Embedded Files
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 Seamus Heaney’s translation of Beowulf
Year 8 - An exploration of Christopher Marlowe’s tragic play Doctor Faustus
Year 9 - A study of early twentieth century literature including WWI poetry and works of the Modernist movement
Year 10 - Shakespeare’s Romeo and Juliet, and Edexcel Language Paper 1
Year 11 - Robert Louis Stevenson’s Gothic novella, A Strange Case of Dr. Jekyll and Mr. HydeYear 12 - Kamila Shamsie’s modern novel, Homefire
Creative Writing Club
Creative Writing Club has returned for another year and welcomes students of all year groups. Regardless of your writing experience, the club is a great place to create and experiment, as well as to meet like minded students. The club takes place on Tuesdays after school with Ms Hoile. Look out for notices in the future regarding creative writing competitions.
HAP Lecture Series
This module, select Year 11 students have been invited to attend a series of lectures on the key GCSE texts: Boys Don’t Cry, Romeo and Juliet, The Strange Case of Dr. Jekyll and Mr. Hyde, and a collection of poems. This is aimed at stretching, challenging and inspiring students for their GCSE studies, but also for their next steps into further education.
IB English Literature DP
Our LAB16 students have been enjoying reading Kamila Shamsie’s novel Homefire this module. This modern retelling of Sophocles Antigone has led to many insightful discussions relating to identity, morality and justice. Students are preparing for their Internal Assessment, which is an oral commentary focussing on a Global Issue in two works studied in year 12.
Things coming up next module
Students will return in January to begin the next phase of their education here at LAB. In English they will be studying:
Year 7 - The Canterbury Tales
Year 8 - Romantic Poetry
Year 9 - Animal Farm
Year 10 - Boys Don’t Cry
Year 11 - GCSE Revision
Year 12 - A Doll’s House
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, or revising exam skills
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 consistent eager attitude for learning and for going above and beyond during each English lesson:
Year 7 - Martha
Year 8 - George
Year 9 - Whitney
Year 10 - George
Year 11 - Abdikarim
Year 12 - Maddie
As we approach the end of another term, we are delighted to reflect on the impressive learning journey that our students have undertaken in the past few months. It has been a term filled with exploration, discovery, and academic growth across all year groups at our academy.
In Year 7, our students delved into the fascinating world of mathematics through Module 1, where they explored the origin of our place value system. Building on this foundation, the focus shifted to factors & multiples, order of operations, and the introduction of algebra during module 2. The enthusiasm and engagement displayed by our Year 7 cohort have been truly commendable, and they are making rapid progress in their mathematical competency as a result.
Our Year 8 students embraced the challenges of the new academic year, where they tackled solving equations & inequalities. In Module 2, the spotlight was on Linear Graphs, and providing a deeper understanding of the graphical representation of mathematical relationships.
Stepping into Year 9, our students have thus far explored probability: from theoretical probability to venn diagrams, before moving onto solving simultaneous equations graphically and algebraically in recent weeks. They have showcased their growing proficiency in more advanced mathematical concepts, which will serve as a firm foundation prior to their starting the GCSE course.
For our Year 10 Foundation students, they have built their confidence acquiring skills that will be necessary for success in next summer’s exams: including algebra, 2D & 3D Shapes and number skills. Meanwhile, their Higher counterparts have delved into Pythagoras' theorem and trigonometry, even applying this to 3D Shapes.
Our Year 11 Foundation students have focused on reinforcing fundamental mathematical principles, particularly in relation to right angled triangles. Whereas our higher tier students have explored algebraic fractions, circle theorems and advanced trigonometry, preparing them for their mock exams at the end of Module 2.
One outstanding achievement that we are immensely proud of is LAB's distinction as the academy with the highest completion rate for Sparx Maths, our weekly homework platform, within the entire trust for this academy year thus far. This accomplishment reflects the dedication and commitment of both our students to continuous learning and improvement and we wish to thank all parents and carers for their ongoing support in this regard.
Below you will find the Tutor groups with the highest completion rates for each year group in Module 1 and Module 2:
Year 7 - 7F
Year 8 - 8D
Year 9 - 9D
Year 10 - 10B
Year 11 - 11F and 11B
Finally, here are the top students from each year group, a huge congratulations for them all!
Joshua - 7C: 9858 XP earned
Rafael - 8A: 8696 XP earned
Abdullahi - 9E: 30691 XP earned
Tara - 10C: 9718 XP earned
Gursevak - 11D: 9696 XP earned
As we approach the festive period, we look forward to the new calendar year, filled with new challenges, opportunities, and achievements.
In the meantime, we wish everyone a restful and rejuvenating break!
Sincerely,
Patrick Ainsworth and the LAB Maths Team!
Welcome to our first Science newsletter of the year, where we proudly celebrate and showcase a multitude of achievements by the collective dedication, perseverance, and passion of our students and Science team.
Welcoming the Year 12 Cohort
We would also like to extend a warm welcome to our first set of Year 12 cohorts in IB Biology, IB Chemistry, and IB Physics. These trailblazing students embark on a journey of scientific exploration, and their presence enriches our academic community
The IB Chemistry Trip
On 17 November, our IB Chemistry Class went on our first trip of the year to the Emmanuel Centre in Westminster, to a Chemistry in Action Seminar planned by the organisation Education in Action - a whole day of lectures, polls and activities with researchers and scientists from a wide variety of chemical careers. It was a big event with chemistry students from schools in London and further afield.
