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, KS4 and KS5:
Year 7 - A study of the history of the sonnet, particularly the sonnets of William Shakespeare
Year 8 - An exploration of the Gothic genre
Year 9 - A study of Things Fall Apart by Chinua Achebe
Year 10 - Malorie Blackman’s Boys Don’t Cry
Year 11 - Revision of Language and Literature GCSE content
Year 12 - The Sailor Who Fell from Grace with the Sea by Yukio Mishima
Sparx Reader
Here at LAB, we have begun trialling the use of 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.
Congratulations to the following students who are currently top of the leaderboard:
Robert 8E
Alfie 8B
Kuba 7D
Uriella-Grace 9E
Mujtibaali 9E
The RISAR Returns!
The new academic year saw the resurrection of the student-led newspaper - The RISAR. A special thank you to Erin Osborne and Millie Green of 10D for their tireless work as co-editors in chief, as well as to all the writers and contributors. We look forward to more editions of The RISAR to come. The RISAR meets on Tuesdays, please speak to Erin or Millie for more information about writing for the next issue.
World Book Day 2024
To celebrate World Book Day, students have been invited to take part in a 500 word short story competition inspired by the theme of discovery! The competition is open to all students in the Royal Borough of Greenwich and there will be prizes for the winner and runner-up in each category.
The deadline is Friday 26th April. Please email any entries to Ms Moran (heather.moran@leighacademyblackheath.org.uk)
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.
Romeo and Juliet Trip
This module, select Year 10 students will be invited to see the RSC’s production of Romeo and Juliet at The Globe. This will be a great opportunity for students to see one of the texts they study at GCSE in the form it was intended. Due to limited tickets, tickets will be rewarded for students who have worked hard this year and modelled the LAB values consistently.
Year 11 Intervention
This module, select Year 11 students have been invited to attend intervention for English Language and Literature. This is aimed at stretching, challenging and inspiring students for their GCSE studies, as well as helping students to reach their potential during their summer examinations.
IB English Literature DP
Students are preparing for their Internal Assessment, which is an oral commentary focussing on a Global Issue in two works studied in year 12. HL students are also beginning to work on their Higher Level essay.
Year 11 Examinations
GCSE exam season in 2024 will start around Monday, 6 May. Please see below the specific dates for the English Language and Literature examinations.
Edexcel English Literature Paper 1 - Monday 13th May 2024
Edexcel English Literature Paper 2 - Monday 20th May 2024
Edexcel English Language Paper 1 - Thursday 23rd May 2024
Edexcel English Language Paper 2 - Thursday 6th June 2024
New beginnings
Students will return in April to begin the next phase of their education here at LAB. In English they will be studying:
Year 7 - Don Quixote
Year 8 - Frankenstein
Year 9 - Things Fall Apart
Year 10 - Language Paper 2
Year 11 - GCSE Revision
Year 12 - Exam and Assessment 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, or revising exam
Values champions
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
Year 7 Theo
Year 8 Felicity
Year 9 Elodie
Year 10 Eleanor
Year 11 Oliver
Year 12 Kit
A great opportunity to see a classic Shakespearean tragedy. Lear, father and king of unquestioned power, must divide his realm between his three daughters. The first two quickly declare the love he is desperate to hear, yet his favourite Cordelia shuns the performative circus. “Nothing” she answers, when asked to speak. And towards that nothing Lear’s world begins to slide. As the new generation unleashes the consequences of their father’s choices, Lear takes us into the eye of the storm and its trail of destruction. Runs until March 30th.
Experience a bold new production of Playing Shakespeare with Deutsche Bank: Romeo and Juliet in the Globe Theatre. This fast-paced, 90-minute version is created especially for young people and is the perfect introduction to Shakespeare for everyone. Hundreds of tickets from £5. Runs March-April 2024.
An irreverent retelling of the life and legend of the Brontë sisters, and the story of the sibling power dynamics that shaped their uneven rise to fame. A great introduction to the Brontes who feature in our curriculum in the Year 8 Gothic unit and the GCSE poetry collection. Runs 27 March — 25 May 2024.
Jan Blake, a storyteller who performs in theatres and festivals the length and breadth of Europe, brings a rare slice of Nigerian myth to the British Museum stage: a story that questions what we want, who decides which path we take, and whether we ever truly take responsibility for our mistakes. A great comparison to be drawn between this and Chinua Achebe’s Things Fall Apart which Year 9 students study across modules 4 and 5. Runs until 21st April 2024.
We are pleased to share with you the latest updates and insights from the Mathematics Department at LAB. Here's a glimpse into what's been happening in our classrooms and how you can support your child's mathematical education at home.
What’s going on in maths lessons?
Communication & Thinking Skills: KS3 Students have been engaged in developing their MYP Approaches to Learning, particularly Communication and Thinking Skills. There are discussion tasks in every lesson to develop students’ ability to communicate their mathematical ideas and build their confidence through regular use of key terminology. In all MYP lessons you will find “Questions for Depth” that are designed to deepen the conceptual understanding of students and challenge their thinking.
