LAB Newsletter Issue 21 - Subject Overview

Events this module

During this module, students have continued to study and explore literature chronologically. Below are the time periods we have arrived at for KS3:

Year 7 - A study of the Anglo-Saxon epic poem Beowulf

Year 8 - An exploration of Christopher Marlowe’s Doctor Faustus

Year 9 - A study of poetry and extracts from 20th century literature

Year 10 - Skills in reading and creative writing (GCSE Language Paper 1)

Year 11 - Completing their studies of The Strange Case of Dr Jekyll and Mr Hyde

Year 12 - An exploration of Margaret Atwood’s classic The Handmaid’s Tale

Year 13 - Exploring connections between Sophocles’ Antigone and Shamsie’s Homefire.

The RISAR Returns (Again)

This academic year has seen another resurrection of our much beloved school newspaper, The RISAR. Year 10 students Nayanika and Beatrice (as well as their fantastic team of writers from KS3-5) have been working tirelessly to bring out the first installment. There are some great articles on a wide range of topics, including a wonderful teacher interview from Mr. Taing!

We cannot wait to see what the next edition has to offer!

Celebrating Black History Month with English

Members of the LAB community were invited to celebrate Black History Month by exploring this year’s theme of ‘Standing Firm in Power and Pride’ through the medium of poetry. Students were encouraged to take inspiration from influential black writers such as Maya Angelou, Benjamin Zephaniah, and George the Poet, and the responses we received showed inclusion, understanding and engagement.

We would like to give a special thank you to Whitney S, Uriella-Grace P, Madelyn A and Tunmininu A for giving a fantastic assembly to all colleges about the history of black authors in literature, and their pioneering of spoken word poetry and literature in music form.

LAB16 Loves Reading

Our LAB16 students have been immersing themselves in all things reading this term, with the launch of the LAB16 Book Club and the LAB16 Reading Club!

The Book Club, run by Mr Osmotherly, has provided a space where students can explore diverse stories, share thoughtful discussions, and connect with literature outside of the IB English classroom. Each session encourages curiosity, critical thinking, and a love of literature, and we’re delighted to see students engaging so enthusiastically. We are extremely eager to grow this community of readers throughout the year.

Our Reading Club, set up by our Literacy Coordinator Ms Hyland, has had a wonderful start this term, with Year 12 students volunteering their time after school to support Year 7 readers. Through guided reading, our older students are helping to build literacy skills while fostering a genuine love of books. It’s been inspiring to see such positive mentoring relationships forming, and we look forward to watching the club continue to grow.

Sparx Reader

We have continued to champion Sparx Reader with Key Stage 3 students. The purpose of Sparx Reader is to help students improve their skills in reading in a fun and competitive way. Students gain SPRs (Sparx Reader Points) for careful reading. They can gain points through reading independently or through assignments.

Currently as a school we are ranked 1st in the Trust and 39th nationally (out of nearly 1000 schools!) for homework completion; this is an amazing achievement, but we want to do even better!

Things coming up next module:

Students will return after Christmas to continue their studies here at LAB. In English they will be studying:

Year 7 - Chaucer’s The Canterbury Tales

Year 8 - a collection of Romantic Poetry

Year 9 - Orwell’s Animal Farm

Year 10 - Malorie Blackman’s Boys Don’t Cry

Year 11 - GCSE exam preparation

Year 12 - Han Kang’s The Vegetarian

Year 13 - IB exam preparation

Students can prepare for this by researching key plots, ideas and contextual information surrounding the writers and the time period in which they were writing.

Values champion/star students

We are very lucky to teach such wonderful students at LAB - students who are thoughtful, articulate and eager to learn. This module, we would like to celebrate the following students for their consistent eager attitude for learning and for going above and beyond during each English lesson:

Relevant ideas for the community

Key Stage 3 Specific: After studying A Christmas Carol in class this term, Year 9 students might enjoy seeing it performed live at The Old Vic. This adaptation brings the story’s festive spirit, ghosts and Victorian London atmosphere vividly to life; a great way to deepen your understanding and enjoy Dickens’ tale on stage. Whilst directly relevant to Year 9, the show is a great experience for all and is a popular Christmas tradition at The Old Vic.

Key Stage 4 Specific: Students have not one, but two opportunities to see Shakespeare’s Romeo and Juliet (one of our GCSE set texts) on stage in London this year! Firstly, starring Sadie Sink (Stranger Things) as Juliet and Noah Jupe (A Quiet Place, Hamnet) as Romeo in their West End debuts, Robert Icke (Oedipus) directs Shakespeare’s timeless tragedy at the Harold Pinter Theatre. Also, the world famous Globe Theatre is resurrecting their fast-paced, 90-minute version of the play, created especially for young people, and is the perfect introduction to Shakespeare for everyone.

Key Stage Five Specific: IB students studying Henrik Ibsen’s A Doll’s House can see the play brought to life at the Almeida Theatre this term. This production offers a fresh interpretation of Ibsen’s exploration of autonomy, relationships, and societal expectations, providing valuable insight for both Year 12 and Year 13.

Useful Links

Out and About With Geography

It’s been a fantastic term for our young geographers, who have had plenty of opportunities to swap the classroom for real-world landscapes.

Nothing quite beats getting out into the field, feeling the wind (sometimes a bit too enthusiastically!) and seeing geographical processes in action. Here’s a look at what we’ve been up to.

GCSE Geography Fieldwork – Reculver

Our GCSE Year 11 classes headed to Reculver this term for their coastal fieldwork, and we couldn’t have asked for a better mix of sunshine, sea air and enthusiastic students.

Reculver’s dramatic coastline gave everyone the perfect chance to investigate how the coast is shaped, protected and lived with. Students worked in groups to:

Measure beach profiles and sediment size
Produce sketches of the coastline and sea defences
Carry out bipolar surveys to evaluate management strategies

The day sparked some brilliant discussions about erosion, sustainability and what “successful” coastal management really looks like. Many students commented on how helpful it was to see the processes we talk about in class happening right in front of them. A few wet feet were inevitable, but spirits stayed high throughout!