The day began with a presentation about the importance of batteries in our future, including the need to explore new battery technologies to help us reach our global energy demand without the use of fossil fuels. This was followed by a dramatic presentation about the many applications of nuclear science, from medicines to achieving net zero energy to exploring outer space. We were encouraged to ask questions throughout both lectures, not only about the respective areas of science but also about career pathways and aims for the future.
That continued in the third session, which was a panel discussion of young scientists beginning their chemistry careers. Each speaker had five minutes to discuss their own chemical aims for the future, as well as how they got to where they are now. We and the host then had the opportunity to talk to them further. This was the most helpful session for thinking about our future plans, as it gave us all an insight into not only the advantages and aims of a career in chemistry, but also the difficulties that can be involved in research.
After our lunch break - we were allowed to find our own place for lunch in Westminster - we had a talk from a materials scientist about the severe impact of waste crime on the environment. Waste crime is estimated to be as profitable as drug trafficking. The speaker took us through how researchers detect illegal dumping with a physical demonstration. They bubbled methane gas into soapy water to create bubbles of methane, then picked the bubbles up and lit them on fire whilst holding them - the result was a massive flame. This demonstrated the use of chemistry in detecting these crimes, by testing for methane, which is produced by bacteria in rubbish.
The final talk was from an organic chemist - who made clear his focus on fighting health inequalities - about the consequences of snake venom. It covered not just how scientists and medical professionals can treat snake bites, but also the medicinal properties of different venoms, why these should be used at a much larger scale and the chemistry that informs these processes.
The day was a great experience for learning about pathways and futures in chemistry, as well as links with other subjects; it was also a great time to talk with other students who were interested in chemistry. After the seminar finished, the majority of our chemistry classes travelled back together, which was also great fun.
By Anna M 12L
Year 11 Triumphs Amid Adversities: A Testament to Tenacity
Firstly, we would like to highlight how proud we are of our former Year 11s and the historic moment of them securing LAB’s first set of GCSE results. Against the backdrop of the pandemic, the Year 11s have overcome and excelled in their achievements. We were proud of the shining examples of some individuals, with students achieving Grade 8 and 9. These exceptional accomplishments and that of the whole cohort, underscore the remarkable dedication and tenacity of these young scholars, who were undeterred by the hurdles ahead of them, and had risen to the occasion. Their achievements not only symbolise personal victories but also inspire the current Year 11 cohort, who are equally persevering through the upcoming mock examinations.
Science Club: A Hub of Continuous Learning
The weekly Science Club continues to be a hub of excitement and exploration. Students from various Key Stage 3 year groups have consistently attended, demonstrating their eagerness to delve deeper into scientific concepts and engage in hands-on experiments. The collaborative spirit of the Science Club reflects the passion our students have for Science beyond the confines of the classroom.
Assessment Achievements Across Key Stages:
Our students in Year 7 focused on Criteria B and C this term in the MYP. They explored the transformation of chocolate as it underwent the process of melting. With an emphasis on understanding the properties and changes in states of matter; students not only demonstrated their theoretical knowledge but also showcased their practical skills in a delicious experiment. This assessment not only fostered a deeper comprehension of scientific principles but also left a sweet and lasting impression on the students' minds, creating a memorable and enjoyable learning experience.
Our Year 8 students explored the reactivity of metals during Criteria B and C. These young scientists undertook an experiment that involved adding various metals to copper sulphate and measuring the temperature changes. This captivating activity not only allowed students to investigate the reactivity series but also provided them with practical insights into the thermodynamic aspects of metal reactions.
KS3 and KS4: Ambassadors in Open Evenings
Our KS3 and KS4 students have once again showcased their commitment to our academy by actively participating in open evenings. Serving as ambassadors, they have played a pivotal role in welcoming prospective students and their families, providing insights into our Science programs and creating a positive and engaging atmosphere during these events.
Looking ahead to the upcoming term, our Year 7 students are gearing up for their Criteria D assessment, which will be focusing on desalination. With a world facing increasing water scarcity, the students will learn the scientific intricacies of desalination while cultivating a deep awareness of the urgent need for sustainable water practices. We are looking forward to witnessing the creative problem-solving skills and ingenuity of our Year 7 cohort as they tackle this real-world challenge.
As we reflect on the current term, it brings immense pride to acknowledge the exceptional dedication and enthusiasm displayed by our Science students and staff alike. We extend our warmest wishes to all our students for a well-deserved and joyous Christmas break. We look forward to sharing more scientific endeavours in the next edition of our newsletter. Happy holidays to all!
Events this module
Day of Languages - 26th September
Every year we celebrate the European Day of Languages. Students across all 3 colleges participate in a range of challenges from performing foreign tongue twisters and learning sign language for different European Countries, to changing the settings on their phone / device to French or Spanish. A shout out to the students below who went above and beyond, uploading lots of evidence of the challenges they completed to celebrate the Day of Languages.
Ruby 7C, Finlay 7C, Janek 8C, Elena 9C & Hannah 9C
Well done to 7F for topping the class rankings on languagenut so far this year. ¡Felicidades!
Congratulations also to Lindsey in 7C for scoring the highest points on languagenut! Félicitations!
