Head Teacher's Message

Dear Parents and Carers

As we approach the Christmas break, I want to take this opportunity to thank you for your continued support and to reflect on a busy, productive, and rewarding term at school. I hope you enjoy the rich articles and examples of students’ work here at school.  Please do take time to see all the fantastic things achieved so far this year.

It has been wonderful to see our students thriving both inside and outside the classroom. From academic progress to extracurricular achievements, their hard work and dedication have been clear to see. Our Commitment, Opportunity, Respect, and Excellence values are truly brought to life in the efforts and attitudes of our young people. Congratulations to Binswood, who lead the way in reward points this term! The new term will bring even more opportunities for students to earn points and celebrate their hard work and commitment.

This term has been filled with many highlights, including:

• Charity and Community Work: students have shown incredible generosity through initiatives like our Christmas Hamper Appeal and Christmas Jumper Day. These events have demonstrated their compassion and willingness to give back to the community
   
• Enrichment Opportunities: from the Winter Music Concert to trips, sporting successes, and college competitions, our students continue to embrace opportunities to broaden their horizons and showcase their talents
   
• Academic Achievements: it has been inspiring to see students striving for excellence in their studies, supported by our dedicated staff. This term’s assessment points and parents’ evenings have highlighted the progress being made across all year groups.

As we close the term, I want to extend a special thank you to our staff for their tireless work in ensuring that every student is supported to succeed. Their commitment is the foundation of everything we achieve as a school. Looking ahead to the new year, we are excited to continue building on the successes of this term. Our focus remains on providing a broad, ambitious curriculum alongside a range of opportunities to help every student flourish.

Finally, I would like to wish you all a peaceful and joyous Christmas and a Happy New Year. I hope the break provides time for rest, reflection, and celebration with loved ones. We look forward to welcoming students back to school on Tuesday 7 January.

Thank you once again for your support. Together, we continue to make our school a fantastic community for everyone.

With best wishes

Mike Lowdell
Head Teacher

Well done to Binswood who have accumulated the most Reward Points for this half term, although Blackdown were very close behind. A reminder that reward points start afresh at the beginning of January again - let see who tops the board for the next half term. 

This half term has also seen the first College Fortnight with the second round of College Assemblies. These are an opportunity for all students to come together in their Colleges and help Year 7 feel even more established in their College families. It also saw the inaugural College Attendance Challenge, where we challenged each student to make their attendance count and achieve 100% during the week of 25 November. We are really proud of our students’ attendance which is well above the national average. On this first occasion, Binswood were victorious, congratulations to them and to all students working to improve and maintain their attendance in school.

Year 13 students have successfully completed Theme 1 and 2 and are rising to the challenge of learning Theme 3 Decision Making Techniques: Quantitative Sales Forecasting, Investment Appraisal, Decision Trees and Critical Path Analysis.

Students are also focusing on their pre-release topic for paper 3; music recording, distribution, and live performance industries. The November mock exam was also an opportunity for students to identify areas of development and support required. Students can work on identifying any gaps in knowledge and continuing to review revision resources.

Year 12 students have completed Theme 2 Raising Finance and Financial Planning.  Students are developing their application skills through researching news articles and applying it to content learnt in lessons.  It is imperative that all students complete revision resources, using chains of argument, key terms and practice questions from the Digital Hub.  

We recommend all students purchase a copy of the Business Revision Guide and textbook.  Pearson REVISE Edexcel AS/A level Business Revision Guide & Workbook: for home learning, 2022 and 2023 assessments and exams.

A reminder that A Level intervention is in place every Wednesday and Thursday from 3.15pm – 4pm.

Year 11 have started Topic 2.5 Making Human Resource decisions this half term.  Interleaving and revision helped students to prepare students for their recent mock exams and it is imperative that all students continue to update their revision resources for all topics covered in lessons.  Students need to ensure they are completing practice questions to identify areas of development.  Intervention is available every Wednesday 3.15pm – 4pm.

Year 10 have enjoyed learning about Topic 1.2 Spotting a business opportunity & Topic 1.3 Putting a business idea into practice.  Students have been researching sources of finance available for business start-up.  It is imperative that all students complete revision and practice questions from the workbook to check understanding. 
All students should have a copy of the Business Revision Guide and Workbook. 

Year 7 – What is a Computer?
This half term students have developed an understanding of the differences between input and output devices.  Students have been able to recognise the key components that make up a computer and explain their functionality.  Students gained an understanding of the function of the CPU and its relationship with RAM and the hard drive including the Fetch-Decode-Execute cycle.

Year 8 – Computer Control
Students have applied their learning of computational thinking to understand flowchart symbols and create algorithms in the form of flowcharts this term.  Students have used specific software (e.g. Flowol) to apply their learning to create a series of algorithms that solve real life problems.

Year 9 – Python Programming
This half term students have revisited prior learning from Year 8 and developed their understanding and capabilities in using a high level programming language by exploring the use of input/output, selection and iteration.

Cyber Explorers success!
57 students in Year 9 have just achieved a level 5 qualification from the Scottish Credit and Qualifications Framework (SCQF) in Cyber Security.  This is a formal qualification similar to a GCSE. 

The Cyber Explorers programme is a free, UK-wide initiative designed to teach students aged 11-14 about cyber security. Through interactive games, quizzes, and challenges, students learn essential skills such as encryption, network security, and digital forensics. The Cyber Explorers programme aims to inspire young people to pursue careers in tech while promoting online safety and digital confidence. Students can access Cyber Explorers at home.  More information can be found at cyberexplorers website

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
In addition to their programming development students have been gaining an understanding of Primary and Secondary storage, the Binary Number System including how to convert from Binary to Denary to Hexadecimal (in any order), binary addition and binary shifts.

Next students will be investigating how binary is used to represent characters, images and sound and also looking at file compression techniques and how they work.

Year 10 Additional Support
May I draw your attention to the curriculum overview on the school website and can be found here (scroll down to the bottom of the page). This not only gives an overview of what topics are going to be taught but are especially useful is the optional homework and literacy sections on the right.  Here you can find many resources to guide your child to 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 Revise:CSUK 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 quizzes for approximately 15-20mins each evening to build confidence.

Year 11 – GCSE Computer Science
Students are revising topics already covered in Years 9 and 10 and have developed their understanding further of the different kinds of networks including LAN, WAN, Topologies, Transmission Media, Client-Server, Peer to Peer, Wi-Fi, Protocols and hardware.
Next students will be revisiting Network Threats and System Software.

Year 11 Additional Support
I would also just like to touch base regarding support and additional work that can be completed at home for your child in their final year of GCSE Computer Science. 

Firstly we will have a study support session running after school one day a week (Thursday) 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 scheduled to start in January and will be a ‘drop in’ style support session for most but also additional specific targeted intervention for those that have not performed as expected in their mock, please see schedule below.

If the opportunity for your child to attend after school is not possible may I draw your attention to the curriculum overview which can be found here (scroll down to the bottom of the page on our school website). This not only gives an overview of what topics are going to be taught but especially useful is the optional homework and literacy sections on the right.  Here you can find many resources to guide your child to 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, those that engage meaningfully and regularly perform better in their final examinations.

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 seen for many years with again a significant increase in female students deciding to take this subject to a higher level. Students have 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. Following this students have developed their understanding of software and software development methodologies.

Next students will learn about compression, encryption, hashing and database design before moving onto networks and web technologies.

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.

Next students will be developing their understanding of weaker areas of theory and getting ready for their final examinations.

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  run an after school support club on Thursdays with Mr Sycamore, this is targeted support in the first half term, and 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 Hector, Ava, Henry, Keshi, Niamh, Iona and Bethany achieve their Bronze certificate … well done!

These certificates are an invaluable addition to CVs, references, College, University or Apprenticeship applications 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 SharePoint. Some of these strategies are outlined in the image below.

Computing Literacy
The computer science department now 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 are developing collaboration skills working in groups. Students have had the opportunity to create a small performance exploring their chosen genre and created a short performance based on an interpretation of The Three Little Pigs using Drama strategies’ such as Still Images, Narration, Thought-Tracking, Cross-cutting and Transitions.

Year 8 have continued to develop collaboration skills and how to work well in a group and devise drama. Students have created a Pantomime based on well-known favourites including Jack and the Beanstalk, Cinderella, Snow White, Aladdin and Dick Whittington. The performances explored comedy in the style of Mischief Theatre (The Goes Wrong Show).

Year 9 have focused on collaboration skills and worked well in groups. Students have explored an extract of text through a monologue, duologue or group performance as a performer or a designer. Students have created a performance to build up their confidence using a range of drama strategies. The final performance allowed students to explore an extract of the script and consider how they could interpret the play using appropriate Drama strategies.