IB Geography IA Fieldwork – Camber Sands

Our IB Geographers travelled to the beautiful Camber Sands to collect data for their Internal Assessment projects. The shifting dunes, sweeping beaches and lively winds created an ideal setting for students to explore their own research questions.

Depending on their chosen topic, students spent the day:

Tracking dune succession through vegetation and biodiversity surveys.
Measuring wind speed and sediment movement.
Investigating how tourism affects the dune ecosystem.
Mapping changes in the landscape using GPS and GIS tools.

This trip is always a highlight of the course, as it gives students the freedom to design a piece of real geographical enquiry from start to finish. Their commitment to collecting accurate, meaningful data was truly impressive especially given the challenge of clipboards and sandstorms not always being the best combination!

We’re incredibly proud of all our students for their enthusiasm, teamwork and good humour on both trips. Their willingness to get stuck in (quite literally, in the case of some dunes!) is exactly what makes Geography such a rewarding subject to teach.

KS3 Geography – Exploring Places Near and Far
Our KS3 students have also been busy this term, diving into a wide range of exciting topics as part of the MYP curriculum. Year 7 have been exploring glaciation, discovering how powerful ice sheets carved out the dramatic landscapes we recognise today and investigating the evidence they’ve left behind. Year 8 have turned their attention to global resources, asking big questions about where our everyday materials come from, how they’re used, and what sustainable management might look like in a changing world. Meanwhile, Year 9 have been looking closer to home with their study of London as a global city, examining issues such as migration, inequality, and the huge challenges involved in keeping a megacity functioning smoothly. Across all year groups, students have been developing their enquiry skills, making real-world connections, and embracing the investigative spirit at the heart of the MYP.

GCSE SOCIOLOGY

This term, our GCSE Sociology classes have been exploring the topic of Crime and Deviance, one of the most engaging parts of the AQA course. It’s been a chance for students to think about why people break rules, how society responds, and what this tells us about the world around us.

Understanding Crime and Deviance

We began by looking at the difference between crime (breaking the law) and deviance (going against social expectations). Students enjoyed discussing everyday examples; from something as serious as theft to something as harmless as wearing slippers to the shops! These conversations helped everyone recognise that what counts as “deviant” depends on the situation, the culture, and even the time period.

Theories Behind Crime

Students have also been introduced to some key sociological theories:

Functionalists like Durkheim argue that some level of crime can actually help society by bringing people together and encouraging change.
Marxist thinkers link crime to inequality, suggesting that those with less power are more closely watched and punished.
Interactionist theories focus on how labels such as “troublemaker” or “criminal” can influence the way people see themselves and behave.

These ideas sparked plenty of class debate, especially when students compared the theories to what they see in the media today.

Crime in the Real World

Using real crime statistics and news stories, students explored patterns relating to age, gender, ethnicity and social class. We discussed questions such as:

Why are young people more likely to be involved in certain offences?
Why do recorded crime rates differ so much between men and women?
How do stereotypes and policing practices affect stop-and-search figures?

These discussions helped students think critically about fairness, bias and how crime is represented.

Case Studies We Looked At

To bring ideas to life, students examined examples such as:

The 2011 London riots, looking at how large groups behave in moments of tension.
White-collar crimes like fraud, which often receive less attention but have a huge impact.

Students were encouraged to apply each theory to real events, helping them build strong evaluation skills for exams.

Why This Topic Matters

Many students said they enjoyed this unit because it relates so clearly to everyday life. As well as preparing them for the GCSE exam, the topic helps develop:

Clear, critical thinking
Better understanding of social issues and inequality
Confidence in analysing news stories and public debates

Above all, it gives students a broader awareness of how society works, and how it might change.

What’s Next?

Next term, students will move on to the Social Stratification unit continuing to build their analytical skills and deepen their understanding of society. Crime and Deviance has proven to be an exciting and thought-provoking area and an excellent foundation for further study.

On Wednesday, 26th November, we celebrated National Linguistics Day. Students learned about the importance of preserving endangered languages and discovered how vital languages are for communication and for navigating our daily lives.

The Year 12 CP students, who are studying Language and Cultural Studies, particularly enjoyed the lesson as it connects directly with the topics they have been exploring over the past few months. They examined how languages evolve or disappear, how new languages emerge, and even experimented with creating their own words.

Students showed incredible creativity in inventing new vocabulary. For example, a student suggested “bross” to describe a boss who is also a good friend, “voilamazing” for something truly amazing, “aftomorrow” as a shorter way to say “the day after tomorrow”, ‘glowsprint’ for rushing and “volesse” to express wanting or wishing for something.

The activity sparked great curiosity. Students stood up to write on a world map the languages they, their families, or their extended families speak at home, highlighting the rich multiculturalism of our school community.

Overall, the day was filled with exciting reflections from students and staff, encouraging everyone to think more deeply about the world we live in and the essential role languages play within it.

What Are Language and Cultural Studies (LCS) in the IB?

Language and Cultural Studies (LCS) is a core element of the IB Career-related Programme and is designed to help students understand how language and culture influence identity, communication and their view of the world. LCS is project-based, allowing students to explore meaningful real-life topics rather than prepare for traditional written exams. Throughout the course, students document their progress and growth through ongoing evidence of their learning journey.

A key part of LCS is the creation of language and cultural portraits, where students reflect on the languages they use, the cultures that shape them and the experiences that influence their identity. These portraits encourage students to think deeply about their own values, beliefs and personal backgrounds. Because identity develops over time, these portraits are flexible and can change as students gain new experiences and perspectives.

LCS supports students in becoming reflective, open-minded learners who understand and value cultural diversity. Through project-based learning and personal reflection, students strengthen their communication skills, deepen their cultural awareness and gain important insights that prepare them for an increasingly global and interconnected world.

Music and Drama

We are proud to share that LAB has been honoured by the Royal Greenwich Music Service with the Music Mark of Recognition for Dedication & Improvement.

This award celebrates our commitment to providing consistent and inclusive music opportunities for our students. From classroom learning to trips, performances and community events, music continues to be a vibrant and integral part of our culture.