The Anthea Bell Prize
Next module, we will once again launch The Anthea Bell Prize for Young Translators. Last year, we had many fantastic entries and commendations for the students who entered. The prize is inspired by the life and work of the great translator Anthea Bell and aims to promote language learning across the UK. It allows students the opportunity to explore the translation process through the study of poetry in French and Spanish. In April, teachers will select the best translations to be submitted to the Prize. Watch this space!
Community Languages
Next module, we will also be meeting with all students in Year 10 and 11 who wish to be entered for a GCSE in a community language (a language they speak at home). All information will be communicated with students in tutor time.
Year 7 Research Project
In Module 1, Year 7 students completed a research project on a Francophone country of their choice.
Lindsey chose ‘La République Démocratique du Congo’. Well done on producing this beautiful piece of work.
Ideas for the community
Check out The Languages Fair - Holiday Festivities to learn more about the celebrations that take place around the world during the December period.
Recommended Reading:
French: https://freekidsbooks.org/subject/files/foreign-language/french/
Spanish: https://freekidsbooks.org/subject/files/foreign-language/spanish-foreign-language/
Recommended Website:
Foreign language films for all ages: https://www.bbfc.co.uk/education/foreign-language-films-for-all-ages
As we bid farewell to another module filled with exploration, discovery, and scholarship, we reflect on the academic journey undertaken by our students. It has been a term marked by enthusiasm, debate, and a thirst for knowledge. Here's a glimpse into the captivating topics covered across the various year groups:
Year 7: A Voyage Through Ancient Civilizations
In Module 1, our Year 7 students embarked on a thrilling journey to Ancient Greece and Egypt, unravelling the mysteries and marvels of these influential civilizations. Module 2 continued the adventure, leading them through the captivating history of Roman Britain
Year 8: Unveiling Historical Dramas
Year 8 students immersed themselves in the drama and intrigue of Elizabethan England in Module 1. Module 2 saw them navigating the complexities of the English Civil War, gaining a deeper understanding of the forces that shaped our nation.
Year 9: Reflecting on the Holocaust
A sombre yet essential topic, Year 9 students dedicated their term to the study of the Holocaust. This solemn exploration aimed not only to understand the historical context but also to foster empathy, reflection, and a commitment to ensuring history is never repeated.
Year 10: Charting the Evolution of Medicine
For our Year 10 students, newly undertaking their GCSEs, the term focused on the comprehensive study of Medicine through Time. This foundational knowledge not only prepares them for future examinations but also equips them with a profound understanding of the evolution of medical practices, and a richer understanding of how to study History thematically, over broad expanses of time.
Year 11: Concluding Weimar and Nazi Germany
In their final year of KS4, our Year 11 students have diligently wrapped up their study of Weimar and Nazi Germany, applying critical thinking skills to analyse this pivotal period in history.
Welcoming Year 12 to IBDP History
Our new Year 12 cohort has embarked on their studies in IBDP History, delving into the complexities of Rights and Protest in Apartheid South Africa, and the United States during the Civil Rights Movement. Currently, they are exploring the emergence of authoritarian states in the twentieth century: laying the foundation for their academic journey ahead.
Celebrating Success on Seneca Learning
We take great pride in announcing that History students at LAB have maintained an exceptional completion rate on Seneca Learning. As mock exams approach, this accomplishment stands as a testament to the dedication and resilience of our students in utilising this invaluable GCSE revision platform, as well as attending in-person intervention sessions after school.
As we approach a richly-deserved break, we extend our gratitude to the entire LAB community—students, parents, and carers—for their commitment and support. We are looking forward to a rejuvenating break and the anticipation of the exciting academic challenges that await us in module 3.
Mr. Oelschlägel
Things to do over the holidays:
Learn about the real Napoleon Bonaparte at Royal Museums Greenwich.
🌍 Exploring Our World: A Term of Discovery at LAB
As we reflect upon a term filled with exploration, curiosity, and discovery, join us on a voyage as we dive into the depths of geography, unveiling the wonders our students have uncovered this term.
Year 7: Navigating the UK's Tapestry 🌐
In Module 1, our Year 7 students embarked on a captivating journey through the intricate threads of the United Kingdom's human and physical geography. From its bustling cities to the serene landscapes, students unfolded the unique story woven into the fabric of our homeland. In Module 2, this adventure expanded to global horizons as students explored Fantastic Places, unravelling the mysteries of diverse landscapes across the world.
Year 8: Earth's Dynamic Forces 🌋
Year 8 began by exploring the powerful forces that shape our planet. Module 1 delved into the colossal movements beneath the Earth's surface with Tectonics, thereby unravelling the mysteries of earthquakes and volcanic eruptions. Module 2 brought them to the surface, investigating Resources and the delicate balance of our planet's finite gifts.
Year 9: Unleashing Nature's Fury and Urban Marvels 🌀
With awe and respect, Year 9 students explored the mighty tropical storms in Module 1, witnessing the raw power of nature. In Module 2, they shifted their gaze to the heart of the metropolis (and perhaps the great city on Earth) – London. From its historical landmarks to the vibrant neighbourhoods, they navigated the cityscape and unearthed the secrets embedded within the capital.
Year 10: Weathering the Global Hazards 🌦️
Year 10 studies saw students embark across the atmospheric seas, studying global weather hazards that shape the landscapes we inhabit. Their exploration extended beneath the surface as they delved into the world of plate tectonics, uncovering the intricate dance of Earth's lithospheric plates over time.