Year 10 GCSE Drama students have continued working towards a devised performance that is worth 40% of their final GCSE grade. They attended the Youth Energy Summit in Coventry on Tuesday 19 November to explore the energy crisis, they also watched an exclusive production of Accelerate by Highly Sprung Theatre and participated in Highly Sprung Workshops. This sparked ideas and discussions to create a performance based on a stimulus of their own choosing. Initial ideas range from:

• To explore environmental issues and how they impact our lives
• To explore how young people are constantly pressured by societal standards and social media ideals to present themselves in a certain way

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

Theatre visit to see Romeo and Juliet
We are looking forward to our visit to see an exciting new production of Romeo and Juliet at The Belgrade theatre in Coventry on Thursday 6 March with Year 10 students. This trip will prepare Year 10 students for their GCSE Component 3 Theatre Makers in Practice examination which is worth 40% of their GCSE. If there are spare tickets these will be offered to students in Year 11 considering Level 3 BTEC and Year 9 Drama Leaders who are considering studying GCSE next year.

Year 11 GCSE Drama  students have just completed their mock exam. This term we revised for 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 continued to revise Section A for 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 marks)  

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.

Students have also revised Section B of the written exam and worked to improve their live theatre notes based on Life of Pi in preparation for the exam. They had the opportunity to practice exam-style questions.

For homework this half term, Year 11 have been rehearsing for their Component 2 Performance exam in the Spring term, Wednesday 5 March (Technical) Friday 7 March (Exam).

In Vibe Drama club Year 7 Vibe enjoyed performing Christmas stories in an end of term celebration event and our new extra curricular club, The Company, has got off to an amazing start. You can read about our VIBE drama club and The Company in the extra-curricular section of this bulletin.  

The RSC Ambassadors have launched a competition to design a poster that the Drama Department can use to promote the Summer Production this year, which is A Midsummer Night’s Dream.

The deadline for entries is Friday 17 January – please hand your poster to Mrs Hill C037 (Office next to Drama rooms)

Speaking and Listening – Year 7 and Year 8
Year 7 and Year 8 enjoyed a Speaking and Listening Day, a dynamic event that brought 8 students together for a memorable and transformative learning experience! This day was all about honing essential communication skills, fostering teamwork, and building confidence—and our students absolutely rose to the challenge.

The highlight of the day was a Dragons' Den-style challenge. Each group was tasked with writing and delivering persuasive speeches to pitch their ideas of non-electronic games, suitable for 11-14 year olds, to a panel of 'investors.' With enthusiasm and determination, students crafted arguments, added flair to their presentations, and brought their ideas to life.

Students delivered their speeches to the entire year group. For many, this was their first experience of speaking before such a large audience and they embraced the opportunity with courage and determination.

This special day showcased the incredible talents of our students and also their willingness to take on challenges and support one another.

The skills they practised—confidence, collaboration, and communication—are essential for success in school and beyond.

Our Dragons had a tough time trying to decide which group delivered the best, most captivating speeches, but there had to be just one winner…

Year 7 – 7PK02
Year 8 – 8CT01

We are so proud of our Year 7 and 8 students for their hard work, enthusiasm, and resilience. Please take a moment to ask your child about their experience—they are sure to have some exciting stories to share!

Year 7

We are extremely impressed with how well Year 7 has settled in, and come into their own!
This term, students moved over to the creative writing portion of their Literary Villains scheme. Using the stories of villains from last half-term, students have worked hard to craft their own villains, and bring them to life using a range of creative writing skills.

Year 8

This half-term, Year 8 students have made fantastic progress in developing their reading and writing skills. They continued reading The Bone Sparrow, using this thought-provoking novel as inspiration for their transactional writing. Through this, they explored how to craft compelling newspaper articles, focusing on writing persuasively and provoking a wide range of emotions in their readers.

Students also worked hard to incorporate a range of ambitious vocabulary into their writing, demonstrating creativity and precision in their language choices.

Looking ahead, next half-term promises to be just as exciting! We will broaden our skills by delving into Shakespeare’s timeless play The Tempest, exploring its rich language, characters, and themes.

Year 9

This half-term, Year 9 students have delved into the fascinating intersection of science and morality. Building on their knowledge of Frankenstein, they explored key ethical questions in science, engaging with a variety of non-fiction extracts. These included reading about galvanism, the Stanford Prison Experiment, and articles on animal testing.

Inspired by these thought-provoking texts, students crafted opinion pieces on the ethics of animal testing and the broader question of whether science always considers morality. Their writing demonstrated an impressive ability to present emotive and compelling arguments.

Students also participated in lively class debates, challenging one another’s ideas and offering well-thought-out counter-arguments.

We were blown away by the level of skill displayed in both their debates and written work, with many students showcasing a talent for persuasive and thought-provoking communication.

We look forward to the spring term, where we explore Shakespeare’s Romeo and Juliet.

Year 10

This half-term, Year 10 students shifted their focus from poetry to Charles Dickens’ A Christmas Carol. They explored the traditions of Victorian society and analysed Dickens' powerful message of social responsibility and the importance of compassion. Using their knowledge of the text, students made insightful inferences and connections, honing their skills to successfully tackle GCSE-style questions.

Their dedication and commitment to mastering the text have been commendable, with many students showing a strong drive to achieve their best. Their hard work and thoughtful engagement with this classic have truly impressed us.

Next half-term, we will transition to Language Paper 1. Students will read a range of fiction extracts, answering questions on language, structure, and evaluation. They’ll also unleash their creativity by crafting descriptive pieces or narratives inspired by imagery.

Year 11

Year 11 students performed exceptionally well in their mock exams in Autumn 1. There has been noticeable improvement to previous assessments, reflecting their hard work and determination. Many students have also shown great commitment to responding to their individual targets for improvement, which will undoubtedly benefit them in their next set of mock exams. Please join us in congratulating them on their achievements so far!

Students have worked hard in preparing for their Literature Paper 1 mock, and their English Language Paper 1 mock. Students have explored the plots, the characters and the themes for A Christmas Carol, Romeo and Juliet and Macbeth. Attached are some excellent examples of literature revision. 

They have explored unseen fiction extracts in terms of their language, structure and evaluation skills and worked with different visual stimuli to craft compelling descriptive and narrative pieces. We very much look forward to seeing their results and how their hard work pays off.

After the Christmas break, we will shift our focus to English Language Paper 2, where students will explore non-fiction texts and develop their skills in crafting opinion pieces. To help prepare for this, we encourage students to read a variety of non-fiction texts, such as newspaper articles, opinion columns, and essays and pay particular attention to how writers:

• Present their viewpoints or arguments.
• Use language techniques to inform, persuade, or engage the audience.

Exploring different formats and styles will provide invaluable insight into how language can be used effectively, helping students feel confident when approaching this section of the exam.

The Language Paper 2 mock exam is scheduled for February and will provide students with another excellent opportunity to apply what they have learned, practise exam strategies, and build confidence ahead of their final exams.

We urge students to continue revising and revisiting the previous topics, so they are on top of their knowledge and stretching themselves before their final exams in the summer. Students have been given a How to revise English Language and Literature revision tips handout.

KS5 Update

Our A Level students have settled well into their courses. Year 12 English Literature students have been looking at WW1 and its Aftermath. Students began looking at literary interpretations of violence, conflict and heroism with excerpts ranging from Homer’s Illiad to The Bible, Paradise Lost to Charles Sorley and finally The Poetry of Wilfred Owen. This led nicely for students to also undertake the study of R.C. Sherriff’s Journey’s End.

Year 12 Language and Literature students have been studying Paris Anthology – a series of non-fiction texts centred around the French capital. This allowed students to be exposed to the seven language levels we use to analyse texts. Students have started to focus these language levels, especially those around prosodics, on a collection of poetry from Carol Ann Duffy. They have also been looking at Margaret Atwood’s The Handmaid’s Tale. Both English A Level classes have begun their NEAs – choosing their texts, beginning the reading and analysis of them and framing a question themselves to which they will respond. They are now preparing their initial observations ready to hand their thesis statements in at the start of the Spring term.

Our Year 13 Literature students have been working on pre-1900 poetry on Love Through the Ages and have been tying these poems thematically to events and characters in The Great Gatsby ready for their A Level Literature Paper 1. English Language and Literature students have been studying A Streetcar Named Desire looking at Speech Act theories and the way in which discourse is constructed. Year 13s are also due to hand in a completed draft of their NEAs by January 8.

We look forward to the workshop we have arranged for 28 January with our Language and Literature students. A reminder February 24 is the deadline for final NEAs to be submitted.

Well done to Year 13s in competing their first mock exams and have a real taste of what their final exams will be like in the summer. There were some fantastic responses, and many lessons learned for where the EBIs are for the summer.

KS5 English was hugely popular at the Sixth Form Open Evening in November and it was lovely to talk with so many prospective Year 11s looking to study one of our A Level options. We were strongly supported by our current Year 12 and 13 English students. If any parents or students wish to know more about our A Level options, please email: jbarrett@northleamington.co.uk.

Advent Literacy Winners
During November, students across all Key Stages were challenged to receive as many literacy-related reward points as they could. Successful students’ names went into a hat for selection and winners were announced each teaching day of December.
There were a range of exciting titles available as prizes which included:

• Katherine Rundell’s ‘Impossible Creatures
• The Enemy by Charlie Higson
• Splinters of Sunshine by Patrice Lawrence

We are proud of our students’ commitment to their literacy across the school and hope they enjoy a comforting read over Christmas.