All pupils in Years 7-9 receive weekly Music lessons, and from Year 10, they may choose to study GCSE Music through to Year 11. At Key Stage 5, students can continue their musical journey through the IB Diploma Programme. Beyond the classroom, we offer a vibrant co-curricular programme, including AV Club, Orchestra, and Band Club, as well as a wide range of vocal and instrumental tuition delivered by our specialist peripatetic teachers.

Year 7 students have been exploring an interdisciplinary project with Drama focused on Musicals, guided by the inquiry question: How does a musical performer integrate disciplines to communicate an effective narrative? They have learned to sing a range of songs from The Sound of Music, including My Favourite Things, Edelweiss, and Do-Re-Mi, while also developing foundational keyboard skills. Alongside this, they created their own “how-to guide” for becoming a successful triple-threat performer, reflecting on the integration of acting, singing, and movement. They have also been developing healthy vocal habits through warm-ups such as Bumblebee Tuna and body percussion activities, strengthening their confidence and performance skills.

Year 8 students have been diving into the vibrant world of Reggae music, alongside the statement of inquiry, Music serves as a reflection of cultural identity. They have been developing their practical skills by singing and learning instrumental parts from Pass the Dutchie by Musical Youth, gaining a deeper understanding of how Reggae grooves are constructed. Having created their own feature articles exploring the style and practiced performing aural analyses of various Reggae standards, they are now working towards group performances of Bob Marley’s Three Little Birds, applying the techniques they’ve learned and developing confidence in ensemble playing, timing, and musical communication.

Year 9 students have been delving into the rich heritage of the Blues tradition, guided by the statement of inquiry: Can personal emotions be expressed through lyrics and chords? Throughout the module, they have been building their performance skills, exploring key musical features such as the 12-bar blues structure, improvisation, the concept of a head, and the walking bass. They have also produced their own magazine pieces on the genre, tracing its evolution from class listenings of early classics like Robert Johnson’s Crossroad Blues to modern interpretations such as Christone “Kingfish” Ingram’s 662. Now, students are applying their understanding by working in groups to create their own Blues performances, crafting original lyrics and incorporating authentic musical features.

Our KS5 students have been working towards curating their musical exploration portfolios, which involve engaging with diverse musical styles and practical exercises in creating and performing. Our Year 12 IB DP student Ashira added: “As part of my portfolio, I’ve been exploring grime music and the kalimba, an analysis of music from Hamilton - I’ve decided to incorporate this in my composition exercises as part of a storytelling grime piece”

Music Instrumental Tuition at LAB

Our instrumental music programme is delivered by a highly skilled team of peripatetic teachers, offering students the chance to learn everything from classical piano, strings, woodwind, and brass to electric guitar and drums.

Instrumental and vocal lessons are available to all students from Year 7 to Year 13, taught by professional musicians who work closely with us to enrich the musical life of LAB. Many of our young musicians will be showcasing their talents in our upcoming Winter Showcase on Thursday 18th December 2025 - save the date!

We are also delighted to have doubled our instrumental lesson uptake this year, and we are committed to ensuring every student has the opportunity to discover, develop, and showcase their musical potential.

Singing
Piano
Violin
Clarinet
Saxophone
Flute
Trumpet
Guitar
Bass
Drums

For further information, please contact Mr. Ricky Taing via email at ricky.taing@blackheath.latrust.org.uk

Celebrating Black History Month with Music!

Members of the LAB community were invited to celebrate Black History Month by exploring this year’s theme of ‘Standing Firm in Power and Pride’ through music. Students designed posters about Black composers and musicians, wrote about powerful quotes and lyrics they found from their own favourite songs, and wrote track reviews of works from our listening calendar followed in music lessons.

We would like to give a shout out to the following students for their participation:

Thomas from 7A,
Ipsit and Raiden from 7C,
Anna and Emme from 7D,
Daanya, Daniel, and Sienna from 7E,
Beatrice, Evelyn, Khanifa, Sophia-Rose, and Maisie from 7F,
Prisha from 8B and Nnamdi from 8F, and
Rowan from 9A and Aaisha from our Year 10 GCSE class!

Chime Band Raise Funds for Restore the Music

A huge shoutout to four talented LAB students: Evan, Alex, Josh and Max: better known as Chime Band. They took part in “The Band Project” at the famous music venue The Tabernacle, W11. The students joined forces with other young bands in London to raise money for a music charity, Restore the Music: a charity committed to ensuring that every child has access to the transformative power of music education.

Drama & Music Theatre Trip to Hamilton the Musical

On Tuesday 18th November 2025, our Y10 GCSE Drama and Music, and Y12 IBDP Music students had the incredible opportunity to attend a theatre trip to see Hamilton the Musical in London’s West End. Students and staff were blown away with the performance, with its quick-paced eclectic mix of hip-hop, jazz, blues, rap and R&B. The students enjoyed a question and answer session with the cast and production team afterwards and this inspired many who are considering future careers both on and off the stage.

Drama and Music Performances at Open Evening

Drama Department Update

At KS3 level, students take part in weekly Drama lessons. At KS4 they have the opportunity to complete GCSE Drama as one of their options. Finally, at KS5 they are able to complete IB Theatre, either as part of the IBDP or the IBCP.

Year 7 students are currently taking part in an interdisciplinary unit in both their Music and Drama lessons, with the aim of becoming Triple Threat performers. We have been working hard to build Singing, Dancing and Acting skills. In Drama, we have been working hard and focusing on Acting and Dancing skills, making the most of the large space we have in the Drama studio. Some of what Year 7 have been up to includes; dancing to ‘I’m a Believer’ (Shrek the Musical), staging ‘At the End of the Day’ (Les Miserables), scene work between Miss Honey and Miss Trunchbull (Matilda the Musical), creating character profiles for a student at Crunchem Hall (Matilda the Musical) as well as learning a full dance routine to ‘Revolting Children’ (Matilda the Musical). Students have been working on skills such as creativity, retaining information, resilience and confidence. Their work in drama alongside music allows them to explore in greater depth their statement of inquiry ‘How does a musical performer integrate disciplines to communicate an effective narrative?’.