Year 11: Guardians of the Rainforest and Taiga 🌳
In a quest to understand and protect our planet's lungs, Year 11 students faced the threats looming over both the tropical rainforests and taiga. From deforestation to climate change, they explored the challenges and emerged as stewards of conservation strategies, dedicated to preserving these vital ecosystems.
As we conclude this term's expedition, we celebrate the spirit of exploration and the passion for understanding the world that is familiar to the corridors of LAB. Our students, much like the intrepid explorers of Blue Planet, have embraced the call to adventure and uncovered the wonders that lie within the tapestry of our planet.
As we approach the end of another enriching term at LAB, we would like to take a moment to reflect on the learning and growth that our students have experienced.
Year 7: Exploring Diversity in Beliefs
In Year 7, students have delved into the captivating realm of Creation stories, considered Facts vs Beliefs and discourse around Miracles. Through thought-provoking discussions, they have gained a deeper understanding of the diverse perspectives that shape our world.
Year 8: Embracing Religious Diversity
Year 8 students have immersed themselves in a multicultural exploration of religious beliefs. They have studied Christian, Hindu, Jewish, Sikh, and Muslim perspectives on God in the spirit of tolerance, understanding, and appreciation for the different faith traditions you would expect from young people growing up in one of the most proudly diverse cities in the world.
Year 9: Reflecting on Religious Attitudes
In Year 9, our students have engaged in thoughtful discussions about Religious attitudes towards crucial topics. They explored perspectives on Contraception, Marriage, Divorce, The Family and the pursuit of Gender Equality within various religious contexts.
It's heartening to witness the curiosity, open-mindedness, and respect that our students bring to these discussions. These topics not only broaden their intellectual horizons but also contribute to the development of critical thinking skills and empathy.
As we reflect on the end of another engaging term, we're thrilled to share the progress our students have made in GCSE and BTEC Business studies at LAB. Our Business course has introduced our students to the dynamic world of commerce, entrepreneurship and marketing strategies.
Our Business curriculum at LAB is designed to nurture an entrepreneurial spirit within our students. For KS4, we've crafted an engaging curriculum that introduces foundational concepts in enterprise, entrepreneurship, business opportunities, growth strategies, marketing decisions, event management, and marketing campaign development.
This term, our students have dived into an array of stimulating topics, exploring real-world scenarios and honing practical skills that prepare them for the challenges and opportunities of the business world.
Year 10:
In Module 1, Year 10 students have delved into the essential principles of Topic 1.1: Enterprise and Entrepreneurship, understanding the core elements of starting and sustaining a business. Throughout Module 2, they are actively engaged in Topic 1.2 of the AQA specification: Spotting a Business Opportunity. In doing so, they are refining their abilities to identify and evaluate potential business ventures.
Year 11:
Transitioning into more advanced concepts, our Year 11 students have explored Topic 2.1: Growing the Business, in which they have learnt about strategies for business expansion and development, before moving on to topic 2.2: Making Marketing Decisions, through which they have gained insights into the critical decision-making processes behind successful marketing campaigns.
Module 1 - Year 12
This term has been a busy one for our Year 12 students. In Module 1, they have explored Unit 2 of the syllabus, by focusing on Developing a Marketing Campaign, where they have acquired a foundational understanding of marketing principles crucial for crafting compelling campaigns.
Our Year 12s have also successfully completed their inaugural BTEC coursework assignment for Unit 4, thereby showcasing their competence and dedication. Throughout Module 2, students have been actively engaged in Unit 4, Learning Aim B: Investigating the Feasibility of a Proposed Event; and Learning Aim C: Developing a Detailed Plan for a Business or Social Enterprise Event— both an integral part of their coursework.
Module 2 - Year 12
Module 2 has also seen our Year 12 students dive into Unit 2B: Using Information to Develop the Rationale for a Marketing Campaign and Unit 2C: Planning and Developing a Marketing Campaign, thereby readying them for their upcoming exams in January.
Alongside our rigorous academic curriculum, we maintain a commitment to continuous learning by regularly setting homework via Seneca.
Looking ahead, we're excited about our plans for school trips focused on the world of business, aiming to enrich our students' understanding by providing cultural capital and real-world context.
We applaud our students for their dedication, enthusiasm, and hard work throughout this term. Your support and encouragement are invaluable as we continue this journey of study and academic progress.
Greetings, parents, students, and staff! As we approach the end of another engaging module, we are thrilled to share the exciting endeavours of our students across different year levels. In Year 7, students have delved into the realm of Digital Images, where they have been mastering the art of layering to enhance their creations. The integration of various layers adds depth and complexity to their digital images, allowing for a richer and more nuanced visual experience.
Student Shoutouts:
Hetty
Sophie
Harry
Meanwhile, our industrious Year 8s have been channelling their creativity through Adobe Illustrator, crafting illustrations, logos, and emojis. The focus has been on harnessing the power of vector graphics, providing students with a foundation in this versatile and essential design technique. Through hands-on projects and exploration in Illustrator, our Year 8s have been honing their graphic design skills, preparing them for future creative challenges.
