation for the annual Winter Concert.

We had a number of runners taking part in the Inter area cross-country event which took place in Stratford on 12 October with four finishing in the top five for their respective age groups. Well done to all those who gave up their Saturday mornings to compete. Those finishing in the top five are likely to be selected to represent the District in the County Competition later in the year.

The Boys Football season is underway with years 7,8,9,10 & 11 all having fixtures.
Year 11s started well with 3-nil victories over Myton and Aylesford, and a 1-1 draw with Stratford.

Year 10s lost a close cup game against Studley 1 -0 but gained a 2-2 draw against Southam.

Year 9  have had a frustrating start to the season, with all three scheduled games cancelled by the opposition, but had two games during the last week of term. Firstly they beat Stratford in a League match and won 4-1. In their second game they played Alcester Academy and won 3-2 to progress to the semi-finals of the District Cup for the third year running - well done!

The Year 8 team lost their season opener 6-3 against Southam but demonstrated that form is temporary, class is permanent, by bouncing back to beat Myton 4-1.

The Year 7 team also lost their very first game 5-3 against a very strong Stratford team, but demonstrated their obvious ability to win their second game, a real thriller, with a come-from behind 6-5 victory against Myton. Their season continues after half term when they will face Kenilworth.

Girls netball also got underway this term.

The Year 10s lost a close game against Kingsley 22-18.
The Year 9 team fared better and beat Kingsley 12 – 7.
The Year 7 Netball team had a great start, winning their first match 19 -2 vs Southam.
The Year 8 and 10s teams faced Aylesford in league competitions and secured 23-2 and 8-6 respectively.

Well done to the Year 11 Netball team who started the year with a tournament where, out of eight schools, they finished runners-up. A fantastic performance by the girls to beat Southam, Aylesford, Myton, Kingsley, and Kenilworth.
Well done to all the girls who took part.

Extra-curricular clubs have been running for Rugby, Basketball, Dance, Hockey and Volleyball and Gymnastics, with fixtures starting after half term in November for Rugby and Basketball.

In core PE lessons, the Year 7 students started the year with an insight into the variety of activities and opportunities available in Games. Students have enjoyed baseline activity lessons including Football, Dance, Gymnastics, Basketball, Badminton, and Netball and we formalise groups that best suit their ability.

Year 8 and 9 have participated in a variety of sports this half term as part of our Sports Education programme. Students learn the important life skills of team work, leadership, responsibility, communication and co-operation through the medium of sport, with health-related fitness, to ensure all pupils understand the importance of staying fit and healthy and understand how to perform a warm-up effectively to help prepare their body for activity.

Year 10 and 11 students are guided down one of two personalised pathways – performance or participation. Within the performance pathway there is a GCSE PE moderation focus where students are assessed in each of the sports that they complete. The participation pathway is a more holistic approach to physical activity where students are encouraged to participate in different activities for recreation and understand the importance of keeping themselves fit and healthy.

With a variety of examination courses running: GCSE PE, Btec Sport and Btec Dance Level 2 in Year 10 and 11 and A Level PE and Btec Sport Level 3 in Year 12 & 13, students have settled well into their studies this half term.
Please come speak to us at the upcoming Sixth Form Open Evening on Thursday 7 November if you are interested in studying PE A-level or Btec Sport. 

Dance - Year 11 Btec Dance Motionhouse workshop
Our Year 11 Btec Dance students took part in a professional dance workshop last week with Motionhouse Dance Company, who they have been studying for their Component 1 coursework. The students were put through their paces in a professional style, with a three-hour class with warm-ups, handstands, cartwheels, partner work, lifts and learning professional repertoire from their existing piece, Charge. The Motionhouse dancers, Danny, Harrison and Hannah, were so impressed with the students for their commitment, dedication and resilience and all students gave everything a go.
The students thoroughly enjoyed the workshop which will support them with their portfolio work and choreography, in Component 3, which they will start after half term.

Well done to all the Year 11 dancers, I am very proud of all your hard work!
Also, a big thank you to our helpers at the recent Open Evening showcasing your Dance work.

Dance extra-curricular
We have had a fantastic start to the year in our KS3 Dance Club (for years 7,8 &9) and seen a huge increase in numbers attending. Our newly appointed student Dance leaders Evie,  Ava,  Felicity,  Laura  and Flo  have been excellent role models and already taken on responsibility and leadership roles within the club as well as making their own choreography.

Well done to our dancers in club this half term for your enthusiasm and commitment every week – we will be starting Dance recital performance work very soon!