Accelerated Reader Programme
Congratulations to the winners in the Accelerated Reader Programme. The Accelerated Reader programme is a computer-based programme which allows students to access quizzes on a whole host of fiction and non-fiction books and non-fiction articles. The progress has measured since September. Martha, Amaia, Amy, Charis and Shilui are the top five students across the school for quizzing on Accelerated Reader and each received a copy of ‘Deadlock’ by Simon Fox,

Rewards - The top students for the number of rewards across the classes this half term are as follows…

Our DTTR tutors would like to give a special shout out to the following Year 11 students who have shown a lot of commitment to their revision:

Mr Barrett nominated James A – for his willingness to go beyond his comfort zone when looking to develop himself in DTTR.

Mrs Wright nominated Rhys M – for his excellent contributions and willingness to improve. Rhys’ confidence has grown massively, and that is evident not just in DTTR but in lesson too.

Ms Williams nominated Asher D - for their consistent contributions in lesson. Asher has consistently made an effort to engage with all of the tasks and questions asked.  

Year 11 students’ have completed their coursework which has been moderated and provisionally marked. During the final weeks of the term media lessons were dedicated to students refining their DVD covers, promotional posters, and Statements of Aims. In addition, students studied Justin Bieber and Taylor Swift, analysing how their websites function as marketing and promotional tools. Despite this, the Media department observed no evidence that any Year 11 students had been converted into Beliebers or Swifties.

In KS5 Media, Year 12 students successfully completed their mock coursework, demonstrating significant improvement in their technical abilities, particularly in InDesign and Photoshop. Meanwhile, Year 13 focused on the ever-evolving world of social media and the rise of influencers. Their studies included an in-depth exploration of YouTuber Zoe Sugg’s transformation from an early YouTube sensation to a multimillionaire brand.

Year 7 have been developing their knowledge of the British Isles as well as key Geographical skills such as map skills in our topic ‘Is Britain Still Beautiful?’  Next term they will be exploring places on a more global scale such as coral reefs.

Year 8 are coming towards the end of ‘Why are we not all equally rich’ which  explores key development issues in the world.

Year 9 are exploring biomes of the world, both the physical and human geography features within them, in particular tropical rainforests and deserts.

Year 10 have now completed their first topic for GCSE Geography, ‘The challenge of natural hazards’, where hazards such as earthquakes and tropical storms have been investigated.

In Year 11 a key focus has been on fieldwork skills and on November 18 we went to Birmingham city centre. Students were able to investigate the opportunities that urban regeneration has brought to the city.

Four sites across the city were explored including Brindley Place, the Library, Grand Central Station and we ended our day in the Bullring. All students represented NLS fantastically and carried out their fieldwork in a very sensible way, many also carried out questionnaires with members of the public and it was great to see their confidence grow to carry these out!

Year 13 have been busy completing their NEA based on the summer field visit to the coastal town of Southwold. Lesson time has been spent studying two very topical topics: Human Rights and Migration. More recently, they have moved onto a topic on hazards as well as a topic called Earths Life Support systems.
Year 12 have been continuing to cover two topics on coastal landscapes as well as investigating changes in places.

Year 11 students have recently completed their non-exam assessment work for Component 2, Customer Needs in Travel and Tourism (worth 30% of overall grade). This involved five tasks ranging from planning a snow board holiday to Bulgaria to evaluating how effectively different UK airports support the needs of solo travellers with visual impairments. They also explored how a city-based youth hostel identified trends and explored how they used their findings to inform future planning. They have now started Component 3, Influences on Global Travel and Tourism which will be examined in the summer term (worth 40% of total marks). Currently they are exploring Learning Aim A: Factors That Influence Global Travel and Tourism. This aim investigates how various factors including economic, political, safety and security, media etc can impact visitors and influence aspects such as destination choice.

Year 10 have completed lessons based on Learning Aim A of Component 1: Travel and Tourism Organisations and Destinations. This has involved understanding how travel and tourism organisations are run regarding financial and strategic aims, as well as investigate how different organisations can benefit from working together. They have also completed practice mock assignments 1a and 1b relating to these themes as part of their prep for the upcoming non- exam assessment window in the spring term. In more recent lessons they have moved onto Learning Aim B: Explore Popular Visitor Destinations. This involves learning about types and features of destinations, as well as understanding different types of tourism e.g. leisure and business.

Year 10 students have been working hard this half term exploring how different factors can affect individual’s development across the life stages, from infancy to later adulthood. They have covered how factors such as low income,  bereavement, and pollution can affect a person’s development. Students particularly enjoyed applying their knowledge learnt in lesson to explain the impacts factors have had on celebrities, with many choosing to explain the effects of drugs and alcohol on Liam Payne (a member of One Direction who passed away October this year) as their homework task. They then completed an assessment on this topic putting into practise all the literacy skills they have been developing over the past seven weeks (e.g. specialist terminology and ensuring they fully explain themselves using the word ‘because’) and as a result have shown fantastic progress from their previous assessment!

Next, students will begin to look at life events that can affect how we develop, such as marriage, imprisonment and injuries.

Year 11 have completed their second component of coursework ‘Health and Social Care Services and Values’ which comprised five written tasks and equated to the next 30% of their BTEC course.  Students have been incredible in completing this coursework with excellent attendance to intervention and all going the extra mile.  Students will receive the results of component 2 in March ahead of their examination unit. For the final term students will be completing Component 3 ‘Health and Wellbeing’ where they will be working through three learning aims to prepare for this exam. The knowledge they will be developing and re-visiting is how factors affect health and wellbeing, health indicators and person centred care. This will provide students with the knowledge and understand to not only assess what is impacting an individual's health and wellbeing but also how to support recovery. The transferable skills from this examination unit will be invaluable for those students considering a career in a Health and Social Care sector or pursuing the level 3 qualification at A level.

Our Year 12 Health and Social Care students have completed practise assessments in their Unit 1 examination unit. They have completed numerous ten mark questions, practising their timing and the challenges of incorporating theory into their answers. They are showing real tenacity and perseverance in these, which are notoriously challenging!
They have also completed one full paper as a practise, comprising questions from ‘Learning Aim A.’ This examination unit is worth 25% of their overall grade. Students will have more in class assessments and will sit a mock examination in February with the final exam in May 2025. Students should ensure they recap the classwork each work, in their study periods, practising exam questions and creating revision resources. The students have produced some excellent revision resources to support them in their preparation – examples below. These will be key when examining the strengths and weaknesses of theories of development – Bowlby, Gesell and Piaget to name a few.

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% of the course. This coursework is detailed and requires the students to plan their time well and ensure they write up the coursework as they go. They are progressing with the production of this well, showing organisation of their work and application of the theories. We wish them a very restful Christmas!

Year 7 have studied William the Conqueror’s consolidation of power this term.  We then looked at life in the medieval world, with a focus on the most interesting events, including the fraught relationship between Henry II and Thomas Becket culminating in his murder in Canterbury Cathedral. We also looked at the importance of religion to the medieval mind, the Black Death and its de-stabilising effect on medieval society, leading to the Peasants Revolt. After Christmas we will go onto to look at King John and the restraint Magna Carta placed on the power of medieval kings.

Year 8 continued their focus on the Tudors and Stuarts. This includes the challenges to Elizabeth I, the Spanish Armada, the ill-fated Stuarts and their role in the English Civil War, ending with the execution of Charles I. We then focus on Oliver Cromwell and the Interregnum, which ended with the return of Charles II in 1660.

Year 9  completed their focus on the First World War by Christmas which has included Medicine in WWI, recruitment, the role of women and why did the USA join and the allies win? Next term we move onto World War II. This will begin with an assessed piece of work on the causes of World War II and the role played by the British government’s appeasement policy. We then cherry pick the most interesting aspects of World War II, including evacuation, whether the retreat from Dunkirk was a triumph or a disaster and the Blitz. Please look out for a research homework project asking the students to research their family’s involvement in World War II. We also examine the Holocaust and the arguments for and against the bombing of Dresden and the first and only use of atomic weapons to end the war in the pacific.  

As part of Black History Month, 9E and 9R remembered the significant contribution of black soldiers to the British cause during the First World War. Here are samples of some of their work.

Year 10 continue to work through paper 1 of their GCSE this year. We have been  looking at Medicine from 1900 to the present, including lung cancer as a case study. Next term we begin Early Elizabethan England, which is the first half of paper 2, the second half being International Relations and the Cold War.

Year 11 have been working their way through the politically and economically turbulent post-WWI period in Germany, leading to the rise to power of Hitler and the Nazi Party. Year 11 have completed a full paper 1 Medicine mock exam this month. They will be given another revision schedule focused on paper 2 when we return in January. If you are yet to do so, we 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 and 2 – 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 working on their coursework at home to submit their first draft before the end of this term. 

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 June exams. They will also need to follow global political events which is the focus for their paper 3.

Year 7

The students have settled into their new maths groups and have made great progress so far. We have really enjoyed the term and have dived into topics, such as decimals, factors, multiples, primes, and negative numbers. We have started giving our students weekly Maths challenge questions (which they love) where one participating student will win a £10 Amazon voucher weekly.

Year 8

The students have had a fantastic term, covering topics including numbers, sequences, angles, and probability. We’re really pleased with how they did in their first test and are excited for the upcoming parents' evening next term. Our Year 8 students have the option to take part in a mini Maths challenge with a weekly £10 Amazon voucher as a reward. This has been well received by our students and participation has been simply fantastic.