Seren's Logo
In Year 9, our students have been engaging in a different kind of learning journey, one that involves cybersecurity. The focus has been on understanding and mitigating cyber threats such as viruses, worms, and ransomware. Equipping themselves with knowledge about potential online hazards, our Year 9s are not only learning about these threats but also discovering ways to stay safe and protect their digital presence. This crucial education ensures our students are well-informed digital citizens, capable of navigating the digital landscape with confidence and security.
Alisha's Logo
Welcome to the latest edition of Design where we're thrilled to highlight the dynamic world of Design & Technology at our Academy. Our dedicated team of educators, including Ms Endersby, Ms Fairs, Ms Lindars, Ms Shillito, and Ms Skondra, have passionately developed an engaging curriculum that offers students a diverse and enriching experience.
In Key Stage 3, our Year 7 students have delved into the creation of tote bags, gravity race cars, and explored the significance of Healthy Eating. Moving on to Year 8, students have embraced challenges in architecture, learned about emergency foods, and mastered the art of crafting lunch bags. In Year 9, our students have showcased their creativity through the captivating design of Zoomorphic Lamps. This diverse range of projects reflects our commitment to providing students with a wide breadth of experiences while ensuring they meet the rigorous demands of our challenging DT curriculum. Here's to a year filled with innovation, exploration, and boundless creativity!
Food Preparation & Nutrition (FPN)
Over the past two modules, our GCSE Food Preparation & Nutrition (FPN) students have been honing the practical skills required to successfully navigate the course. Among the standout culinary creations are lasagna with a rich roux sauce and the skillful profiteroles.
Simultaneously, the FPN students have diligently worked on their NEA 1, delving into the impact of various ingredients on biscuits. This period has been particularly bustling, with students enthusiastically baking an array of biscuits for comprehensive sensory analysis taste tests aimed at determining the optimal ingredients for a perfect biscuit. The accompanying images above showcase examples of the sensory taste testing process and the delightful variety of biscuits that resulted from their efforts.
We wish all our students success in their upcoming exams and the NEA 2 – their hard work will undoubtedly shine through!
Our Design and Technology GCSE cohort has showcased their dedication, working since July to prepare for the creation of their own products. They find themselves well-equipped to tackle the challenging OCR DT briefs, armed with the problem-solving skills and innovative approaches necessary for success. Keep up the excellent work, DT Year 11 – your passion and effort are sure to lead to great outcomes!
For their first mini IA, the Y12 DP and CP Design students have been given the brief ‘Cutlery’. They Y12 were able to choose one of three areas to focus on:
Parents always face a problem when their children are learning to feed themselves
The elderly can suffer from hand impairment. Hand pain causes inability to hold cutlery in a specific way/ long duration / with strength.
Food should be a celebration: quirky cutlery designs that make eating a celebratory feast more memorable
Each student has bought their own unique approach to the task.
Karina has looked at how she can help elderly people be self-sufficient and continue to live independently by providing an ergonomically designed spoon as shown in the images below.
Throughout this project the students have been introduced to a new piece of CAD (computer aided design) software. They have used Fusion 360 to model their design solutions to the brief. These images represent the work to date.
This image of Kit’s work shows just how useful this tool is. Kit decided to explore the idea of food as a celebration and developed several pieces of cutlery that will ensure the user has a new experience of eating. Fusion 360 has allowed him to quickly model two very different ‘spear heads’ for his cutlery.
Great work guys!
Let's give a resounding applause to the students who have demonstrated exceptional ambition, talent, and passion in Music and Drama. Their commitment to the arts is truly commendable and we're delighted to highlight a few remarkable achievements.
A special shout-out goes to Paul 8A for performing "The Last Post" during Remembrance Day in front of Year 7s. Additionally, congratulations to Oliver 10C for attaining a remarkable Grade 4 Distinction in his drum exam
We want to recognise the many students who have demonstrated progress in their music and drama lessons this term:
Drama
Joe 7A, Joe 7C, Martha 7C, Abby 7F, Valentina 8A, Megan 8B, Bethan 8D, Diego 8E, Whitney 9E, Isaac 9A, Annabelle 9B, Archie 9B, Ryan 10C
Music
In Music: Isaac 7B, Mia 7B, Fred 7E, Phoebe 7E, Liam 7F, Aria 7F, Allegra 7D, Zara 7D, Max 8B, Evinas 8C, Samuel 9E, Charles 9A, Isaac 9A, Hannah 9C, Sriya 9B, Lily-Fleur 9B, Zain 9B, Megan 9F, Toni-Lee 10F, Reed 10C
AV CLUB/LAB LISTENS
As part of the LAB Audio Visual Club, we have been working with the charity Tender to create a LAB podcast. Tender is a nationwide charity using the power of drama and the arts to educate children, young people and adults about healthy relationships. They work with a variety of organisations from primary schools to global businesses, now including Leigh Academy Blackheath to promote respect and equality and prevent domestic abuse and sexual violence. As Tender puts it, ‘We all need healthy relationships’. We have been extremely lucky to work with the talented Marie - a member of the Tender team who has been working with a group of Year 8 students especially chosen for the task of planning, recording and sharing a podcast about healthy relationships. Natalia, Inka, Eliza, Juliette, Sophie and Lilly-Ann have recently started recording episodes which will be between 5-30 minutes long. Episode 1 introduces the team, Episode 2 discusses red flags and Episode 3 discusses the challenging subject of trust. We look forward to hearing the final edits of the first few episodes and they will be available for LAB students to listen to after Christmas. Each episode will also provide students with advice on who to approach should they be concerned about a relationship. For more information or if you would like extra support, please feel free to access the below charities:
Helplines:
For people under 18 https://www.childline.org.uk/ 0800 1111
For adults: https://www.nspcc.org.uk/ 0808 800 5000
More information on Tender https://tender.org.uk/about
In Year 7, we embarked on an exciting interdisciplinary journey, exploring the dynamic relationship between music, drama and dance.