Students at NLS have the opportunity to undertake The King’s Trust pathway. This was, up until 15 October, known as The Prince’s Trust as it is a charity organisation founded in 1976 by King Charles III when he was the then Prince of Wales.
It was designed to help vulnerable young people get their lives on track and runs a range of training programmes, providing practical and financial support to build young people's confidence and motivation.  
The King's Trust (KT) is one of the most successful funding organisations in the UK and the leading youth charity.
At NLS, we utilise the schemes of learning and opportunities that the King's Trust offers to enable some of our most vulnerable students to achieve. At the end of last year, this allowed our then Year 11 students to receive the Prince’s Trust Award after the successful completion of six Level 1 units of learning.
Our current Year 11 students have been working on their units since the start of Year 10 and are on track to achieve the Level 1 Certificate in February next year, under the new branding of The King’s Trust.

If any students have any outstanding work that has not been entered into their folder, please ask them to submit it, either to me at the address below or to their teacher for KT.

If you wish to have any more information about The King’s Trust, please contact jbarrett@northleamington.co.uk

Year 7:

Our Year 7 students have been busy completing our transition unit. It has been lovely to see students talking openly about some of the challenges they faced starting secondary school and strategies they have used to manage this.

Year 8:

Our Year 8 students have been have been looking at the short and long term issues associated with drugs and alcohol as part of our health and well-being unit. We have seen some excellent pieces of work and mature and engaging discussions on this in lessons.

Year 9 :

Year 9 have been looking at knife crime and county lines and why this is a growing issue in parts of the UK. Students have been discussing why some young people carry knives, the potential consequences of this and what can be done to reduce knife crime.

Year 10:

Year 10 have been examining different types of mental health and we have been addressing misconceptions around these issues. Students have been discussing when and how to seek support if they are experiencing difficulties with stress and anxiety.

Year 11

Year 11 have been exploring issues around mental health -in particular the importance of recognising causes and signs of exam stress and developing strategies to try to manage this. We hope this will support them as they face their Mock exams next week. Good luck Year 11!

Year 12

As part of our health and well-being unit Year 12 have been looking at how to be resilient students. We have been discussing some of the changes and challenges they have faces when transitioning from GCSE to A-level and how to manage this. 

Year 13

Year 13 have been considering their plans beyond Year 13 and how to manage any potential challenges they might face when moving away from home, taking a gap year or starting their first job. It’s been great to hear our students talking so positively about their future plans.

Welcoming Year 12
Year 12 has made an excellent start to their Psychology studies, with many budding psychologists showing great enthusiasm for the subject. One of our first topics has been Social Influence and we have explored questions such as "Are Nazis murderous violent perpetrators or victims of Social Influence?"

We've also delved into some controversial key studies within social influence that have sparked student interest. For example, one study involved participants administering what they believed were electric shocks to others to test obedience. While the shocks were actually fake, shockingly, 65% of participants obeyed and administered what they thought was a 450v electric shock.

Alongside Social Influence, students have been exploring Research Methods. As the building blocks of any applied science, students have been developing their knowledge and skills of scientific method and techniques. This allows us to understand how successful and credible research studies are conducted, enabling us to evaluate research studies claiming to support popular theories within psychology. A key skill for anyone, not just psychologists!

Year 13
Year 13 has returned refreshed and ready to take on their second year. We've studied two topics: Issues and Debates, and Biopsychology.
Within Issues and Debates, students have developed their debating skills this half term by exploring topical debates in Psychology, such as "Is our behaviour due to our nature or our nurture?" They've demonstrated great analytical and debating skills by weighing up both sides of each debate and coming to their own conclusions.

Biopsychology covers how physiology can impact our behaviour. Concepts include the nervous system, fight-or-flight, methods of investigating the brain, and the important question: "Do we sleep, eat, menstruate, and dream due to something biological or environmental?"

The pictures show our students getting creative, recreating motor, sensory and relay neurons.

Psychologists of the Month for September
A huge congratulations to our Psychologists of the Month for September. For Year 12, Lucas has impressed us with his effort inside and outside of lessons. He makes great verbal contributions in lessons, produces high-quality classwork, and shows genuine interest in the subject. It's been lovely to talk with him about personality tests and the wider reading he has been doing outside of the classroom!

Ava has been awarded Psychologist of the Month for Year 13! She has impressed us with her effort inside and outside of lessons. She has completed extra essays and taken part in our reading competition over the summer! She is a dedicated member of her class and an excellent role model to her peers.
They received a postcard, a book of their choice from a selection of psychology-related books, and an R3.

What is happening next half term?
Next term, Year 12 will move onto a Cognitive Psychology-based topic, Memory, and investigate how our brain cleverly codes and stores information. This will allow students to apply their knowledge to the credibility of police questioning techniques. Additionally, they will continue with Research Methods and a broad topic of Approaches within Psychology, which gives them a flavour of all major concepts in Psychology, from genetics to counselling.
Year 13 will be moving onto the specialist topics of Schizophrenia and Forensic Psychology.

Psychology club will be returning on Wednesday break times, led by four Year 13 students. The club will cover key studies, exciting new research and theories, and experiments. We will update you next half-term.

What are we reading?
Currently, Miss Clifford is reading "Rewire Your Brain" by Nicola Vignola, a new Neuroscience book about how to rewire your brain/thoughts to be healthier!
Miss Sears has been reading "A Father's Story" by Lionel Dahmer, the novel written from the point of view of Jeffrey Dahmer.