Year 9

We have been covering number, angles, fractions, decimals, and percentages with our year 9s and their engagement and participation has been impressive, The modules are both longer and harder now, each with a challenging test at the end but the year group has risen to the challenge and their resilience has been outstanding.

Year 10

Year 10 have made a strong start to Key Stage 4. They have been learning two key areas which will be vital for their final exams in Year 11. These are Algebra – equations, and Mensuration.  Although they will be given a formula sheet, they will need to know all the ins and outs of these two topics as they can be tricky!  We are all really pleased with the positive attitudes and efforts being made so far with our Year 10s.

Year 11

It’s all starting to get real for our Year 11s!  They have now completed a mock of two papers for which they have received detailed feedback, and are now in the process of closing all gaps in learning and being as exam ready as possible.  Students must make sure they are doing extra revision at home and using the excellent website Maths Genie or Corbett Maths to aid them. There is another full mock in February.  I am sure our Year 11s will rise to the challenge and we are seeing good progress so far – let’s keep going positively!

Year 12 have started calculus, a topic many were looking forward to studying! They have also continued with their statistics and algebra. They have settled well into their studies and appreciating just how much is expected in a demanding course.

Year 13 have worked hard to improve in Statistics following their progression exams in Year 12, and this has paid off with significant improvements made in their mock exams. They have spent a lot of time studying functions, calculus, and trigonometry, so are looking forward to a well-earned break at Christmas – though they still get to enjoy revising for a full Statistics exam paper in January.

Spanish

Year 11 students have been working hard this term in GCSE Spanish, exploring thought-provoking topics such as Our World and Environment.

They have delved into important themes, including poverty, homelessness, charity work, and renewable energies, using these as a springboard to develop their vocabulary and communication skills. The students have just begun a new topic on jobs and careers, where they are learning to discuss ambitions, professions, and personal qualities in Spanish. Regular vocabulary tests in every lesson are helping to reinforce their learning, and their dedication to mastering these challenging yet meaningful topics is commendable.  GCSE Spanish mock results will be available when we return in January. 

I am really proud of all the hard work and efforts of our Spanish students this term.  iBien hecho y felicidades, chicos!

German  

Well done to Year 7 German students who have continued to make fantastic progress and we are extremely pleased with the results from the reading assessment this term.

Our students used different strategies to help them with learning vocabulary and they have created revision flashcards to support their learning. They have also studied the topic of describing pets, learnt about the many German dog breeds and have become confident with written skills. We have looked at Christmas in Germany and have learnt about the traditions, the similarities and differences.

Year 8 German students have worked extremely well on the topics of places in the town, shopping for souvenirs and snacks. We hope to visit Germany to put all this vocabulary to good practice and in real life situations. They have been really enthusiastic with the role plays we have composed in class and their pronunciation of German is spot on. We were so happy with the results from the listening assessment and the writing test. Our students have made excellent efforts with learning vocabulary and grammatical structures in preparation for these assessments. Well done!

Well done to our Year 9 students. They have been really motivated and have studied the topic of food and drink. We have looked, and drooled, over many delicious German foods, including Flammkuchen. Some were even very keen to go home, find the recipe and try it out themselves. Mmm lecker!

They completed an assessment in both speaking and reading. The pronunciation of German phonics was excellent and were able to use present tense verbs and past tense examples. They have spent time revising for the reading test and their results were fantastic. Well done Year 9! Continue with the great progress and we hope they are considering GCSE German next year.

Year 10 students have studied the topics of music and film, free-time activities and arranging to go out. They particularly enjoyed a German song about Hawaiian Toast by Alexander Marcus. Kitschig! We have been so pleased with their attitude to learning, the fantastic questions they have asked about German and how they have all supported each other. Year 10 have listened extremely well to feedback and have made excellent progress. The results for both the speaking and reading assessments were extremely pleasing. Their hard work has really paid off. We are looking forward to seeing them progress even further. 

Well done to Year 11 German students. They have recently completed their progress tests in Listening, Reading and Writing. This term, we have studied the topic of holiday and have been so impressed by their attitude to learning and their standard of German. They have referred back to the feedback from the Speaking mock and have included a whole range of higher-level structures to the holiday theme. We hope that they are considering A-Level German, as there is real ability in the Year 11 groups.

Frohe Weihnachten und ein glückliches Neues Jahr!

 French 

Well done to year 7 who have completed their first full set of assessments this term. They all did incredibly well with lots achieving their target band or above in their speaking and reading tests.

Students have been getting more confident each week with their language skills and can construct full sentences, respond to questions and give opinions and justifications. We have started our second module - the school topic, which we are looking forward to continuing after the Christmas Holidays. Joyeux Noël!

Year 8 have worked hard all term and their results from their writing and listening assessments are testament to this. Students have learnt how to describe their family in detail, where they live, what they eat for breakfast and what pets they have. Students have recently started their second unit and have so far covered places in town and how to describe weekend plans use the irregular verb aller. This unit will continue after a well deserved Christmas break. Joyeux Noël!

Year 9 students successfully completed their speaking assessments this term and have produced some fantastic results. This was their first experience of completing a GCSE-style task and required students to plan and revise very carefully. Now that the festivals topic is completed, students have started their digital technology module. In the lead up to the Christmas break, students have learnt tv genres, used qualifiers to develop their opinions and justifications, and learnt how to construct questions in French. Well done year 9, you have all worked very hard this term and should be proud. Joyeux Noël!

Year 10 students have rapidly made their way through the first two GCSE modules this term and have just finished Module 2 – Mon clan, ma tribu –, which has looked at personal identity, physical descriptions, family relationships, reflexive verbs and celebrations. Students finished the term by completing a listening assessment – maybe not the most Christmassy way to end a term but their excellent results definitely reflect their hard work and dedication this term. We look forward to beginning our third unit after the Christmas holidays. Joyeux Noël!

Year 11, in the last few weeks, have completed their second of three modules for this year – holidays. They have learnt how to discuss their dream holidays, what they normally do on holiday, how to order food in a restaurant, and disastrous holidays.  They have finished the autumn term by completing their first full set of French mocks. All students have worked tirelessly throughout this term and have demonstrated their hard work and dedication in this set of mock exams. No doubt, their results in January will be testament to this. We look forward to beginning their final module in January before beginning the revision process. Joyeux Noël!

Year 7: Expression in Music & Pitch in Music

Expression
This unit of work has focused on music appreciation, composition and sequencing, exploring the use of musical devices to create ‘expression’ in music. Students have been provided with listening tasks to develop their understanding of how musical elements can be applied to enhance a story. Students were then tasked with using music software to compose a musical soundtrack for a fairy tale to enhance the action, drama and emotion in the narrated text. Students have  begun to develop their musical sequencing and editing skills alongside elements of composition and theory.

Pitch
This unit of work focused on performing written music. Students have been developing their practical music-making and keyboard skills alongside their understanding of pitch. Notated music challenges students to consider note placement and pitch in order to reproduce famous musical melodies, whilst developing their keyboard and collaborative skills. Students have been encouraged to perform to the class for assessments and build confidence through shared music-making experiences. Resources provided have offered students of all musical ability the opportunity to access the curriculum and develop musical understanding.

Year 8: Winter Story
This unit of work focused on music appreciation, composition and sequencing, exploring the use of musical devices to create ‘expression’ in music. Students have been provided with listening tasks, including programme music, to develop their understanding of how musical elements can be applied to enhance a story. Students were tasked with using music software to compose a musical soundtrack for a ‘Winter Story’ to enhance the action, drama and emotion in the narrated text. Students will continue to refine their musical sequencing and editing skills alongside elements of composition and theory.

Year 9: Game and Film Music

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

Performing
This unit of work focused on students collaborating in pairs or small groups to perform a chosen film or game soundtrack. Students have been encouraged to develop their practical, technical and collaborative performance skills, practising and performing challenging notated music. They are  encouraged to consider the film/game genre and apply genre-specific stylistic or musical features to their performance. This helps students to have a disciplined approach, review their work, monitor progress and identify areas for development.

Year 10: BTEC Music Level 2: Component 1
Students have been preparing for Component 1 and 2 of their course. During these components, students learn about a range of musical styles and are tasked with performing, reproducing and composing pieces to demonstrate their practical/instrumental/music-making skills. Alongside their practical work students 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 their PSA for Component 2. This unit is focused on students developing and demonstrating their music composing skills using a combination of music software tools, live techniques and instrumental skills to explore, compose and realise their creative ideas. They are composing music to reflect the theme of Celebration, providing written analysis/reviews to record their progress and demonstrate their knowledge.

Year 12: BTEC Music Level 3: Unit 1 
Students in Year 12 are developing their knowledge of music theory by completing performing and composing tasks. They continue to build on their current understanding of western musical traditions and notation with a view to consolidating their knowledge in the form of a presentation and musical examples for assessment in January 2025.

Year 13: BTEC Music Level 3: Units 33 and 40
Year 13 are 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 extra-curricular music opportunities on offer. Many of the groups and soloists performed at annual Winter Concert. Students from each year group were represented and we were proud to showcase the skill and talent of our NLS musicians.