Our focus was on unravelling the magic of musicals—diving into their history, discovering the skills required, and culminating in a captivating performance of "At the End of the Day" from Les Misérables.
The guiding question for our exploration was, "Can musicals communicate social and historical themes/events to audiences?" Through research, students delved into the rich history of musicals and studied specific productions like Matilda, The Lion King, The Sound of Music, and Les Misérables. This allowed for a deeper understanding of how these musicals serve as powerful mediums for communicating important social messages and historical events.
Year 8
In Music, students have been immersed in the rich sounds of Reggae. Their exploration revolves around the question: "How does music serve as a reflection of cultural identity?" This inquiry includes an examination of how Reggae music serves as a communicator of culture. Working collaboratively in groups, students have undertaken the challenge of producing a performance of Bob Marley's "Three Little Birds." Through this endeavour, they've not only embraced the melodies but also learned specific Reggae techniques. From syncopation (off-beat) to incorporating elements like stab chords, riffs, hooks, and call-and-response, our students are gaining a comprehensive understanding of the nuances that make Reggae music culturally rich.
In Drama, students have been exploring the statement of inquiry: "Does Theatre have a story to tell?" This investigation involves a deep dive into the process of play creation and the transformative role of directors in bringing stories to life.
Focusing on the work of playwright Alan Ackborun, particularly his play "Ernie's Incredible Illucinations," students have been working in groups to unravel the imaginative and extraordinary dreams portrayed in the play. From boxing grannies to single-handedly winning the World Cup. Students are not only communicating the narrative but also actively engaging in how to convey these incredible tales through physical and vocal skills.
Year 9
In Music, Year 9 students have delved into the emotive world of Blues, exploring the question: "Can the communication of personal emotions be shown through lyrics and chords?" Students have learned the 12-bar Blues chord progression, and have crafted heartfelt lyrics that poignantly answer this inquiry. Students have actively engaged in Blues techniques like improvisation, syncopation, AAB lyric structure, blues notes, and 7th chords as well as developing an understanding of Blues' cultural and historical significance.
Stand out lyrics created by students are:
Hannah 9C:
A - Out of the mountain of despair, a stone of hope
A - Out of the mountain of despair, a stone of hope
B - Showing our feelings in singing Will help us cope
Samuel 9E:
A - For freedom I will fight
A - For freedom I will fight
B - For every human has this civil right
Charles 9A:
A - I walked the lonesome highway under a crying sky
A - I walked the lonesome highway under a crying sky
B - With every mile I travel another tear to dry
Uriella 9E:
A - I'll keep on singing though my heart's heavy with pain,
A- I'll keep on singing though my heart’s heavy with pain,
B - Hoping these blues will soon fade away like the rain
In Drama, students have embarked on an exploration of Shakespeare, centering their focus on the question: "Does live performance enhance our interpretation of Shakespeare?"
Engaging with various theatre techniques, students delved into scenes from Shakespeare plays.From the use of vocal and soundscapes in "The Tempest" and "Much Ado About Nothing" to the exploration of duelling language and comedic improvisation, along with the incorporation of physical theatre in "A Midsummer Night's Dream," To bring their learning to life, students selected scenes and participated in a hypothetical Shakespeare festival, showcasing the vocal and physical techniques they learned throughout their exploration. This hands-on approach not only deepens their understanding of Shakespeare but also shows the power of live performances in interpreting his timeless works.
GCSE Music
This module, both Year 10 and 11 having been spending time reflecting on their compositions and refining them. For Year 10, this is their first piece of coursework and they have been busy planning. There is a lot of variety between styles; while Reed (10C) has picked an Einaudi inspired Minimalist piece, Shekinah (11B) has been planning her RnB song. In Year 11, students have been creating fantastic pieces to submit in March. They often attend intervention on Thursdays after school where they have been developing their compositions further. Stanley (11B) has composed a piece of Film Music depicting an action sequence in a film about a spy. This has been inspired by Michael Giacchino's score for Disney Pixar's The Incredibles. Zac's (11E) composition uses the melodic technique of sequences, where a short melodic idea is repeated at different intervals. His piece has been inspired by 90s rock bands such as Guns and Roses, and The Stone Roses.
Year 7
During M1 Year 7 students studied the Prehistoric period. Students developed a practical understanding of mark-making through guided practice and the explicit teaching and analysis of how Prehistoric civilizations used marks. The recordings made informed their ideas for their outcome, when making connections to the real world (GRASP).
In M2 students have been exploring Realism, developing their drawing skills, adding form using tone, and texture using line. They have been creating realistic outcomes inspired by Realism by drawing everyday objects.
Year 8
Students have gained an understanding of Baroque Art through the investigation of the movement. Through the exploration of the art movement, students have developed a practical understanding of Chiaroscuro, which has been translated into photographic recordings. Ideas of representation informed their collaborative outcomes and helped to make connections to the real world (GRASP).