For each topic, students are encouraged to a chapter of a Psychology-related book. This term, Year 13 students chose 'The Man Who Mistook His Wife for a Hat'  by Dr.Oliver Saks. Students were able to apply their new knowledge of aphasia and different areas of the brain to conclude/diagnose a poor gentleman who unfortunately mistook his wife's head for a hat!

Following their nature vs. nurture debates, and inspired by Miss Sears' most recent read, A Father's Story by Lionel Dahmer, students discussed whether Dahmer was evil due to nature or nurture. 

Year 12 read from the well-known social psychologist Zimbardo's
'The Lucifer Effect' to help consolidate their knowledge of conformity.  

It has been lovely to hear students discuss literature and apply it to their learning in the classroom.

Year 13:

Have made a great start to their final year. We have been exploring issues of religious language and Christian attitudes to wealth and migration. It has been great to hear their views on this. Students should now be preparing for their upcoming Mock exam. All students will be provided with revision packs to support focused revision at home. These will be available on Go4schools and on the Digital Learning Hub.

Year 12:

It has been lovely to welcome our new, enthusiastic Year 12 students to A-level RE. They have made a very encouraging start and have been enjoying lots of Philosophical and ethical debates!  Please encourage your child to review their notes at home and remind them of the importance of reading around the subject.

Year 10:

Our Year 10 students have been working very hard this half term on Paper 2 of their GCSE-Christian practices, as well as revising for their first GCSE RE Mock exam. We hope the first Mock revision session was really useful and don't forget that there is a wealth of revision materials on the Digital Learning Hub.  If students need any extra support with revision please don’t hesitate to contact the RE team. Good luck Year 10! You will be brilliant!

Year 9:

Year 9 students have made a great start to the GCSE RE course. They have been exploring religious attitudes towards marriage, divorce and relationships. We have also been working on exam skills and structure to support with their preparation for the end of unit assessment. Please encourage your child to check Go4schools so that they can access the revision materials.

Year 8:

Year 8 students have been studying Hinduism this half term. They have particularly enjoyed looking at Hindu Murti’s and examining their meaning and importance. We really enjoyed seeing the Mandirs students created for home work.

Year 7:

We have enjoyed getting to know our lovely Year 7 students this half term. We have been exploring world views and looking at the foundations of religion.

Year 7 have started their Science journey learning about forces. This involved investigating Hooke's law to find the relationship between the force applied to a spring and its extension. They applied scientific ideas to make a prediction and then carried out a practical to test this.

Students recorded the initial length of a spring without any weights attached, then gradually added a known weight.
For each weight added the new length of the spring was measured and they calculated the extension by subtracting the initial length from the new length with results recorded in a table to then plot a graph of weight (force) against extension.
Students discussed how their results compared to their prediction and whether it supported or contradicted Hooke's Law.
This practical reinforced the concepts of elasticity and forces and enhanced skills in safety, experimental design, collaborating, recording data & analysis. 
 

All students expressed huge excitement, and curiosity, throughout the lesson, linking scientific ideas to actual hands-on practical work!

Year 7 also had the opportunity to use microscopes to take a close-up look at plant cells, getting a first-hand view of the building blocks of life. Working in groups, they set up the equipment all on their own, helping and supporting each other every step of the way. It was a fantastic introduction to practical science, and they were thrilled to see their hard work pay off as they explored the microscopic world for the first time!

Our Year 7s have enjoyed their first International Schools project. They started  discussing what keeps a plane in the sky and which forces act on the plane.

Students then designed their own planes based on the discussions about forces.  We had a fantastic variety of different shapes and size plane which we then tested outside to see which design would fly the furthest.

Once everyone’s plane had flown, we discussed why we thought some went further than others and this tied together the scientific concepts we had learnt at the start of the lesson. The students were all fully engaged in the lesson and really enjoyed applying their learning, discussing changes to the designs and how we could improve the method too.

Our Year 9 scientists have been diving into the world of biology, where they’ve been learning about biological molecules and how to test for them! In their latest group practical, students have been working together to investigate whether the food packaging of various items contains accurate nutritional information. Using a range of exciting tests, they are identifying key nutrients like starch, proteins, and sugars in different foods. It’s hands-on science, and they’re discovering the importance of understanding what’s really in the food we eat.

Year 9 have been experimenting the concept of specific heat capacity. In this practical students learnt about an essential scientific principle but also develop critical skills in applying the scientific method.
Students measured the amount of heat energy required to raise the temperature of various substances. Working in groups they carefully designed their experiments, ensuring they recorded initial and final temperatures accurately and applied their knowledge of variables and control factors to increase the accuracy of their results.
To enhance the reliability of their findings, students employed the scientific method at every stage of the experiment by formulating hypotheses, planned their procedures meticulously and conducted multiple trials to gather consistent data and were able to draw meaningful conclusions about the specific heat capacities of the materials they tested.