Year 8 students have had fun learning all about the weird and wonderful life of Ernie from ‘Ernie’s Incredible Illucinations’ by Alan Ayckbourn. We have been exploring the play through script work, with the students' final performance being their own version of one of the scenes. They have enjoyed getting into character, practising a wide range of performance skills as they play Ernie, The Doctor, The Receptionist, Soldiers, Boxers, Referees, Librarians and more! Their work as a range of characters helps them to answer their statement of inquiry question ‘Does Theatre have a story to tell?’.

Year 9 students have got stuck into the world of Shakespeare, exploring a wide range of plays, including; The Tempest, Hamlet, Much Ado About Nothing and A Midsummer Night’s Dream. The juxtaposition between comedy and tragedy has allowed students to deepen their understanding of drama, and practice being a number of contrasting characters. Their work has culminated in a retelling of A Midsummer Night’s Dream, becoming the characters known as ‘the mechanicals’. Students have enjoyed exploring comedy in this scene, and have been working on their communication and collaboration skills to achieve success. Their practical work, as well as peer-assessing others has enabled them to further explore their statement of inquiry ‘Does live performance enhance our interpretation of Shakespeare?’.

Grease the Musical

This year's Musical has got off to a roaring start, with over 90 students in the cast, and over 30 students in our backstage crew. Students are working incredibly hard in their own time to perfect their dance routines to Greased Lightning, We Go Together and Summer Nights. Alongside this our principle characters are working hard to learn their lines! Students have shown great determination and resilience, it not being easy to focus for another hour after a long day at school. I ask that students continue to learn lyrics, lines and practice dances in their own time. We’ve still got a lot to learn but I’m so happy with everything that they have learnt so far. This already looks to be our biggest and best Musical yet!

We hope you join us in coming to see the Musical in March of next year. Tickets will be available to purchase in the new year.

This module, Year 12 have been exploring Biological explanations for human behaviours, including neuroplasticity, (or how we learn and forget!); the influence of Hormones on our behaviours (including aggression, impulsivity and attraction formation) and theories such as Evolution. Understanding concepts such as biological determinism and free-will are central to these explanations. Having a biological explanation as a basis to the complexity of things like romantic attraction has helped us reflect on being less judgemental in our analysis of why people behave the way they do. An important skill in a world increasingly divided as AI develops and influences our information feeds. Big shout-out to HL students Sarah, Kennedy, Szonja and Sacha for a diligent, focussed and successful start to their new subject!

Moving into 2026, Year 12 will be exploring the possibility of visiting The Maudsley Hospital Royal Bethlem Education Archive to explore Mental Health treatments over time in the world’s oldest working mental health hospital. We already have students exploring pursuing psychology at degree level and careers in mental health.

Meanwhile, our Year 13’s have been completing work on Abnormality, specifically the origins, classification and treatment of Depression. This has been particularly impactful, given everyone’s lived experiences through Covid and helped students understand the condition and how to put holistic life habits in place to move towards better mental health. These include mindfulness, exercise and spending time in nature, the importance of friendships, grounding tree-hugging! Big shout-out to ALL HL’s who performed very well in their mock exam as they move towards May 26 final exams. Particularly, Sahara, Sofia, River, Ethan and Evelina.

It’s been an incredibly busy and rewarding start to the year in the History department, with each year group throwing themselves into new topics and developing a real curiosity about the past. Below is a brief overview of what everyone has been studying so far, along with some highlights from across the school.

Year 7 – Medieval England & the Norman Transformation
Year 7 have been exploring the world of Medieval England, beginning with the events of 1066 and the dramatic Norman Conquest. Students have been uncovering how William I reshaped England through castles, feudalism and the Domesday Book. Many have been surprised at just how much changed in such a short space of time.

Year 8 – The Tudors & The English Civil War
Year 8 have journeyed through the turbulent Tudor era, from Henry VIII’s break with Rome to the reign of Elizabeth I. They have now moved into the causes of the English Civil war, debating whether Charles I or Parliament was most to blame. The enthusiasm during our class debates has been brilliant.

Year 9 – The Rise of Dictators & The Second World War
Year 9 have taken on some of the most challenging topics, examining how dictators rose to power in the 20th century and their impacts economically, politically and socially. Students have compared the similarities and differences of methods used by Communist dictators such as Mao and Stalin and Fascist dictators such as Mussolini and Hitler. Year 9 are investigating the causes behind the Second World War, identifying and explaining why long-term, short-term causes played a role.

Year 10 – Medicine Through Time: Medieval, Early Modern & Industrial
As part of their GCSE course, Year 10 have been exploring how ideas about health, disease and treatment changed from the Middle Ages through to the Industrial era. They have looked at everything from medieval hospitals to the impact of Pasteur and Nightingale. Year 10 have done fantastically at identifying factors that have played an impact on Medicine through time and used the acronym GIRLSWC to help remember those factors – and why it suddenly accelerated.

Year 11 – Weimar & Nazi Germany
Year 11 are deep into their GCSE depth study on Weimar and Nazi Germany, analysing the challenges faced by the Weimar Republic and how the Nazis were able to gain and consolidate power. Students have enthusiastically tackled interpretations from historians; identifying their viewpoints and how far they agree with the interpretations. Which will play a role in their paper 3 exam in the summer.

Year 12 – Apartheid in South Africa & African-American Civil Rights
Our Year 12 historians have made an impressive start to their A Level course. They have been investigating apartheid in South Africa, considering how resistance movements challenged segregation. Alongside this, students have been studying the African-American Civil Rights Movement, from early forms of resistance to the work of figures such as Martin Luther King Jr. and Malcolm X. Year 12 have been developing and building their source skills such as identifying values and limitations of a source.

Year 13 – Imperial Russia to the Russian Civil War
Year 13 have been tackling the complexities of late Imperial Russia. They have examined the weaknesses of the Tsarist system and the impact of the Crimean War, the 1905 and 1917 revolutions, and the eventual outbreak of civil war. Their ability to handle such a demanding topic has been excellent. Year 13 have been debating historiographical issues such as whether the October 1917 Revolution was a popular revolution or a coup d’etat.

And a History Challenge for you at home
Pick a topic of your own interest, for example, it could be a football team or your favourite television show, and create a small presentation on that topic. Any samples handed in will receive 5 merits for ambition and scholarship.