In M2 students looked closely at the Art Deco movement. Through the exploration of the art movement, students developed technical understanding and skills when investigating the work of Tamara de Lempicka. This close investigation developed their observational drawing and painting skills. The theoretical investigation pushed students to make connections to how the work of TDL is used globally to reflect a society's values, meanings, customs and beliefs.
During Module 2, Year 9 studied work made during the Harlem Renaissance period.
We challenged students to create personal and meaningful outcomes through exploring the Approach to Learning ‘Creative Thinking’ (MYP). Creating a strong, personal narrative was embraced by our LAB students and we are currently creating Lino prints from the initial ideas (applying similar principles from printmaking in Y8 M4 and Y9 M1) as a response to their GRASP task.
GCSE
Year 10 and 11 Fine Art and Photography are continuing to develop their portfolios in response to their given themes.
There has been lots of experimentation and exploration of resources. We are so excited to see how they resolve their concepts.
Y11’s begin their Externally Set Assignment in January!
POST 16
M1 encouraged students to think independently, have new ideas, problem solve and develop quick working methods and a variety of responses. We also gave the students opportunity to curate the GCSE Art Show.
M2 has given the students the freedom to develop their own line of inquiry, deepening their knowledge of artists and techniques, through their process portfolio.
GCSE SHOW Class of 2023
Anna in Y12 is facilitating our Art Club at LAB - it is a great CAS experience for her IBDP course and an opportunity for our younger students to develop exciting skills in printmaking. A short reflection from Anna.
After the first half-term, I think the club was a great activity. I think I underestimated how challenging it would be running the club and helping everyone at the same time and I realized quickly that the younger years needed more support than I had expected, but this was my mistake for thinking they would be like my peers during my GCSE years. I had to reorganize my plan to make it slightly slower-paced to make sure it was accessible to everyone, but after this, I was able to properly run the class and had a great time doing it! My feedback from the students was very similar, which pleased me.
Going into the second term I am planning my activity for this term and a lot of the students expressed they wanted to do clay work, which I am not an expert on at all, so I might ask another of my friends who I know loves pottery and sculpting. I think two people might also make it easier on everyone so all the students have more support.
Post-16 Open Evening
The PE Department was thrilled to welcome many familiar faces (and new ones) to our LAB16 Open Evening. Pupils who remain at LAB for post-16 studies within PE will have two pathways to consider: the IBDP Sports, Exercise and Health Science course, and the IBCP BTEC Level 3 in Sports Coaching. We hope that these courses have provided prospective pupils with inspiration as to how their further studies of PE and Sport could look in the future.
Our PE Ambassador Programme will start in Module 3, with a select group of pupils being recognised for their ongoing commitment and passion towards their PE lessons and within the co-curricular setting. They have gone above and beyond our expectations of them and continue to live and breathe our LAB Values.
As a PE Ambassador, there will be a variety of roles and responsibilities which the status entails. These include:
Assisting with the set-up and running of co-curricular sports clubs;
Leading lunchtime clubs;
Assisting with the summer Sports Festival;
Assisting with our primary school transition days;
Continuing to set an outstanding example in the academy and within the local community;
Being a role model for others to aspire towards.
Should your child have any questions or wish to discuss the opportunity further, please ask them to approach the PE team for more information.
Football
Football provision at LAB has never been stronger and there have been victories for both the KS3 and KS4 teams in this module. Whether it be before school, during break time and lunch time or at football club, many of our pupils have shown a desire to learn the fundamental skills required in order to be an effective member of a team. A huge well done to those who have participated in clubs and fixtures. With more fixtures pencilled in for the coming weeks, please ensure your child’s attendance at football club to give them the opportunity to represent the academy.
Netball
Netball provision at LAB is going from strength-to-strength and regular fixtures are developing the skills/tactics being learned in training sessions. From Year 7 to LAB16, fixtures across all age groups have seen positive results and as we come to the end of Module 2, we celebrate the successes of our amazing netballers!
GCSE PE Road Cycling
In partnership with Gravesend Cyclopark, a group of our GCSE PE pupils attended a two-day road cycling course to learn the basics. From hill climbs to tight cornering, our pupils worked hard to develop their skills and progress at a tremendous pace. With all the footage recorded and collated, this will contribute to their overall GCSE PE grade as one of their three practical areas.
LAT Swimming Gala
A group of talented LAB swimmers attended the Leigh Academies Trust Swimming Gala. With some fantastic individual performances, LAB came home with the bronze medal and will look to better this performance next year. A huge congratulations to our swimmers; you did the academy proud!
Greenwich Schools’/LAT Cross Country Competition
Our LAB pupils demonstrated resilience and grit to navigate the Greenwich/LAT courses, recording some impressive times and top-ten finishes. Huge congratulations to Herbie and Lexi in Year 7, who both secured places on the Greenwich Team for the London Youth Games!
This term, our IB Diploma Social and Cultural Anthropology students have explored the realm of anthropological concepts and inquiries, discovering the rich tapestry of human cultures across the globe.
Our exploration has taken in a diverse range of cultures. From the intricate cosmology of the Dogon people in West Africa, to the fascinating matrilineal society of the Mosuo in China, our students have traversed continents to understand the unique complexities and commonalities that underpin human societies.
So far, our Standard Level students have undertaken the initial stage of their Internal Assessment: observing the public in a range of spaces. This hands-on experience is a crucial step in their academic journey, allowing them to put theory into practice and develop a deeper understanding of the societies around them.