Year 9: Enzymes and Temperature Experiment
Year 9 students have also been busy delving into the fascinating world of enzymes, exploring how these biological catalysts play a crucial role in speeding up chemical reactions within living organisms.

This term they have been focusing on practical investigations to determine how temperature affects enzyme activity, gaining first-hand experience of how enzymes work best at certain conditions and how extreme temperatures can cause denaturation, rendering them ineffective.

Students have also been studying key concepts such as enzyme structure, specifically the role of the active site, and the "lock and key" model, which explains how enzymes interact with substrates. They have also explored how other factors, including pH levels and substrate concentration, can influence enzyme action.

The practical work has been valuable in helping students develop essential scientific skills through learning how to set up experiments carefully and safely, and ensuring they follow precise procedures. They have had to take accurate measurements, recorded their observations systematically, and analysed their data to identify patterns and trends to be able to draw valid conclusions and think critically about the reliability and limitations of their results.

Year 10 Biology students delved into an exciting learning experience completing an eye dissection activity to look at the complex structures of the eye, helping to deepen their understanding of vision and how we see the world.
This practical proceeded our lesson studying different parts of the eye and how these parts work together to facilitate sight.

Students explored key parts of the eye, including the cornea, lens, iris, and retina. They observed the intricate relationships between these parts to understand how they work together to focus light and create images. The dissection also provided a practical context for the theoretical concepts such as light refraction, image formation, and the transmission of signals to the brain. Part of their aim was to extract the lens, place it over written text and observe in real time what the critical role of the lens is in terms of long and short sightedness.
The dissection practical gave students a better grasp of the content and encouraged critical thinking, collaboration, and careful attention to detail.
This activity is a prime example of how experiential learning can bring classroom content to life and it was great to see students expressing excitement and curiosity and working cooperatively to help others carefully dissect the eye without causing damage .

In Year 10 Science, students tested the pH of various samples, deepening their understanding of how soil conditions affect plant growth within ecosystems. By experimenting with different soil types and water sources, they discovered the critical role pH plays in nutrient availability for plants. This activity reinforced their knowledge of ecosystems and highlighted the interconnectedness of soil health and plant growth, fostering a greater appreciation for the natural world.

Year 10 Chemistry looked at how atomic structure and bonding links to different types of careers. They have investigated how metals, ionic and covalent substances have unique structures that hold particles together. We used the Mypath ‘Why Study’ series to look at a range of different careers including explosive engineers, chefs, architects, electricians and builders. The video explained how these careers use knowledge and understanding about the structure and bonding in substances to develop new approaches in their fields.
Students watched the video clip, making notes. This was followed by a whole class discussion about the information they had learnt and how this might help them making informed decisions about their futures.

Year 11 students have been diving into the fascinating topic of metal extraction in their science lessons and have explored the process of extracting metals by learning about blast furnaces, focusing on how iron is removed from its ore.

In a recent practical lesson, students had the opportunity to simulate a blast furnace using matchsticks to represent the reduction process of iron from iron oxide. This experiment allowed them to visualise and better understand the chemical reactions involved in metal extraction. To test the success of their simulation, students used a bar magnet to detect if any iron had been extracted during the process.

This interactive lesson helped students grasp key concepts in chemistry while developing their practical lab skills.
 

Year 12 Chemists have successfully completed their first Required Practical, which involved making a Standard Solution of sodium hydrogensulfate and using titration techniques to determine the concentration of an unknown sodium hydroxide solution.

Preparation of Standard Solution:
Students began by carefully measuring and dissolving sodium hydrogensulfate to create a solution of known concentration.

This step emphasized the importance of precision and accuracy in chemical preparation.

Titration Process:
Using their standard solution, students performed titrations with the unknown sodium hydroxide solution. They meticulously recorded their observations and calculated the concentration of the sodium hydroxide based on their results.

The learning outcome has ensured understanding the concept of molarity and the importance of standard solutions in quantitative analysis.

• Developing practical skills in laboratory techniques, including accurate measurement, dilution, and titration.
• Enhancing analytical thinking through data analysis and interpretation.

As we continue through the year, students will build on these foundational skills, exploring more complex experiments and concepts in chemistry. We encourage them to review their notes and reflect on the practical experience to deepen their understanding.

Year 13 Biology students have been developing their practical skills through  experiments with a focus on photosynthesis. This essential biological process, where plants convert light energy into chemical energy, offers an excellent opportunity for students to apply theoretical knowledge in a laboratory setting.

Students investigated factors affecting photosynthesis, using sophisticated equipment as well as traditional scientific techniques such as chromatography. By controlling variables and ensuring accurate, repeatable results, students learn to design reliable experiments and develop critical thinking.

These practical activities enhance their understanding of key scientific concepts and develop essential skills like problem-solving, data analysis, and attention to detail. Students also learn how to handle potential errors or anomalies, promoting resilience and adaptability—qualities valuable not just in science, but in any future career.