Did you know? Mr Pinches enjoys is enthusiastic about the history of coins, Mr Foard enjoys investigating this history of Charlemagne (The First Holy Roman Emperor), Miss Gough is enthusiastic about the Irish origins of Halloween and Mr Thomas is currently enthralled with Geopolitical History!

It’s been an exciting and successful start to the year in PE, with local, trust-wide and even international events showcasing our students’ ambition, teamwork and resilience.

School Games Mark Gold

We are proud to have achieved the School Games Mark Gold Award, recognising our commitment to inclusive sport, competitive opportunities and leadership development across all key stages.

Inter-Form Cross Country Launch

We introduced Inter-Form Cross Country this year - an inclusive event where every student contributed laps to their form total. Over 4,500 laps were completed by the whole school, with Fawcett College crowned overall College Champions.

Netherlands Football Tour

Students took part in LAB’s first international sports tour to the Netherlands, where over 40 of our students immersed themselves in Dutch culture whilst competing against local opposition. Days were filled with structured training sessions in preparation for these games and excursions, ranging from a visit to the pancake house to the thrills of the tobogganing run and even a visit to a waterpark. We even won our first trophy with the under 13 boys team winning their tournament at the end of the week and the under 15 boys narrowly missing out in their tournament finishing runners up. The girls finished with 2 wins out of 3 to wrap up an extremely successful and enjoyable trip.

LAT Netball competition Year 9 and 10

The year 9 and 10 teams fought hard at the LAT netball tournament, displaying team work and tenacity. Both teams showed great improvement – boosted by weekly sessions with coach Jackie.

GCSE Cyclopark Course

Our year 11 GCSE Physical Education pupils continue to work hard as their summer examinations approach. Recently twenty seven of them visited cyclopark in Gravensend for an intensive two day cycling course, which culminated in a 10 lap race at the end of the second day. The pupils showed fantastic attitude and superb resilience on what was a physically demanding couple of days. This was well rewarded with some fantastic practical scores that will go towards their final grade. We look forward to taking the final group in early February.

Leigh Academy Football

Girls football has continued to flourish this year at LAB. The extra-curricular club has been superbly attended and it has been brilliant to see so many year 7’s coming along, many who are trying football for the first time. The girls’ teams have also continued to be successful in their respective cup competitions, showing the determination, team spirit, fair play and ambition we would expect from LAB teams.

Standout Results:

Year 7 Girls

St Matthews Academy 0-6 Leigh Academy Blackheath

Scarlett (3), Audrey (2), Aylin (1)

Year 8/9 Girls

Leigh Academy Blackheath 3-2 St Pauls Academy

Rebecca (2), Ruby

Prendergast School 0-3 Leigh Academy Blackheath

Ruby (2), Aliyah (1)

Cross Country Competition

LAB has entered both the Greenwich Borough Championships and Trust Cross Country competitions this year. Both were difficult courses on challenging terrains in tough weather conditions. Despite this, the pupils showed fantastic resilience and achieved some brilliant finish positions. Most noticeably Scarlett (year 7) who achieved two second place finishes and Herbie (year 9) who won both competitions in their respective age groups- both have qualified to represent Greenwich and the London Youth Games! Congratulations to all of the pupils who were selected to represent the academy, you made us proud.

SEHS Year 12

The year 12 Sports exercise and health students have started strong, looking at the unit “how do we move”. They have learnt about motor unit recruitment and how the fibers use chemical reactions to initiate and hold movement. We always find that practicals and experiments help solidify our knowledge and understanding of topics.

Year 12

The new year 12s have shown significant interest in global politics where they have shown great keenness to partake in debates and discussions. So far, they have learned about different types of power that states use, an essential foundation to the course. For example, students have learned about when a state may use soft power (the power of attraction) and when they may instead use hard power (the power of force).

Students also learned about key theories of global politics: realism and liberalism, which have very different perspectives on how states naturally and ought to behave in the international system.

The class were challenged for their first extended writing task to utilise all that they had learned to answer the question “Will China’s rise to power be peaceful?”. This is very prevalent topic today and getting students to write about China specifically, helps them to build an appreciation for the global nature of the course.

Year 13

This year, students have completed the first drafts of their internal assessments and will hand in the final drafts by the end of module 2. Topics include the following:

The experience of racism and discrimination faced by first and second generation immigrants in southeast London.
The impact of Russian foreign policy on Georgian sovereignty
How governmental policy impacts workers’ rights in the transport sector.

To learn more about their chosen topics, students completed engagements, which are in-person experiences. These included interviews, attending political rallies, and shadowing people who worked for non-governmental organisations. Students then write about these experiences and link them to their secondary research and course content.

Furthermore, the class has nearly completed the final unit of the course: Peace & Conflict. Here, students have learned about different types of conflict, which ones are the most common, and what are the best ways to prevent and solve conflicts when they occur. To consider these questions with reference to global politics, students have used ideas such as just war theory and the Geneva Conventions, linking their arguments directly to international law.

The class has also shown a strong interest in the recent New York Mayoral election which saw the victory of the Democratic candidate Zohran Mamdani. This provided a recent event that could be linked to the course as students considered how the tension between Mamdani and President Trump reflects conflict within the United States.

Student Government

The school’s student government has met each week this module where students have had the opportunity to raise motions about what they feel should happen in the school or a wider political issue. For example, after a session-long discussion, the student government voted in favour of adding nets to the football goals in the MUGA on the basis that it would reduce damage to the fences behind them. The student government agreed that it would be necessary to organise a fundraiser to pay for this.

The maturity that the students have shown has been impressive. During discussions, members also often refer to the concerns of their classmates, reflecting the importance of their role.

KS5 BTEC Medical Science

Students started this academic year with a brand new course and it hasn’t taken them long to get to the heart of matter! We are really excited to be offering this course which gives students a real flavour of medical issues and is a great option for anyone thinking of a career in a medical field. Below is some of the students' independent work, which we are very proud of.

Year 10 Astronomy
This year, eight students in Year 10 have embarked on an exciting academic opportunity by enrolling in the GCSE Astronomy course. Throughout the year, they have been exploring a wide range of fascinating concepts, including celestial coordinate systems, the principles behind Galilean and Newtonian telescopes, and key cosmological ideas. Their studies also extend to topics such as the life cycle of stars and the processes that shape our universe.