Despite the dark and cold nights drawing in, it continues to be a busy time in PE. , BTEC Sport and BTEC Dance classes in Year 11, have been completing their second formal assessments In lessons, with their scores going towards their final grade. The Year 13s and Year 11s have completed their mock exams as their final exams close in this summer. Core lessons have seen pupils taking part in Football, Rugby, Basketball, Badminton, Health-related Fitness, Dance, Handball and Netball.

Our Year 12 A Level PE group enjoyed a Sports Experience Day at Coventry University on December 17. The day gave students the opportunity to understand the contents of their A-level course in practice and experience possibly studying sport beyond the Sixth Form at university. Students had the opportunity to get involved in sessions which explored:

• Biomechanics – Measuring and assessing movement in Sport (e.g. Isokinetic dynamometry & 3D motion capture)
• Sports coaching and Physical Education - Developing Fundamental Movement Skills for sport and physical activity, and psychosocial development
• Sport Therapy – Assessing and managing sports injuries
• Physiology – Physiological performance testing (e.g. VO2 assessments, power output assessments)
• Careers & University 

Our students had a fantastic time exploring the biomechanics lab and were introduced to some really high-tech equipment that can track body movements and create 3d scales of their body.  

Extra-curricular clubs and fixtures have continued with Football, Basketball, Netball, Rugby and Squash teams competing in inter-school competitions.

The KS5 and KS4 Squash teams competed in the National Schools competition, with the KS5 team travelling to Birmingham, while the Key Stage 4 team hosted four other schools at Leamington Squash Club.

The KS5 team played against King Edwards School, Manchester Grammar School and Tytherington School from Manchester, finishing runners-up and qualifying for the second round. 

The KS4 team went one better and won the group, beating KES, Solihull School, Abingdon School and Tettenhall College to qualify for the next round.

The Year 9 Basketball team have also been competing in a national Schools competition. The boys got off to a fantastic start when they welcomed Bromsgrove School. In a well-balanced team effort, with all nine players getting on the scoresheet, NLS put up 100 points, winning 100 -32. They then followed up with an away fixture against Holly Lodge School in Smethwick. 

The boys anticipated a challenging game, with Holly Lodge having Basketball training sessions three times a day but the NLS boys started the game with real focus and confidence and led at half time by 12 points. They extended their lead in the second half and came away with a, statement making, 30 point win 77 – 45. Their quest to qualify for the second round continues after Christmas, when they travel to Twycross School in Leicestershire.

The Year 8 Basketball team played their first game when they travelled to face Oakley School. Despite some early nerves from those players making their debut and some rusty play from more experienced players, NLS ran came out with a 29-9 victory.

The Year 7 Basketball team played their first ever game when they hosted Southam. The NLS boys did Mr Davies proud and earned their first win with a 24 – 10 victory.

The Year 7 and 8 Netball teams also remain unbeaten.  The Year 7s have enjoyed impressive wins against Myton (22 -4) and Kingsley (16 – 3). The Year 8 team recorded a convincing win against Kingsley, with a 42 – 4 victory.

The Year 10 Netball team travelled to Kenilworth to face six other schools in the District tournament. In an excellent display, NLS beat Kings High, Southam, Campion and Myton, drew with Kenilworth and narrowly lost to Kingsley 6-4 to finish as runners-up.

The Football season managed to get a few more fixtures in despite the dark nights. The Year 7 Football team played out a hard-fought 2 – 2 draw against Kenilworth School. Despite dominating possession and goal scoring opportunities, they twice conceded against the run of play and required a dramatic late equaliser to gain a point. The boys will continue their season after Christmas when they will face Kineton High School in the semi-final of the District Cup. The Year 8 team lost their first match but rebounded to beat Kineton 2 – 0. The Year 9s are also unbeaten in both the league and the Cup after beating Kenilworth 3 -1 and Stratford 4 – 1 to top the league and also beat Alcester Academy 3-2 in the quarter-finals and then Kineton High School 5 – 2 in the semi-final to advance to the District Cup final for the third year running and will hope to make it back to back to back Cup Victories. The Year 11 Football team remain unbeaten this season after coming from 4 – 0 down to draw 4 – 4 with Kenilworth. 

Our Girls Football teams continue to have a fantastic record. The U14s played a League and Cup double header against their closest rivals Stratford, who finished runners-up to NLS in both the league and the Cup last year. The girls made a big statement with a convincing 4 – 1 victory. This puts them in a very strong position to defend their league and cup titles.

They also travelled to Myton to compete in a six-a-side tournament and  faced teams from Aylesford, Myton, Campion and Arnold Lodge. NLS won all six games, scoring 20 goals, and no one able to score against us. An outstanding achievement by all those who played, with particular praise going to the Year 7 girls who have come into the team this year.

The Year 11 rugby tournament at Leamington RFC was a fantastic night of rugby. The lads played really well, winning 26-12 against Campion and narrowly losing by a try to Southam. The team showed great determination to keep up with a strong Southam team, especially with some players with little experience playing rugby. Overall, the boys had a great time and really enjoyed what could have been the last time some of them play. 

Year 7s made their competitive rugby debut in a mini tournament and hosted Southam, Myton, Campion and Stratford High at Leamington Rugby Club. 

They got off to a great start with a 5 try to 0 victory over Myton. They narrowly lost by just 1 try to Southam with the final game against Campion an end to end with NLS winning scoring 4 tries to 2.

It was a fantastic display from NLS, especially as some players had never played in a competitive Rugby fixture before.

Year 7

Our Year 7 students have been looking at what it means to be British and exploring our British values including; democracy, rule of law, individual liberty and respect and tolerance of different faiths and beliefs.

Year 8

Year 8 students have been have been looking at transferable skills this half term. We have seen some great examples of team work and communication as students worked in small groups and competed to build the biggest towers in lessons. Well done Year 8!  

Year 9:

Year 9 have been looking at workplace and enterprise skills and career pathways. They have been reflecting on their own skills and interests to help them prepare for choosing their options later this year.

Year 10

Year 10 have been looking at financial issues and have been developing their understanding of credit and debit cards and consumer rights so if you need to return anything after Christmas they will be able to tell you all about your rights of return!  

Year 11

As part of our relationships unit, Year 11 have explored the potential challenges of becoming a young parent and we have examined issues surrounding pregnancy and fertility, forced marriage and honour based abuse. Students have shown a great deal of maturity and we have been impressed by their willingness to ask questions. 

Year 12

As part of our living in the wider world unit Year 12 have been looking at exploring options available to them after A-levels, including university, gaps years and entering the world of work. Students have discussed and reflected on the potential pros and cons of each option for young people depending on their interests and circumstances. .

Year 13

Year 13 have been exploring issues relating to healthy relationships including positive communication in relationships. We have also revisited contraception and examined the different methods available and the potential consequences and risks involved.   

Year 12 students have wrapped up their Research Methods unit and have begun exploring the fundamentals of psychology. Kicking off with Approaches, students travelled back in time to trace the shift from philosophical thinkers like Descartes and Darwin to ground breaking psychologists such as Sigmund Freud and Albert Bandura.

They’ve also dived into Cognitive Psychology, studying classic memory models like the Multi-Store Model and the Working Memory Model. When classes resume in January, students will delve into the practical applications of memory research, investigating the factors influencing eyewitness testimony and how cognitive psychology can enhance police interviews.

Excitingly, Miss Clifford is introducing a Wellbeing Project, where students will research and present innovative wellbeing strategies. We will share their recommendations in the Spring Bulletin.

Year 13 Update
Year 13 students have been working exceptionally hard this term, completing their autumn mock exams, studying biopsychology, and tackling issues and debates in psychology. They have also been exploring the causes and treatments of schizophrenia, and delved into the fascinating discussion of criminal behaviour.

Classroom debates have been electric, particularly on whether criminals are born or made. One contribution gave an insightful perspective, arguing that while genetic predisposition may play a role, an environment that fosters such behaviour is crucial and belief that antisocial behaviour must be learnt as such, leaning toward the nurture side of the debate.

Celebrating Our Psychologists of the Month

Congratulations to our psychologists of the month - For November, congratulations to Charlie (Year 12) and Poppy (Year 13) and for December Ana (Year 12) and Saanvi  (Year 13). These exceptional students are shining examples of dedication to psychology, excelling in assessments and homework while showing genuine passion for the subject. Each received an R3 and the opportunity to choose a book from the Psychology library. Previous winner Ava selected The History of the Brain by Matthew Cobbs—a favourite of Miss Clifford. Well done to all. 

What’s Next?
Next term promises even more excitement. Year 12 will continue their wellbeing projects and dive into Cognition and Development and statistical analysis in research, while Year 13 will tackle clinical psychology and other advanced topics.

We hope everyone enjoys a well-earned Christmas break. Here’s to an inspiring new term filled with discovery and innovation! 

Year 13:

Year 13 have been busy this half term debating some of the challenges to Christianity including whether science has made religion obsolete and how and whether salvation is an option for atheists and those who have been excluded from religion. It’s great to see our students growing in confidence and eager to share their views.   An intervention timetable will be shared at the start of the spring term, please encourage your child to attend these sessions and to continue revisiting previous topics at home.  