Through these photosynthesis experiments, students build a foundation for their upcoming assessments and future studies, whether in biology, environmental science, or related fields. Parents can support this learning by encouraging discussions at home, asking about the experiments, and fostering an appreciation for the real-world relevance of these scientific skills.

Year 13 students have also been engaging with the topic of Inheritance this half term, diving deep into advanced genetic concepts with both excitement and intrigue. They have covered key areas such as dihybrid inheritance, epistasis, and sex and autosomal linkage, applying their knowledge through a range of interactive and challenging activities.

Students have been applying their knowledge by:

• Conducting Genetic Crosses: In practical sessions, they set up and analysed genetic crosses in plants or virtual organisms, predicting and interpreting outcomes based on the principles of inheritance they’ve learned.
• Data Interpretation: They practised interpreting real-life genetic data, often from case studies involving human diseases, identifying patterns of inheritance and explaining the roles of different genes in these traits.
• Group Projects: In small groups, they researched specific examples of genetic inheritance and presented their findings to the class. These presentations helped them connect theoretical concepts to practical, real-world examples, improving their understanding of genetics.

These activities have not only reinforced theoretical knowledge but also provided opportunities to think critically and apply genetics to complex biological scenarios, preparing Year 13s for their upcoming end of topic assessment.

Physics club has started, led by Year 13 Physics student Katerina.

With the support of a number of her classmates, Katarina has planned and led a number of sessions designed to help Year 12 students prepare for the Physics Olympiad as well as the entrance exams. Students meet after school on Thursdays and work on challenging Physics problems that stretch students beyond the A Level Specification, whilst also supporting their understanding of topics covered in lessons.

Year 13 students have come to the end of the content on Theory & Methods which consisted of  ten topics  exploring how we research society to identify patterns and trends and how, based on these research findings, we can look to improve society.  Students have also explored how society functions and how we develop shared norms and values and social order. 
Students started their second topic in Paper 2, ‘Beliefs in Society’ and covered a range of knowledge looking at the patterns and trends in religiosity, how religion has created social stability and change and the changing patterns of religious participation. 
After half term they move onto Paper 3 looking at ‘Crime and Deviance’.  Again exploring the patterns and trends in criminal behaviour across different social characteristics and how crime and deviance trends have changed as a result of globalisation.  We are very excited to be visiting Warwick Crown Court as part of our wider enrichment offer and an opportunity to talk with the Magistrates.  Communications on this will follow shortly to inform you of the logistics and dates but early notice this will take place in December. 

With a bumper cohort of 45 Year 12 students this year we have been  so impressed with their enthusiasm and genuine interest in the subject. Students have really begun to critically evaluate and probe, asking some brilliant questions and engaging with the patterns and trends in society and trying to understand the ‘why’s of these.
A contemporary subject such as Sociology lends itself very well to ‘Sociology in the news’ and we try and point out current links wherever possible. To support this, students should ensure they read/watch/listen to news platforms weekly, which will give them ever more contemporary examples they can use to complement their studies and refer to in exam questions.

Students have adjusted so well, in what is a new subject for them all, to the demands of the course, completing two practise assessments and preparing revision materials they can use to prepare for future assessments.

Students have completed the first topic in Education, examining the social class differences in achievement and analysing the factors that could account for this. With Miss Howard students have been looking at the first topic for the second paper in Families and Households and looking at the division of power and labour in couples to see if there has been a march of progress or the division remains unequal.  Alongside the knowledge and key terminology that students have been introduced to, and tested on, they are learning the key skills required to be a successful Sociology student, including evaluating differing opinions, comparing factors and linking ideas together, distilling key information and using studies to support their views. We often finish a lesson asking, ‘which factor has the greatest impact?’ enabling students to review their learning and come to supported conclusions of their own.
We are looking forward to seeing how they continue to develop!

Year 7 Art

Students have started with exercises in pencil shading, and application of tones to simple shapes to create FORM. The shapes they have learnt so far are sphere, cylinder and cubes. Next half term students will use this knowledge to help them draw more complex still life objects focusing on the FORMAL ELEMENTS with objects such as bottles, tin cans, apples, balls and small boxes.

Year 8 Art

Students have used the FORMAL ELEMENTS learnt last year to create recordings of nature using different materials. So far they have learnt to record shells with the oil pastel transfer technique, slices of fruit using wet and dry fine liner techniques and skulls in chalk and charcoal. This will conclude next half term with students choosing the natural forms and material they want to use in a final piece.

There have been some fantastic collage homework of shells and a few examples are here.

Year 9 Art

Students have started to study portraiture, starting with self-portraits. Its been fantastic to see students gain confidence in applying a wider range of tones with skill and purpose.  These portraits will be used to create other artwork from, whilst exploring materials, processes and techniques of others throughout the year.