Students have explored the importance of ethical guidelines in anthropology and grappled with the ethical dilemmas that can arise during fieldwork. Our curriculum has also exposed students to a diverse array of research methods employed by anthropologists, including participant observation, interviews, and life histories, thereby gaining a comprehensive toolkit to explore the multifaceted aspects of culture.
Students have also researched and presented on a spectrum of anthropological theories. From structural-functionalism to ecological anthropology and transactionalism, our students are piecing together a nuanced understanding of how these theories shape our perceptions of society and culture.
Looking ahead in Social and Cultural Anthropology, our Higher Level students are already engrossed in the ethnography "In Search of Respect" by Philippe Bourgois, revealing a profound exploration of criminal culture within the Puerto Rican migrant community of El Barrio, East Harlem in New York City.
This ethnographic journey provides a gripping narrative that delves into the complexities of daily life, survival, and the quest for respect in the face of socioeconomic challenges. In the coming weeks, our Standard Level students will also embark on their study of "In Search of Respect." Looking further ahead, our curriculum extends to the study of "Pretty Modern." This exploration of plastic surgery culture in Brazil promises to be a fascinating journey into the intersections of beauty, identity, and societal expectations.
We are excited about the challenge that lies ahead as we explore these ethnographic works. Thank you for your continued support in helping to foster a passion and inquisitiveness amongst our students for the IB Diploma Social and Cultural Anthropology program.
As we near the conclusion of the first two modules of the academic year, we are delighted to share with you the outstanding achievements and progress made by our Year 12 students in the International Baccalaureate (IB) Global Politics program.
Introduction to IB Global Politics:
Introduction to IB Global Politics:
The IB Global Politics course is designed to develop students' understanding of key political concepts, theories, and issues on both a local and global scale. It empowers students to critically analyse political events, engage with diverse perspectives, and cultivate the skills necessary for informed citizenship in an increasingly interconnected world.
Academic Achievements:
Our Year 12 students have demonstrated exceptional commitment to their academic pursuits in Global Politics. The curriculum covers a wide range of topics, including in these two modules:
Power and Sovereignty: Exploring the dynamics of power and its impact on state and non-state actors. This included an investigation into Realism and Liberalism, defining soft, hard and sharp power, as well as completing our first 25 mark, 45 minute essay.
Later in the course we will be studying:
Human Rights: by investigating the principles and challenges associated with the protection of human rights globally.
Development: by analysing issues related to economic development, sustainability, and global inequality.
Peace and Conflict: by understanding the causes and resolutions of conflicts, both historical and contemporary.
Extended Essay Projects
Year 12 students will be beginning their Extended Essay projects, delving deep into specific topics of interest within the realm of Global Politics. These projects reflect their ability to conduct independent research and contribute meaningfully to the academic discourse in the field. We are excited to see the progress that they make!
Students have engaged in rigorous discussions, collaborative projects, and independent research; in doing so, they have showcased their intellectual curiosity and critical thinking skills. Increasingly, students are showing a passion for understanding and addressing complex global issues.
Community Engagement
Our students will also be actively participated in extracurricular activities related to global awareness and community engagement. Whether through Model United Nations conferences, community service projects, or guest speaker events, Year 12 students have demonstrated a commitment to applying their knowledge to real-world scenarios (something we are very proud of them for!).
Year 10 Highlights: Exploring the Minds of Sociological Thinkers
In Year 10, our students delved into the fascinating history of sociology, focusing on key thinkers such as Karl Marx and Emile Durkheim. The term has been dedicated to understanding the fundamental principles of sociology, including how sociologists conduct their research, with a special emphasis on the intricacies of sampling methods. This foundational knowledge sets the stage for a deeper exploration of societal structures in the coming months and years.
Year 11 Achievements: Unravelling the Complexities of Society
Year 11 students have successfully concluded their in-depth studies on Crime and Deviance in society. Building upon this foundation, they have now transitioned into an exploration of Social Stratification. This term, students have scrutinised the causes of poverty, recognized the pivotal role of class in society, and investigated how individuals' life chances are intricately (and often tragically) linked to their circumstances. The critical thinking and analytical skills acquired during this term will serve as a strong platform for their future academic pursuits.
Exemplary Dedication to Exam Preparation
Both Year 10 and Year 11 students have showcased exemplary dedication to their exam preparations. The diligent use of the Seneca learning platform and the department's revision materials has been evident across the board. Such commitment is a testament to our students' resilience and their proactive approach to academic success
After completing the introduction to Psychological Research Methods in a timely manner during module 1, our DP Psychology students have recently embarked on a Biological Approach to Psychology. Students have debated with enthusiasm the ethical dilemmas of the Milgram study (1961) and Zimbardo’s Stanford Prison experiment (1971)
Having now moved on to study the brain, students have been looking at how the millions of neurons within the brain communicate with each other, thereby generating maps of meaning. Our students have also created models to help embed their learning, by demonstrating how neurotransmitters communicate from the presynaptic neuron across the synapse to the postsynaptic neuron.
Currently, students are recreating an experiment by practising their juggling skills each day, aiming to increase the grey matter of their brains. With only a few weeks remaining until the end of Module 2, students are looking forward to moving on to the Cognitive Approach to Psychology in the new year, when they will learn about the complexity of memory and how it can be improved.
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