As part of their learning experience, the students have been attending university-style lectures at the Royal Observatory Greenwich, allowing them to engage directly with experts in the field and deepen their understanding through real-world scientific contexts.

We are incredibly proud of their dedication and enthusiasm for this challenging subject. With their examinations scheduled for the end of the academic year, we wish all eight students the very best of luck as they continue their studies and prepare for their assessments.

Sparx Science:

As the Academic Year has started in full swing, so have students and Sparx Science! Sparx Science is an online platform used to complete weekly homework tasks, set inline with what they have been learning in lessons.

A shout out to the following students for having the highest Sparx points throughout November.

A special shoutout to Brody Lau for being at the top of the leader board!

Next Module we will begin to follow the leader board more closely, providing students with updates, and who knows prizes for those who are Taking It Further!

Meanwhile elsewhere in Science, students have been taking part in all kinds of practical activities, such as extracting chlorophyll from leaves to test them for starch, burning magnesium and building circuits to name just a few.

Famous Scientists

The most famous Scientist born around this time of year has to be Sir Isaac Newton, who was born on Christmas day 1642. However there are other notable Scientist whose birthdays are around the Christmas season. Dr Hannah Fry who is a professor of mathematics and Ada Lovelace, the first computer programmer.

Science at home….

No need to wait till your Science lesson to try a few experiments. Here’s a simple one you can try at home:

Dancing raisins

Fill a glass with fizzy water
Add a few raisins
After a few minutes you should see them bobbing up and down!

What’s the Science?

The Carbon dioxide bubbles in the fizzy water attach themselves to the raisins. The gas makes the raisins less heavy so they rise up to the top, when they reach the surface the gas escapes and the raisins sink back down. If you watch closely you can see the bubbles forming around the raisins.

Christmas Science

This cluster of stars is called the ‘Christmas tree cluster’ For any of our budding astronomers! It is relatively new- only between 1 and 5 million years old, and about 2500 light years away from us. First observed in 1784 it is most visible this time of year if you have a clear night and some binoculars.

Science challenge

The Great Energy Paradox: Is it possible to have a truly "100% Green" renewable energy source?

Most scientists agree that the world needs to switch to clean, renewable energy (like solar and wind) to combat climate change. The problem is though, that these things are often made using rare-earth metals and manufacturing processes that can themselves be environmentally damaging or use fossil fuels.

The challenge: Do some research and suggest a solution to this situation (no AI!)

How? Submit a short essay (250 words max) detailing your proposed solution and the evidence supporting it. Include diagrams or pictures if you like. These can be submitted to your Science teacher by the start of module 3. Prizes for the winning entries at each Key stage.

Year 10 Dive into Theme 1: Investigating Small Business
This term, our Year 10 Business students have made an excellent start to their GCSE course by exploring Theme 1: Investigating Small Business from the Edexcel Pearson specification.

Throughout their lessons, students have been learning how small businesses operate, make decisions and grow in a competitive world. They have explored key topics such as enterprise and entrepreneurship, customer needs, market research and the dynamic nature of business. From analysing real-life case studies to designing their own business ideas, Year 10 have been applying theory to practical examples with great enthusiasm.

Students have also been developing important skills including problem-solving, evaluation and critical thinking skills that will support them not only in Business studies but across the curriculum and beyond.

Year 11 Business Students Visit Lionsgate Film Offices
Our Year 11 Business students had an exciting and insightful visit to the Lionsgate Film offices in Module 1, the studio behind blockbuster franchises such as The Hunger Games, John Wick, Twilight and Now You See Me. Students explored how one of the world’s leading entertainment companies operates behind the scenes and brings these major productions to life.

During the visit, students learned about the structure and functions of the business, gaining a deeper understanding of how departments such as marketing, finance, distribution and production work together to bring films and television series to audiences around the globe.

They also had the valuable opportunity to speak directly with Lionsgate employees about their career journeys. Discovering how they entered the industry, the skills and qualifications that helped them progress and the challenges and rewards of working in the creative business sector.

The session was both educational and inspiring, giving students a real-world perspective on how the business concepts they study in class apply in a dynamic global industry.

A huge thank you to the Lionsgate team for their time, openness and encouragement. This experience not only strengthened students’ understanding of business operations but also sparked interest in potential future careers within the creative industries, a fantastic example of learning beyond the classroom!

Year 11 Business Students Visit MongoDB
Our Year 11 Business students also had the exciting opportunity to visit MongoDB, a leading global technology company known for its innovative database platform used by businesses and developers around the world.

Throughout the day, students learned about how MongoDB operates on a global scale and explored the wide variety of business functions that keep it running successfully, from marketing and finance to software development, human resources and customer engagement.

Students took part in a Q&A session with MongoDB employees who shared their personal career journeys, what inspired them to work in the tech industry and the skills and experiences that helped them reach their current positions. The discussion provided a valuable insight into the many different career pathways available within the technology sector.

Year 12 Business Students Take the Lead in Managing an Event
Our Year 12 Business students have been hard at work studying and completing coursework for Unit 4: Managing an Event, a unit that challenges them to put their business knowledge into practice by planning, organising and running a successful event in school, with all proceeds going to a charity of their choice.

Working in teams, students began the process by developing creative event proposals and delivering presentations to Ms Smith, the Principal in the boardroom, pitching their ideas and explaining how their events could be successfully implemented within the school. For many students, this was their first experience presenting, helping them build confidence and develop an essential skill for future studies and careers in business.

Following the pitches, Ms Smith provided detailed feedback, helping students refine their ideas and improve their presentation techniques. She also assessed whether each event was viable within the school setting, offering valuable advice on planning, budgeting and risk management.

We look forward to seeing the exciting events our Year 12 students will bring to life, all in support of worthy causes and for the benefit of our school community.

Year 13 Prepare for Unit 6: Principles of Management Exam
Our Year 13 students have been working on preparing for their upcoming Unit 6: Principles of Management exam in January.

This unit challenges students to explore how organisations are structured, how leaders make decisions and the impact effective management can have on business success. Over recent weeks, students have been engaging in revision workshops, case study analysis and collaborative tasks designed to deepen their understanding of management theory in real-world contexts.