Here are  some fantastic pieces demonstrating how well our students are doing. They are brilliant         

                                              Year 10 Fine Art

Year 10 have made an excellent start to their GCSE studies and are highly motivated to succeed. They have chosen a starting point for their personal investigation, Component 1. This will take over a year to produce and many Artists will be studied.  Many have chosen ‘human form’, ‘fears and phobias’ or ‘growth and decay’ as their topic. Examples of sketchbook work so far - we can’t wait to see what outcomes will develop.

Year 11 Fine Art

Students are fast approaching the December 20th deadline for their NEA1 coursework which is worth 60%.

This half term they have been practising their last responses to an Artist and producing composition plans for their final piece or pieces. You can see below some of the fantastic work being produced so far.

The department is looking forward to seeing further final outcomes as they practise planning an outcome which will conclude Component 1.

Year 12 Fine Art

We have welcomed our A Level students who have started their studies by producing some fantastic large-scale pieces after workshops in drawing and layering images of the school, and oil painting self-portraiture.

Students will soon start their structure project working independently and creating larger scale pieces.

Year 13 Fine Art

Students are in the final stages of producing their own responses to an Artist for their NEA Fine Art coursework, which is worth 60%. Students have to master materials, techniques and tools so understanding their practitioner is imperative. This will conclude next half term with sophisticated outcomes and final pieces. Below you will see images from a page in their sketchbook which demonstrates how studying the Artists is crucial in the development of ideas and refined outcomes.

A Level Work

Here are some examples of the brilliant art our A Level students have produced over their course.
 

If you are considering A level Fine Art, please come along to the Sixth Form Open Evening on 7 November and see for yourself what we offer and our fantastic facilities.

The term has got off to a great start in Photography as we welcome all Year 9 students to their first Photography lessons learning all about Photographic composition and formal elements. They have explored taking photographs around the site to illustrate this and are currently investigating different ways in which to manipulate their images.

We were also excited to have the new Year 10 GCSE students starting their course.

They have been having lots of fun exploring the concepts of light to include painting with light, creating cyanotypes and alternative portraits!

Both Year 11 and Year 13 students are busy, working hard to complete their large Component 1 coursework pieces. There is a great variety of work being created and students are now completing their final outcome to the project. Students are encouraged to attend intervention sessions on Tuesday and Thursday as needed.

The studio has been busy with the new Year 12 A Level students building on their knowledge from their GCSE studies and learning new techniques and media through a series of short projects and workshops.

Here are some examples of their initial investigations.

And finally, here are some images from the A Level moderation of work last summer.

Well done to all!

Students from both exam years are currently working towards their final piece for component 1 (coursework project). 
They will be busy over the coming weeks on final designs, completing book work and making a final piece that brings together all the textiles research, experimentations and overall investigation together as a conclusion.

A few snippets from their book work.

Year 13  

Year 11 

Year 10  

Year 10 and 12 students have just completed their workshop induction projects, where they have trailed a whole range of techniques and processes, from print making to natural dye techniques.

They have produced a folder of evidence that will help them make independent choices in their upcoming coursework projects.

Year 12 

Year 9 students have been researching our New York theme and two artists - Keith Haring and Jean-Michel Basquiat, which will help them with developing design ideas for either a tote bag or scarf.

Year 8 have been exploring four different types of cultural patterns, using a range of techniques such as batik, press print, dot painting and weave.

Year 7 have been working on creating a range of stitch and other decorative samples and are now coming up with design ideas for a pop art inspired doughnut soft sculpture.

Year 11 Food Preparation and Nutrition Practical Assessment

The first of our Non-Examined Assessments (NEAs) has begun with most students selecting the investigation topics based on raising agents and ingredients that impact on creating a successful scone or the impact of cooking and ingredients on making a smooth soup.  Students will then begin the second NEA, worth 35% of their GCSE, next term. In the new term students will be completing a mock written examination.

Year 10 Food Preparation and Nutrition

Students have completed some new complex dishes over the past term. Some of these have been themed towards the season or event that is approaching.  Cooks that have occurred throughout the past few weeks include a sweet and sour chicken, where students could see gelatinisation, a rice-based dish and, as we approach Halloween, some uniformed biscuits with some intricate decoration.

Students have also been concentrating on the theoretical aspect of the course focusing on nutrition and food science.  As we progress through the year students will continue to build upon their practical skills making progressively more difficult products.

Year 11 Design Technology

Our Design Technology students are also working on their NEA with intervention sessions available to DTTR students at present to help in completing this.  Students are also welcome to work on their NEA with Mr Batchelor or Mrs Long after school, so there are plenty of opportunities to ensure students complete for the deadline of next year. Students should be using the AQA DT specification to aid them in their revision; they will be sitting a mock examination for the written aspect of the course.

Students should be concentrating their revision on the following topics –

• new and emerging technologies
• energy generation and storage
• developments in new materials
• systems approach to designing
• mechanical devices
• selection of materials or components
• forces and stresses
• ecological and social footprint
• sources and origins
• using and working with materials
• stock forms, types and sizes
• scales of production
• specialist techniques and processes
• surface treatments and finishes.
• materials and their working properties.