Year 12:

Our Year 12 students have continued to make good progress. We are currently studying the problem of evil and will be examining theories on where evil comes from and how God fits into a world where evil and suffering exist. After Christmas we will start to prepare students for their February mock exams. Please encourage your child to start their revision early and to attend the revision sessions on offer.

Year 10:

Our Year 10 students have been exploring issues of Human rights and we have enjoyed lots of interesting discussions on how the declaration of Human rights is interpreted and used in the UK and around the world. Some advance notice that Year 10 will be taking their second RE mock exam in February. Revision resources for this will be available on Go4schools from 20 December to allow students plenty of time to help prepare for this. If you have any queries about this or how to support your children to revise at home, please contact the RE team.  

Year 9:

Year 9 students have been working on Christian beliefs this half term which is part of Paper 2. They have been exploring the key events in the life of Jesus and the impact of these on individuals and society.  Please encourage your child to check Go4schools regularly so that they can access all homework tasks and revision materials which will consolidate their learning.

Year 8:

We have been studying the problem of evil and again Year 8 have produced some fantastic collages depicting natural and moral evil in the world. The bar has been set very high for future homework tasks! We have been very impressed by the level of maturity and empathy shown during discussions on the suffering caused during the Holocaust.

Year 7:

Year 7 have continued to impress us in lessons with their enthusiasm and eagerness to contribute ideas to class discussions. We have been exploring Buddhism this half term and we are excited to see their Buddhism projects after Christmas. Remind your child to check Go4schools for the details of this homework and the deadline for completion.   

Year 7  investigating waves
This term Year 7 have begun to learn about sound and investigated longitudinal and transverse waves through determining the properties of different types of waves. We started with challenging student’s pre-existing ideas before students researched further facts in groups.

After distilling facts from a variety of reading materials they then tried  a series of fun demos that helped them to make a visual connection of the learning.

The variety of tasks allowed students to challenge their own ideas on waves through effective group work. This reinforced their ideas on waves and cleared up pre-existing misconceptions they may have had.  All students expressed huge excitement and curiosity throughout the lesson, applying an effective range of group skills which included: listening, communicating, delegating and questioning. To round off the learning a competitive quiz helped consolidate their learning.

This term in science, students have been exploring the Law of Conservation of Mass—a fundamental principle that states that mass cannot be created or destroyed in a chemical reaction. To bring this concept to life, students conducted a hands-on experiment involving magnesium reacting with oxygen. 

Students heated magnesium in a crucible to observe how it reacts with oxygen from the air to form magnesium oxide. By carefully measuring the mass of the system before and after the reaction, they discovered that the total mass increased, demonstrating that the oxygen from the air contributed to the increase mass of the final product.

Through their observations, students learnt how to connect theory to practice. They noted the bright white light produced during the reaction, the formation of a white powder (magnesium oxide), and how the mass increased due to the oxygen combining with magnesium. These observations helped them understand not only the concept of mass conservation but also the importance of accurate measurements and systematic experimentation in science.

Year 8 science students have conducted practical investigations into the reactivity of metals in water. The hands-on experiments provided an engaging opportunity to explore fundamental concepts in chemistry, such as chemical reactions, periodic trends, and the properties of metals.

Students tested a range of metals, including lithium, calcium, magnesium, and zinc, to observe their interactions with water. Carefully following safety protocols, they observed the distinct reactions of each metal, ranging from vigorous effervescence and heat production to more subdued bubbling or no reaction at all.

The experiments emphasised the importance of the reactivity series, which ranks metals based on their tendency to react with substances like water and acids. Students noted, from observing teacher demonstrations that alkali metals such as potassium and sodium reacted explosively, producing hydrogen gas and heat, while less reactive metals like zinc showed minimal interaction.

This investigation also introduced students to scientific observation and recording techniques. They documented their findings in detailed tables, analysed the data, and connected their observations to theoretical concepts. For example, they learnt that highly reactive metals readily lose electrons to form hydroxides and hydrogen gas, explaining their vigorous reactions.

Through this experiment, students deepened their understanding of chemistry and developed critical thinking and problem-solving skills. Activities like these bring science to life, building curiosity and a passion for learning.

Year 9 Science Update: Mastering Separation Techniques
This term, our Year 9 students have been delving into the fascinating world of separation techniques in Science. These techniques are essential for understanding how mixtures can be broken down into their individual components—a key concept in Chemistry with real-world applications.

Students have explored various methods such as filtration, crystallisation, evaporation, and distillation, focusing on their principles and practical applications. These skills enhance their scientific understanding and develop critical thinking and problem-solving abilities.

As part of their learning, students recently conducted a practical on filtration and crystallisation. In this activity, they made a salt and used filtration to remove any insoluble substances left behind, and then applied crystallisation techniques to recover pure salt crystals.

The practical was a great success, with students demonstrating impressive attention to detail and enthusiasm for the process. It was a fantastic opportunity for them to see these techniques in action and understand how science is applied in everyday contexts, such as water purification and food production.

Year 9 Science classes have also explored the fascinating topic of electrostatics through hands-on experimentation. One of the key highlights of this exploration was the use of the Van de Graaff generator, a device that demonstrates the principles of static electricity in a very engaging way.

The Van de Graaff generator creates a high-voltage charge on a metal sphere, which allows students to observe how static electricity can be generated, stored, and transferred. Students learnt how charges build up on the generator and how they can interact with other objects, leading to sparks, jumps of electricity, and even the lifting of their own hair when standing near the charged generator!

This practical activity reinforced the concepts of positive and negative charges. Students witnessed important phenomena such as charge attraction, repulsion, and discharge. They gained a deeper understanding of how electrostatic forces work in the real world, from lightning to everyday static shocks.

Students also discussed safety precautions when dealing with electrical equipment and explored real-world applications of electrostatics, including its use in technologies such as photocopiers and air purifiers. We are very proud of the curiosity and enthusiasm Year 9 showed and it has certainly sparked a greater interest in the study of electricity and magnetism. We look forward to more exciting experiments as we continue to explore the wonders of science!

Year 11 are stepping into the fascinating world of microbiology, gaining invaluable hands-on experience with aseptic techniques to culture bacteria in sterile environments. This dynamic, practical activity brings science to life as students develop the precision and care needed to maintain contamination-free conditions—an essential skill in modern laboratories and medical fields.

Students handled equipment such as inoculating loops, spreaders and Petri dishes while adhering to strict protocols to prevent the introduction of unwanted microbes and gained insights into the processes scientists use daily in fields like biotechnology, medicine, and environmental science. Beyond technical expertise, this activity hones problem-solving, patience, and meticulous attention to detail—key attributes for any future career in science or healthcare.

By working within these controlled settings, students also deepen their understanding of the unseen microbial world, exploring how bacteria grow, thrive, and contribute to ecosystems or pose challenges in clinical settings. This enhances their knowledge, inspires curiosity and confidence, empowering them to pursue advanced studies and careers in STEM fields. Year 11 are cultivating more than just bacteria—they are cultivating skills, passions, and the foundation for a bright scientific future!

Our Year 12 A Level biologists have been completing Controlled Practical Assessments (CPACs). During one practical they researched and performed aseptic techniques, a fundamental skill in microbiology. This began with an in-depth study of the principles behind aseptic techniques, emphasising the importance of preventing contamination in laboratory experiments. Students then applied their knowledge, practising methods such as sterilizing equipment, preparing culture media, and handling microbial samples with precision. This practical experience reinforced their theoretical understanding and enhanced their laboratory skills, preparing them for future scientific challenges. They showed  dedication and meticulous work.

A second CPAC focused on enzyme activity—a fundamental topic in their A-level Biology curriculum. This investigation allowed students to deepen their understanding of how enzymes function, with a specific focus on the effect of substrate concentration on enzyme activity.

During this practical a range of competencies, essential for their scientific development, were assessed:

• Following a Method: Students demonstrated precision and attention to detail as they carried out the experiment according to the established protocol.
• Tabulating Results: They showcased their ability to record their findings systematically in well-organised tables.
• Writing a Conclusion: Using their data, students constructed clear, evidence-based conclusions.
• Evaluation: They reflected on the reliability and validity of their results, identifying potential improvements for future experiments.

The practical explored how varying substrate concentrations influence the rate of enzyme activity. Using specialised equipment and techniques, reaction rates were measured accurately and students applied their theoretical knowledge, ensuring accurate observations and reliable data collection.

They combined scientific observations with advanced practical techniques and demonstrated technical skill and critical thinking as they analysed their results and reflected on the scientific principles underpinning their findings.

The skills honed during this CPAC will be invaluable as students continue their scientific studies.

This term, Year 13 Physics students have been delving into the topics of fields and capacitors, exploring some of the most fascinating principles in electricity and magnetism.

Students investigated the processes of charging and discharging capacitors. By conducting experiments, they observed how capacitors store and release energy, analysing the changes in voltage over time. This allowed them to apply theoretical concepts to real-world scenarios and develop a deeper understanding of how capacitors function in various applications, from electronics to energy storage.

The practical experience reinforced their learning and honed data collection and analytical skills, which are vital for their studies and future endeavours. We are excited to see their continued progress as they explore these advanced topics!