With January fast approaching, we are proud of the dedication Year 13 have shown and are confident their hard work will pay off. We wish them continued success as they complete their preparation and look forward to seeing their achievements in the new year.

Year 7 - Cyberbullying webpage showcase!

From the beginning of the school year, year 7s have been engaged in a new topic: E-Safety. Throughout this unit, we learned about what it means to be online: including practicing online safety, protecting our digital footprints, and understanding cyberbullying and its consequences.

Each year 7 student created a webpage made to educate primary school students about cyberbullying: what it is and why it’s important. In our final showcase, students presented their final projects with integrity and confidence.

Check out some year 7 webpages below:

Evelyn H, 7F, “All the information you need to know about cyberbullying!”

Scarlett R, 7D, “How to avoid being cyberbullied”

Harry O, 7E, “Cyberbullying- What is it and how can you deal with it?”

Year 8 - Vector graphics and logo design

Year 8 students have embarked on learning a new skill- graphic design. Utilising Adobe Illustrator, students chose what they wished to design: either a logo for a theme park called Solar City, an illustration for characters of children’s books called “Beneath the Waves”, or an icon for a zoo’s website menu items.

Below are the standout designs from year 8 where students showed off their knowledge- differentiating and aligning shapes, joining and overlapping paths, and utilising their maths skills to resize vector graphics- combined with their ambition to create exceptional vector graphics designs.

Year 9 - Data science brought to life!

Year 9 began the year learning about data science- from looking at global data on country statistics like GDP per capita and life expectancy, to creating the ideal rollercoaster using figures on drop height and speed.

Bringing the theories of data science to life in the school involved students embarking on a data collection mission to sort out how best to prepare for the launch of the outdoor restaurant. They roamed the school, keeping note of the amount of bins in the school, as well as brainstorming ideas on how to prevent litter both indoors and out.

Each student was tasked with turning their findings into accessible data visualisations onto a webpage, with some opting to share their work with the class!

Year 10 Computer Science

Over the past two modules, Year 10 Computer Science students have been developing their confidence and capability in Python programming through a wide range of structured challenges. These tasks have focused on building strong foundations in core programming principles, including sequence, selection and iteration. Students have demonstrated growing independence when writing programs, debugging errors and explaining how their code works. Many have shown resilience when tackling increasingly complex problems and are beginning to think more logically and systematically when approaching new challenges.

Building on these core skills, some students have progressed into more advanced programming concepts such as functions, arrays and input and output. As part of this, students have started to design and develop their own text based adventure games, applying their skills in a creative and engaging context. A number of students have challenged themselves further by exploring ideas such as chance based outcomes inspired by tabletop role playing games, as well as character class systems including roles such as mage, knight and assassin. A small group of students have also begun experimenting with visual interfaces to enhance the user experience of their programs.

Alongside programming, students have been introduced to the architecture of computer systems and have started learning about data representation. This has helped them develop a deeper understanding of how data is stored, processed and used within a computer, linking theoretical knowledge to their practical programming work. Overall, the cohort has made strong progress across both programming and computer systems, with many students showing ambition and curiosity beyond the core curriculum.

Our best binary brain is currently Tristan and some stand out text-based adventure games belong to Iqbal, Leo and Tom. Well done everyone!

Year 10 iMedia

Over the past two modules, students have been working on Unit R094 Visual identity and digital graphics as part of the Cambridge National in Creative iMedia. During this time, they have been developing their creative digital skills using Adobe Photoshop, learning how to work with layers, images, text and layout to produce purposeful and visually engaging designs. Students have explored how colour, typography and imagery can be combined to communicate ideas effectively and meet the needs of a given audience and client.

Students have also begun preparing their coursework materials, focusing on planning and developing a clear visual identity before creating their final digital graphics. This has included researching design styles, generating ideas and justifying design decisions, all of which are key skills for creative media pathways. It has been encouraging to see students growing in confidence and independence as they apply both creative and technical skills to their work.

Check out the following designs and logos that have been made to develop our skills:

Year 11 Computer Science
Year 11 Computer Science students have continued to build on the strong programming foundation they established earlier in the course. Over recent modules they have progressed through the remaining course content, applying skills confidently in both practical and theoretical contexts. Students have engaged with increasingly challenging topics and have begun to strengthen their understanding of key concepts that are essential for success in their final exams. A series of mock exams provided an important opportunity for students to demonstrate their learning, and they have performed well, showing solid preparation and improved exam technique.

Looking ahead, the class will complete the core curriculum content early in the next module. Once this is finished, we will focus on targeted review and reinforcement of key topics. This will include revisiting difficult concepts, honing exam technique and running through a variety of revision strategies to ensure students feel confident and prepared for their final assessments.

I’d like to recognise Tom H, Eoin and Emily on their excellent outcomes and steady improvement over the start of year 11.

Year 12 Computer Science

Year 12 Computer Science students have been working through the IB curriculum, developing their programming skills through a range of increasingly demanding practical tasks. They have created text based versions of banking systems, playlist managers and library applications, allowing them to apply problem solving skills in realistic contexts. As part of this work, students have begun exploring object oriented programming through the use of classes, laying important groundwork that will be built upon later in the year in preparation for their internal assessment.

Alongside programming, students have engaged with more challenging theoretical content, including boolean algebra, which has supported their logical thinking and analytical skills. They have also explored a range of exciting and contemporary topics such as cloud services, the differences between CPUs and GPUs, and pipelining in processors. Overall, students are responding well to the demands of the IB course and are developing both the depth of understanding and independence required for success at this level.

The department wants to recognise Evan, Nadia and Ananda for their outstanding programming practice and I’d like to recognise the whole class for creating such a positive learning environment.

Year 13 Computer Science
Year 13 Computer Science students have been focused on completing their internal assessments alongside exam preparation. Students have now successfully completed their IAs, producing substantial programming projects that show their ability to plan, develop and evaluate a solution independently. This represents a significant achievement and reflects the sustained effort shown across the course.