Year 10 Design Technology

Classes have started working with new materials, in particular making a product from metal.  They have also been focusing on hand tools and using a range of tools to create specific joints.  Many of the tasks and projects that Mr Batchelor and Mrs Long are teaching the students are skills that are so essential to life beyond the classroom and the current projects are certainly supporting this skill building aspect of the course.
Throughout the year we will keep you updated with the new and exciting projects that we have planned but some of these will be –

• Shelving unit
• Storage box
• Use of Laser cutter

Students have been developing their drawing skills while working on a bottle opener project using metals. 

These are some great examples of students isometric drawings.

Year 7 and 8 and 9 Design Technology classes

Classes are now working on a rotational system with Art Textiles, Food Prep and Product Design; the next of these rotations will take place after Christmas.  Students will hopefully be able to show you some of the lovely items they have made in the workshop and in the food room. 

Some of the items students have been making have included –

• Key rings
• Wooden pencil cases
• Muffins
• Crumpet pizzas
• Sausage rolls
• Calzone
• Day of the Dead themed-skull

Thank you to parents/carers for supporting us by providing ingredients for the food lessons. 
If any of you have spare containers such as empty sweet containers or ice cream tubs we would greatly appreciate having these to support students who may, at times, forget to bring the correct container for their food.

There is a great deal of information and details on the Digital Learning Hub and on the website showing your child's learning journey. 

A Level Product Design

We have welcomed our second year of A level students into Product Design and look forward to seeing some creative NEA projects from our new cohort.  Both year 12 and 13 are very much involved in their assessment which has allowed many to expand their skills in using the 3D printer, welding equipment and using a range of modelling techniques.

This is a great example of the intricate analysis skills students require for this standard of assessed work.

Students are also using their lessons to develop their knowledge of the world of engineering and manufacturing looking at how materials are made and the economic impact of our consumerism.

Students can also utilise the facilities of 2D design from home by downloading the software onto a PC. 

Enrichment and Support Opportunities

Many students who took part in DofE last year volunteered within the department or focused upon the skills section of the course. If students taking part in the Bronze award wish to have their report completed by Mrs Ross for the cooking skills section please ensure you email her so she knows before you begin this part of the award.

Students in year 11 are welcome to come after school to complete their NEA, and Year 12 & 13 students are welcome to come into the department after school on Tuesdays to be given additional support for their assessment.

We are looking to offer Year 8 and Year 9 some new opportunities after school in the next term.  A four-week course offering students an opportunity to cook will be offered after the half-term where a small group will be able to come and cook some more complex dishes. Students will need to be prepared to bring ingredients for the session and a container. Those not selected from the first round will be rolled over to the next term.

Students have also been given the opportunity to apply to become a DT Ambassador.  We have been inundated with applications and students will know very shortly who we have selected to take on this responsibility.

World Mental Health Day

We celebrated World Mental Health day on 10 October raising over £800 for Young Minds, a fantastic charity that offers awareness and support for young people who are facing a range of mental health challenges.

As part of the day, students were asked to wear a yellow accessory to their uniform, and bake or donate cakes which were sold at breaktime.

During Thursday’s tutor sessions, and through signposting across the school, students were reminded of how, and where, to access mental health support, both from resources in school, and from external organisations.

If you require further Mental Health support or signposting, further information is available on our website Mental Health Website Information.

Botanical Gardens Visit by Year 7 

Year 7 have had a fantastic time exploring the Birmingham Botanical Gardens in their tutor groups. The students were very brave and held a variety of animals and insects from corn snakes to cockroaches. They worked in teams to complete a rainforest challenge and learnt all about the different plants in the rainforests. They enjoyed exploring the gardens and the glass houses together. Their behaviour and attitude was excellent and they were a credit to the school. Some of the students made posters and postcards reflection on their trip.
You can read more about this in the Latest News at the beginning of this Bulletin.

Turing Scheme - Funding Success

We are delighted to have been successful in our application to the Turing Fund which means we can offer a highly subsidised opportunity for twelve students to visit our partner school (Anjuman I’Islam Girls High School) in Mumba.  You can read more about this in the Latest News at the beginning of this Bulletin which includes details of how students in Year 12 & Year 9 can apply.
We are really looking forward to this opportunity and will be able to share our visit in the Spring Bulletin. 

We have a range of  Extra-Curricular clubs available and details can be found on the website, Extra Curricular Activities Website Information and details are also on the digital screens around school for students.

A new club this year is Philosophy club for years 7,8 & 9. They have been looking at the great philosophers: Socrates, Plato and Aristotle, whilst addressing and discussing curious questions such as 'Does nothing exist?' and Escher's Waterfall. We have seen a good number for the launch but if anyone is thinking of joining, they are most welcome.  