Year 13 Redox Titrations - Year 13 Chemists have been revisiting their knowledge of acid base titrations and linking their understanding to redox titrations as a method of analysis.

Their task was to find out whether the mass of iron in an over-the-counter iron tablet was accurate. They used the processes of making up an accurate solution and titrations. The results were used to carry out a multi-step mathematical process to determine the accuracy of the tablets.

Students developed their practical skills as well as their understanding of the chemical reactions and chemical mathematical formulae to perform the complex calculations needed. They then applied this knowledge to resolve similar past paper questions.

Year 13 Sociology
Students are now into their Year 13 content where they are looking at Paper 2: Beliefs in Society & Paper 3: Crime & Deviance.  In paper 2 students have begun to cover 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.  In their Crime and Deviance unit students have been 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.  Students have explored the world of corporate crime looking into the criminal cases such as the Volkswagen emissions scandal and looking into crimes of the wealthy including the criminal convictions against Donald Trump.

We are very excited to visit Warwick Justice Centre as part of our wider enrichment offer and an opportunity to talk with the Magistrates. This supplements their studies on Paper 3 – Crime and Deviance, punishment, patterns of crime and victims as well as overarching theories within Sociology. The first group went on December 18.

On our visit we were greeted by the district judge who talked to the students about how the court system works.  The judge also shared his journey in becoming the district judge informing the students about all the different strands of law to specialise in. 

Students were invited to sit at the judge’s bench and get the full scope of what it feels like to lead a courtroom and ask any questions they had. 

Following their talk, students had the opportunity to observe a case taking place from the public gallery. 

The experience of watching a high stakes case, where we were sharing the public gallery with the victim’s family, was a first for all of our students.  It was a fantastic experience to meet barristers, clerks, judges and ushers who made the students feel more than welcome during their visit. 
We have a second group who will be visiting on January 8. 

Year 12 Sociology

Our Sociology students have now reached topic five of five for our Education topics, having explored the range of differences in achievement across social class, ethnicity and gender and the role of education. Is it to develop obedient workers of the future, in a capitalist economy, or is it to develop specialist skills to participate in the labour market, for the many diverse careers and opportunities that exist? And what place might AI have – will it replace teachers!? Students have explored the theoretical arguments for these and have applied to their own context. They may have shared some of these views with you at home and we hope they do – these topics lend themselves to good debate at home!

The students have completed interleaving assessments in Paper 1 (Education) and Paper 2 (Families and Households) building their skills development and practise in assessments ahead of mocks. Students prepared well and are refining their revision skills and development of their resources.

As we are examining patterns and trends in society, just a reminder for students to be abreast and aware of contemporary news and developments which we often highlight in our lessons. Students can 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.

Suggested Christmas reading and watching can be located in our Curriculum overviews and perhaps may even provide some suggestions for Christmas presents!  After Christmas, students will begin to study ‘research methods’ which explores the many methods Sociologists use to obtain data and evidence to validate their theories.

It has been another fantastic half term with students consolidating their learning into much stronger outcomes.

Year 7
Students have applied their knowledge of the FORMAL ELEMENTS in a series of still life recordings and outcomes with great success. Students have been encouraged to draw from different viewpoints and find different ways to draw still life from first-hand observation and using a grid method on a photograph.

From studying the Art of Michael Craig-Martin students have used their knowledge to produce their own composition ready for painting.

They have studied the colour wheel and learnt to mix a variety of secondary and tertiary colours and apply these to a final piece. The work shows how students have presented their research and how planned their composition.

Year 8
Students chose five natural forms to record from, recording the shape, texture and form of these in materials they enjoy. Students then planned and completed a larger final piece using their learning, adapting the scale of their sketchbook recordings and considered colour, materials and background for effect. They are now testing out a mock-up final piece before completing an A3 version.

Below are examples of the mixed media natural forms students have studied.

Year 9
Students have consolidated their learning in drawing the human facial features and proportion with two drawings of themselves, using a mirror and a traced photograph. They have demonstrated their use of pencil tones, blending and detail to skilfully record themselves. Students have risen to the challenge and produced superb self-portraits ready to manipulate further over the year. 

Students have explored the surreal portraiture of Hannah Hoch and generated surreal portraits and exploiting collage and mixed media techniques for effect.

This will conclude shortly with an A3 final self-portrait in a surreal collage. The aim is that students learn to manipulate a drawing and explore new materials.

Year 10
Students have chosen one of six starting points for their sustained investigation for NEA component 1 and students have started investigating Artists to respond to.

They have photoshoots, drawings and ideas created in their sketchbook. After Christmas they will take their best idea into a final piece. This is just one of the brilliant sketchbooks work they are producing. The topic fear and phobias seems to be the favourite this year chosen by many students.

Year 11 have completed their NEA 1 project. Their sketchbooks are full of fantastic pieces, in a variety of materials and scales they have created. At this stage we are unable to show their work but we are proud of our student’s engagement in their final pieces.

The NEA 2 project start the first week back after the Christmas Holidays and concludes in a two-day practical exam in April. Students therefore have 11 weeks to plan and create recordings, research, ideas and final piece plans ready for the two-day exam. With such fantastic skills students will again amaze us we are sure

Year 12 have started their short personal investigation preparing them for their A Level pieces which will start after Easter. There is such a wealth and variety of art they are studying. 

Here are some  examples of their artwork so far.

They are doing an amazing job,
as they continue to explore materials and find their own personal style. 

Year 13 students are on the final stages of their NEA component 1 personal instigation worth 60% of their final grade. They are working hard on refining and tweaking their final pieces to realise their intentions  have completed many pages of work.
Next term, in February the exam board will send out a list of starting points and student must then complete an exam project based on this list.  This is an exciting time for students, and we wish them all the best over the coming months.

It has been a busy and creative half term in the Photography studios with Year 11 & Year 13 students working hard to complete their Component 1 coursework and the other year groups exploring varied media and techniques to produce some interesting work.

Year 7 students had an opportunity to extend their still life knowledge that they had learnt in their Art lessons to create their own versions of still life through Photography. Here are some of their creations.

Year 9 are coming to the end of their first term of Photography lessons and have been exploring how varied lighting can vary and change tone.

They have been inspired by the Photographer, Francis Bruguière.

Here are some simple yet effective images exploring their responses.

Year 10 students have been very motivated this term having completed their second mini project based on portraits and now have chosen their main Component 1 Theme. They started by completing varied and thorough research into their title by exploring relevant Photographers and other sources. They are currently creating responses to these initial sources and exploring varied media choices.

Below are some examples from their Portrait mini project.

Year 11 and Year 13 students are completing their first Outcome for their Component 1 project with the deadline for Year 11 at the end of this term and Year 13 at the end of January. It will then be full steam ahead as they use their time to complete preparatory studies for their Component 2 Exam which will take place on 1 and 2 May for GCSE and 6-8 May for A Level.

Year 12 students have completed their initial set of mini projects looking at varied lighting setups, darkroom skills, projection workshops and camera skills. They have moved on to their next project, ‘Tell Me a Story’. They are considering how narrative is effective within visual storytelling and the ‘power’ of the image.
Here are some of their initial images.

Our Year 12 & 13 students enjoyed The Arts trip to London to visit the V&A Museum, the Photographers Gallery and the National Portrait Gallery where they focused on the general photographic collections in the large museums and explored the work of Letizia Battaglia in the Photographers’ Gallery.

Year 7 students have all completed a 3D textiles doughnut this term and then used their skills to make a felt pizza inspired by Jon Burgerman and using skills such as applique, embroidery and use of embellishments.

Year 8 – students have made their own placemats using various techniques such as press print, dot painting, batik and embroidery – inspired by cultural patterns 

Year 9 students have been working on their final piece bag or scarf using a variety of techniques such as applique, embroidery and stencilling – inspired by new York and new York artist.

Art, Textiles and  Photography Competition

The Arts department invited all year groups to enter the Kissing it Better - Flowers by your Bedside Competition, to produce a creative response on the theme of flowers. 

They could work in any medium - pencil drawing, painting, print, embroidery, applique or photography

The aim was help cheer up patients by creating colourful floral cards, cut out flowers or painted flowers; these can have a huge impact on patient wellbeing.

Kissing it Better is a healthcare charity and training provider, working to end the isolation of old age by bringing the generations together. Their imaginative healthcare projects make an  immediate and lasting difference to the lives of older people and engaging with local schools.

We had a great range of entries and our three winners are below.

The three winners receive a specialist arts pack along with reward points

Our Sixth Form students enjoyed a trip to visit three major art galleries in London: the Victoria and Albert Museum, Photographers’ Gallery and the National Portrait Gallery. At the Victoria and Albert Museum students had the opportunity to walk around and take photographs of the exhibits and building.
At the National Portrait Gallery, we visited the Permanent Collection and enjoyed a very exciting opportunity to see the Francis Bacon Exhibition.

Students were set specific tasks, based on their subject area, for all three galleries to ensure that we all made the very most of our time in London with the aim of them then being able to show a sophisticated level of primary research in their coursework projects. They were able to take photographs and record their findings.