Now that coursework is finished, lessons are focused on revisiting key topics from across the specification and working through exam style questions. Students are spending time practising how to approach longer questions, improving accuracy and timing, and identifying areas that need further revision. The group has responded well to this shift and is showing a clear focus as they move towards their final exams.

Formula 1 Visit

Y10 Design and Technology students were fortunate to experience the ‘Williams STEM day’ in Module 1. Working in teams they completed a redesign challenge in the workshop by developing a new model nose cone for a formula 1 car using a range of materials. The nose cones were tested by force. Some crumpled and others just folded slightly. The students were placed in teams for this challenge and could take top of the leader board by surviving crash testing, working well as a team, improving as the time progressed and having resilience. It was great to see all the LAB values on display!

Team 5 won, and not because they had the best force score, they ranked 2nd with the crash testing.

After lunch, everyone enjoyed the racing simulators and museum, getting to see race cars from William's very first model to last season's car.

In one group MW took the podium for the racing simulator.

A fantastic day was had by all!

Christmas

To more recent Christmas Events - Elf's workshops have been taking place during week 6 of Module 2. Break times have seen hot chocolate sales go through the roof, all in aide of our affiliated charity ‘Homestart’. The P16 business students worked with the Design department to make and sell sweet, warm hot chocolate with all the trimmings such as whipped cream and marshmallows.

The evening workshops have been creative and successful culminating in lovely enamel Christmas tree decorations and laser cut contemporary styles.

This term has been marked by outstanding Sparx Maths engagement, Y11 and Y13 mock exams preparations and a continuation of our commitment to teaching mathematics for conceptual understanding. From Year 7 mastering foundational laws of arithmetic to Year 13 tackling the most complex IB mathematics concepts, our students have demonstrated tremendous commitment and resilience. We hope this short overview helps you understand the progress being made across the curriculum.

Key Stage 3

In Year 7 our students are the first year group to learn from the new and refined maths mastery curriculum. They have explored the decimal number system and all the properties of arithmetic. They are currently diving into the world of algebra through expressions which will continue to build and provide a strong foundation for GCSE.

Our Year 8 students started off the year learning about transformations. They successfully learnt how to translate, reflect, enlarge and rotate a shape. They were also able to combine transformations for example, translating a shape followed by a rotation using tracing paper. In this module they have learnt percentages which focused on the key percentages using real world examples. So make sure to take them christmas shopping with you, they will be able to calculate discounts off items!

Year 9 have studied probability, sets & venns, volume & surface area and are now studying simultaneous equations both algebraically and graphically. Simultaneous equations has given our students the ability to solve complex real world problems with multiple unknowns and can be linked to topics in economics and science.

These are the top 10 students that have the most XP through homework and independent learning in Sparx so far.

Ipsit in 7C - 15,242 XP

Fiona in 10E - 13,693 XP

Raiden in 7C - 12,037 XP

Nathan in 10F - 11,851 XP

Andrew in 8D - 11,800 XP

James in 10C - 11,769 XP

Ali in 7C - 11,680 XP

Damian in 8D - 11,679 XP

Mikayla in 7C - 11,674 XP

Leroy in 7C - 11,307 XP

Key Stage 4

This term has been a critical period for our Key Stage 4 students as they transition from foundational knowledge to the specific application required for their GCSE examinations.

Year 10

Our Year 10 students have been systematically covering core modules that form the backbone of the GCSE curriculum.

Higher Tier students have focused on linking different areas of mathematics. They have mastered solving equations and explored the relationships between Linear Graphs and Quadratics, giving them powerful tools to model real-world scenarios. A strong emphasis has been placed on Similarity and Trigonometry, enabling them to solve complex problems involving scaling and distance - these are all necessary skills for study of Higher Level IB Mathematics and stay relevant throughout.

Foundation Tier students have been building robust Number Skills and diving into Algebra, learning how to translate word problems into Expressions and Solving Equations and Inequalities. Geometrically, they have covered the essential properties of 2D Shapes, Circles, and 3D Shapes, providing a strong visual understanding of measurement.

Year 11

Year 11 has faced a demanding schedule, balancing the completion of advanced topics with the pressure of their first full mock exams.

Higher Tier students have moved into the more abstract areas of algebra, including rearranging equations, working with complex algebraic fractions, and exploring the challenging concepts of functions. They have also extended their understanding of geometry with advanced trigonometry (Sine Rule and Cosine Rule) .

Foundation Tier students have consolidated essential geometry skills, mastering Pythagoras' Theorem and basic trigonometry to solve grade 4 and 5 questions. They have also focused on practical mathematics, including Angles & Bearings (just in case they find themselves at sea) and real-world calculation skills using Percentages and compound measures (useful skills in their science GCSE).

Mock Exam Success

Year 11 students have successfully completed their first full mock exams. This was a vital exercise in stamina, exam technique, and time management. Staff are currently using the detailed feedback from these exams to create highly targeted Question Level Analyses for every student, ensuring we focus precisely on the areas that need the most strengthening ahead of the next round.

Key Stage 5

This module has been a busy and productive one across Key Stage 5 Mathematics. A highlight was the Senior Maths Challenge, where students demonstrated strong problem-solving skills, resilience, and mathematical creativity. We look forward to celebrating their achievements once results are confirmed.

Year 13 students have also completed their mock examinations, providing a valuable opportunity to assess progress and refine exam technique ahead of the final assessments. Staff are now using the outcomes to target revision and support individual learning needs.

In IB Mathematics: Analysis and Approaches Higher Level, students have engaged with several challenging and conceptually rich topics, including Maclaurin series, differential equations, and integration - concepts one would encounter in a degree in mathematics, physics or engineering! In Applications and Interpretation SL, the focus has been on hypothesis testing and numerical methods such as the trapezoidal rule, with strong emphasis on interpretation and real-world application. The statistics taught in IBSL Mathematics is necessary for a wider variety of degrees and students have found these skills useful when completing their Extend Essays in biology and psychology, for example.

Overall, this module has seen excellent engagement and academic growth, and we are proud of the commitment shown by our students across the department.

A glorious piece of mathematics from one of our Year 13s!

From the whole maths team and Leigh Academy Blackheath, we wish you a merry Christmas and hope you have a wonderful holiday season!

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