We offer our students the opportunity to stretch their own limits and explore the realms outside of their normal comfort zones by taking part in The Duke of Edinburgh’s Award Scheme. Participants on the scheme, select and set objectives in each of the following areas (over varying time frames depending on the level of award):

Volunteering: undertaking service to individuals or the community.
Physical: improving in an area of sport, dance or fitness activities.
Skills: developing practical and social skills and personal interests.
Expedition: planning, training for, and completion of an adventurous journey in the UK or abroad.
Residential: Gold Award only

After the success of last year, with almost 100 students completing their Bronze Award, we are delighted that we have received over 100 applications for the Bronze Award this year from Year 9 students having launched the programme earlier this half term. Whilst the deadline for applications and the enrolment fee of £50 was 23 October any Year 9 students interested in enroling please contact Mr Barrett at the earliest opportunity jbarrett@northleamington.co.uk

Likewise for the Silver award, we are delighted that over 50, Year 10 students, have signed up. The deadline was also October 23 but if there are students interested in enroling who missed this deadline please contact Mr Barrett at the earliest opportunity jbarrett@northleamington.co.uk

We are excited to be taking our Gold Duke of Edinburgh participants to Buckingham Palace next year on completion of their award. We have 25 students who have started working towards this award already.

Further information about the Duke of Edinburgh  Awards can be found here Duke of Edinburgh Awards Information  

And on our website Duke of Edinburgh Extra Curricular Information 

Bronze and Silver Awards Evenings
A reminder there are two awards’ evenings to celebrate the students’ achievements.

• November 21 for those who completed their Bronze award.
• November 28 for those who completed their Silver award.

The evenings will run from 6.00pm until approximately 7.30pm and will be a chance for photographs to be shown, stories shared and certificates presented.  There will be some refreshments available and a chance to meet with some of the staff that helped with the running of the course, especially the expedition sections. There is no cost for attendance of this event, but to confirm attendance we ask that you use our ParentPay system as this will allow us to calculate numbers and confirm dietary requirements. 

Students do need to ensure all elements of their award are completed by October 31 2024. This means that they have completed the Volunteering, Physical and Skills sections in the time periods required, they have uploaded a completed Assessor’s Report and that the dates on the Assessor’s Report match with the dates they originally inputted to the eDofE system.

If you wish to have any more information about The Duke of Edinburgh’s Award, please contact jbarrett@northleamington.co.uk 

Would you like to work at North Leamington School?

Having enthusiastic, dedicated people who are passionate about making a difference to the lives and education of our young people at NLS is key in our recruitment.

Our vacancies are advertised on the school website under the ‘Vacancies’ pages as opportunities arise. They are also advertised on the WMJobs and TES websites.

We are currently recruiting for the following roles:

• Science Technician – Permanent Role
• Senior Caretaker - Permanent Role

If you, or someone you know, would like to join our friendly, supportive teams, please take a look at the adverts on the school website for further information.

We would welcome your application.
The HR Team

North Leamington School Library Information.

The Library is open from 8.15am to 5.00pm Monday to Thursday and from 8.15am to 3.45pm on Fridays. 

Our library has a wide range of books for all ages and abilities and we are always  happy to receive students' suggestions for new additions if there is something they would particularly like to borrow.

Our book displays this term have included:

Black History Month

 Mental Health week

 New Books display.

We run a Quiet Break Time each Monday, which is open to all students for quiet study and quiet reading only, and a Silent Book Club each Friday lunchtime, when the Library is only open for those students (and staff) who wish to come in and read.
We also have chess boards so students can play in their social time.

Students are encouraged to take part in the Teen Book Award for Year 9 and above, and the Warwickshire School Book Award for Years 7 & 8, where they read the shortlisted books, vote for their favourite and can attend the award ceremony either in person or virtually. Both of these book awards are run by Warwickshire Schools Library Service, open to all Secondary Schools in Warwickshire.

Could we please ask that you encourage students to return any overdue  books; we do not issue fines for late books, we are just very happy to have them back no matter how late they are!

Family Support Workshops 

The Family Support team here at NLS are offering some parent workshops on  Sleep and Understanding your Teenager. If you are interested and would like to sign up please click on the links below.

Sleep workshop - 26 February, 10.00am to 12.00pm

Being a parent is exciting and rewarding but there are also times when children behave in ways that are a challenge for us. This two-hour workshop looks at the reasons why children behave as they do and offers insight and strategies to help guide their behaviour. If you are interested in this workshop click the link below:  

Sleep workshop

Understanding your Teenager - 29 January, 10.00am to 12.00pm

The teenage years can be challenging both for parents and teenagers themselves! But teenagers behaviour does not have to be a mystery.

The aim of this two-hour workshop is to enhance parents/carers relationship with their teenagers building on your understanding of teenage development and behaviours. This workshop helps to create positive family relationships, healthy lifestyles and increase your confidence. If you are interested in this workshop click the link below: 

Understanding your teenager Workshop