Year 7 and 8 and 9 Design Technology classes
Classes work on a rotational system with Art Textiles, Food Preparation and Product Design, with the first of these rotations after Christmas. Students will hopefully show you some of the lovely items they have made in the workshop or in the food room.  Thank you again 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.

Students have been making some great products throughout their time in food and DT.  Some photos of the current items students have been making which have included: marble cake, scones and and key rings.

KS3 Enrichment Activity Opportunity
We are looking to offer Year 8 and Year 9 some new opportunities after school in the next term with a four-week course offering students an opportunity to cook some more complex dishes.  Students will need to be prepared to bring ingredients for the session and a container. Students will need to sign up and those not selected from the first round will be rolled over to the next term. More details will follow through tutor Core Comms messages.

Year 10 DT
Classes have started working with new materials in particular making a product from metal.  The classes 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 a Bird Box and a Storage box.

Year 10 Food
Our recent practical has involved making soup and plaited bread and, although not one of our more complex dishes, students have been learning about the process of kneading and gluten formation as well as understanding how to make a thrifty healthy dish from seasonal veg. Students will continue to work on the theoretical elements of the course, in particular concentrating on the Food Science sections in the New Year and discover the impact of sustainability in the food industry.  A few more complex dishes will be made such as a vanilla slice using a puff pastry and crème patisserie, a roasted vegetable tart, homemade pasta, sachertorte and butter chicken curry. 

Year 11 DT classes are well underway with their Non-Examined Assessment (NEA) and have been planning their modelling; they have completed some excellent design work. The NEA is due to be completed by the end of March and support classes are being offered by Mrs Long and Mr Batchelor so please encourage your child to attend these sessions so they can make the most of the NEA which contributes to 50% of their GCSE.

Year 11 Food
The second NEA has been a key focus for our GCSE Food students. There is a lot of detail about their practical assessments on Go4Schools along with additional resources to help support them in the completion of their assessment. Mrs Ross will continue to offer additional support sessions after school on a Tuesday to ensure all students can really feel confident with this assessment. 
The completion of this will contribute towards 35% of their overall GCSE and the deadline will be for the Easter holiday.
These are some examples of the great products that we have made so far.

A Level Product Design
Students have almost completed their NEAs which they have been working on for the past year. Whilst the assessment is not dissimilar to the GCSE NEA it is a far bigger and more analytical project aimed at students designing a product based upon an everyday problem. 

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.

These are some examples of two student's – both have fully embraced the concept of independent work. One has loved using welding and another has used the 3D printer for his entire model.

During this term students have taken part in the first Digital Literacy Week of this year. They looked at a variety of areas including accepting the Acceptable Use Policy of IT use at NLS, looking at different aspects of Online Safety and have received the first of three sessions looking at ‘What is AI?’ and started to discuss its implications. This has included:

• Understanding the basic concepts of AI, defining it and identifying examples in daily life
• Thinking forward, how might AI evolve to further impact everyday life in the future?
• If you could add AI to any tool or gadget, what would it be and why?

The sessions sparked a lot of great discussions and much to think about.

These are crucial topics in today's digital age, and engaging students in these discussions can empower them to use technology responsibly and effectively.

We are also aware that students need to be well-prepared for the challenges and opportunities of the digital world.

The poster below has been issued by JCQ  and the  Online Safety Page on our school website has information on how we support online safety here, some useful links to supporting conversations at home along with online Safety Newsletters and Parent Guides.

JCQ AI and Assessments - A guide for students

Digital Learning Hub 
Students are making good use of the Digital Learning Hub where they can find resources for all subjects including Learning Journeys, Curriculum Overviews, links to key resource sites, revision guides and extra study support materials. Please encourage your child to show you this if you have not seen it yet.

Young Carers Trip to see Alice in Wonderland

Last week, 27 of our students, who are Young Carers, went on a trip to the Albany Theatre to see Alice in Wonderland. All had a great time, and were thrilled to have had this opportunity.

This was a free trip for our young people who take on many responsibilities at home; they are tremendous examples for all of us and we were delighted that they were able to take advantage of such a fun opportunity.

The Family Support team have had some really positive feedback from the Internet Safety Parent workshop that took place here at NLS in November.

Our next parent workshop, Understanding Your Teenager, is taking place on 29 January from 10am to 12 noon. If you would like to join us please sign up using this link Understanding You Teenager Workshop Form.

Visit to our partner school (Anjuman I’Islam Girls High School) in Mumbai
We were thrilled to achieve just under £20 000 from the Turing Grant to offer a hugely subsided trip to visit our partner school in India in March. We are the only school in Warwickshire to have achieved this grant, and amongst only twenty primary and secondary schools in all of the West Midlands.

Students in Years 9 and 12  were able to apply for places on the trip and we were overwhelmed by the quality of applications. We were so impressed by all who applied and it was incredibly difficult to choose only twelve students. They are very excited about meeting the students at our partner school and working with them on an environmental project, when we visit in March.

Selection was based on the student's applications where, in a maximum of 100 words, they described how they will benefit academically and personally from the experience and what skills they think they would develop if they came on the trip.

Students were able to draw upon the wide variety of International School projects in place and that they have taken part in throughout their time at NLS including trips in Year 7, workshops in Year 8, the numerous activities within tutor time and in the curriculum or, as work they may have done as an International Leader.

We are all really excited about the opportunity and look forward to sharing our experiences in our Bulletins next year.

Our Year 8 International Leaders have been doing a great job at preparing for a call with our partner school Anjuman I’Islam Girls High School in Mumbai. This call is due to take place in January and will be an opportunity to ask each other questions and find out more about our schools. 

Year 7 Eco Leaders
Once again I have been really impressed with the applications from the Year 7s to be eco-leaders. They will start their first project after Christmas.

Tutor Curriculum
Within the tutor time, as part of our work as an International School, students also have opportunities to engage with important global issues and this term students have considered Plastic in the our Oceans. Learning aims included:

• To recall the UN development goals
• To identify the impact of plastic on our oceans 
• To discuss the impact we are having on the planet

Over three sessions students learnt about the UN Development Goals, discussed the amount and impact of plastic in the ocean and critically evaluated the impacts of plastic pollution.  

Sessions included identifying different materials we can use instead of plastic and assessing the impact that our small changes could have on the planet.
The sessions encouraged some great discussions amongst tutor groups and culminated in some producing posters to help raise awareness of solutions to replace using single use plastics.

At NLS, we utilise the schemes of learning and opportunities that The King’s Trust (KT) offers to enable some of our most vulnerable pupils to achieve. Our Year 11 students have been working on their units for three years now (with many completing six units) and are on track to achieve the Level 1 certificate at the end of their Year 11.

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.

Most recently, Year 11 students have been working on their chosen careers, looking at how they would explore this through advertisements, applications and interviews. 

In Year 10, our students have been completing work on managing money. 

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

Sixth Form Science Journal Club gives students a space to explore their interests with support from science teachers. The club provides a platform for students to understand and discuss real-world applications of scientific advancements.

Year 12 and 13 students, eager to broaden their horizons have been meeting at break times on Fridays to read and discuss scientific articles.  The students are ambitious about their futures in science and many are planning and preparing for university and science careers.

Reading and interpreting scientific papers is a key skill when studying a degree in science and pursuing a scientific career, it also helps students to think critically about the things they see and hear in the news and on social media that claim to be backed by science.

The club provides a platform for students to understand and discuss real-world applications of scientific advancements.

So far students have explored interests in astronomy, optometry, medicine, and microbiology, with more to come next term.

The Year 7 Science Club kicked off with an exciting hands-on session where students made their own slime, exploring its unique properties. The activity was more than just fun - it sparked curiosity about how animals like snails and hagfish use slime as a clever defence mechanism in the wild. Students were fascinated to connect their creations to real-world biology, discovering the amazing ways science mirrors nature. It was a fantastic start to the club, sparking creativity and scientific wonder amongst the budding young scientists.

Vibe Drama Club
Year 7 VIBE have been creating short performances based on well-known Christmas stories and performed at the end of term in a VIBE Celebration Event. Year 8 and Year 9 VIBE have been exploring short stories. VIBE is led by Year 9, 10 and 11 Drama Leaders

The Company
We’re thrilled to announce that our audition-only Drama Club, The Company, is off to an amazing start! After a successful audition process, a talented group of students have been selected to join the cast, and they’re already diving into scripts, developing characters, and bringing their performances to life.

Behind the scenes, another dedicated team of students is hard at work as part of our tech crew, designers, and directors. The creativity and teamwork are in full swing, and we can’t wait to see how everything comes together.

Stay tuned for more updates as the journey continues.

Our Bronze and Silver participants received their awards at our DofE Awards’ Ceremony on 21 and 28 November. They were fantastic evenings with parents and families attending to celebrate the achievement with our young people.

The evenings were an opportunity to show photographs, share stories and present the  certificates.

Over refreshments, there were opportunities to meet with the staff that helped with the running of the course, especially the expedition sections.

This year we are delighted to have 126 Year 9 students taking on the Bronze Award, 65 Year10 Silver participants and 25 Year 12 students starting the Gold Award.

Information regarding the Duke of Edinburgh schemes is on our website where you will also find details of the events and training dates.

Extra Curricular Activities - Duke of Edinburgh

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