Year 11 Revision
Year 11s are in full revision mode in maths as we have now finished the curriculum. There are a number of resources available for all students that you should be aware of, which will support your child to achieve highly:
All lessons are available on the Google Classroom with revision resources regularly updated
https://www.mathsgenie.co.uk/gcse.html is a one-stop shop for all GCSE exam questions and past papers
https://sparxmaths.com/ has large amounts of questions to practise
https://www.bbc.co.uk/bitesize has lots of walk throughs for all topics
AMSP Maths Feast
AMSP Maths Feast
On Wednesday 13th March, four of our top Year 10s took part in the AMSP Maths Feast hosted by Ebbsfleet Academy and attended by the 15 secondary schools in our Trust. A massive congratulations and thank you to George, Millie, Amiya and Alex for taking part and coming a very impressive 4th! They were commended by the event organisers for their teamwork and enthusiasm.
Maths Support
Maths Support
All lessons are available on the Google Classroom with revision resources regularly updated
https://www.mathsgenie.co.uk/gcse.html is a one-stop shop for all GCSE exam questions and past papers
https://sparxmaths.com/ has large amounts of questions to practise
https://www.bbc.co.uk/bitesize has lots of walk throughs for all topics
UKMT Intermediate Maths Challenge
This module, 30 Year 10 and 11s took part in the UKMT Intermediate Maths Challenge. The Maths Challenge is designed to challenge their problem solving skills, fluency and understanding.
Congratulations to:
Kate in Year 11 who achieved the best score in the school
Millie and George for their joint-best scores in Year 10.
Students who achieved Gold:
Kate, Lissandro and Jimmy in Year 11.
Students who achieved Silver:
Ha Anh, William, Larry, Ruby and Danny in Year 11.
Students who achieved Bronze:
Reed, Millie, Alexander, George, Amiya, Oliver, Jacob, Joe, James, George, James and Poppy.
Well done to everyone else who took part as well!
Leigh Academy Blackheath continues to remain one of the top schools in the Trust for its completion rates. Since the start of 2024 the following students have earned the highest level of XP.
Year 7: Joshua, Zac, Zara, Maxima & Chloe
Year 8: Rafael, Hejan, Zuzanna, Fiona & Alisha
Year 9: Elena, Lily-Fleur, Ben, Alex, Annabelle
Year 10: Zara, Tata, Erin, Zaavier, & James
Year 11: Gursevak, Jimmy, Patriks, Ruby, Magda
Year 11 Exams
We would like to start off by giving a huge round of applause for our Year 11 students who have just completed their mock exams! Their dedication and hard work have paid off, showcasing their readiness for the upcoming GCSEs. Their resilience and perseverance, especially through the challenging topics, is much appreciated.
Now, as the exams approach, we stand ready to offer our last words of advice, encouragement, and support. We trust in our students' abilities and in the preparation we've undertaken together. Good luck to them all!
Year 11 Physics Olympiad
This term, some of our year 11s were busy taking part in the Physics Intermediate Olympiads. The contest pushes participants to apply their understanding of physics beyond the conventional classroom setting, tackling problems that require a deep conceptual understanding and a creative approach to problem-solving. Their participation in this competition underscored our department's commitment to promoting excellence in scientific education and provided our students with a valuable opportunity to showcase their talents on a national stage.
KS3 exemplary work
Throughout the term, our Year 8 students and the wider Key Stage 3 cohort have embarked on an enlightening journey through the world of infectious diseases, a timely and pivotal area of study given the recent global health challenges.The year 7s looked at the structure of the cell, and created 3D models for homework.
Values champions / star students
Year 12: Rihanna (French) & Somto (German) & Serra (Spanish) & Jahnavi (Spanish)
Year 11: Taya 11C & Archie11F
Year 10: Harry& Ryan 10C
Year 9: India 9F & Uriella 9E
Year 8: George 8F, Maya & Linara
Year 7: Harry 7C & Lacey 7A
Things to do:
Recommended Book:
Cuentos de la Selva - Horacio Quiroga
Le Petit Nicolas - Sempé et Goscinny
Recommended Website:
Foreign language films for all ages: https://www.bbfc.co.uk/education/foreign-language-films-for-all-ages
British Sign Language
Year 12 CP student Kayleigh has recently been awarded her Level 1 certificate in British Sign Language as part of her Language Development course. Congratulations Kayleigh!
‘I have chosen to study BSL as I have a family member who is deaf. By doing this course I will be able to teach him how to sign so that we can communicate with him as he is also unable to talk. This will also help with my career in childcare in the future as there is a chance that I will be working with non-verbal or deaf people. I have just finished level 1 BSL and I am looking forward to starting the level 2 course. I have thoroughly enjoyed learning about the deaf community culture and found it interesting that you can only get your BSL name from a member within the deaf community. I also enjoyed practising the signs I had learned with other class members who were also learning sign language. However, there were also many challenges such as learning new word orders - it is different to the way that word order and tenses work in English. Overall I have really enjoyed it and believe that everyone should try and learn sign-language, at least the basics, so that we can communicate with more people.’
Relevant Ideas for the community
Students of Spanish may be interested in attending one of Spanish film nights in Battersea, run by Flamenco School London. All films have English subtitles so you will have no problem following the plot! Check out the link below for more details:
Google Site
Language Acquisition Google Site
Oxford University’s annual French and Spanish Flash Fiction
This module, KS3 students have been invited to enter a submission to Oxford University’s annual French and Spanish Flash Fiction competition. Students in Years 7-12, have been invited to write a *very* short story written in French or Spanish to be in with a chance of winning up to £100. The judges are looking for a complete story, in French or Spanish, using no more than 100 words. They will be assessing stories on their imagination and narrative flair, as well as linguistic accuracy. Results and winning stories will be published on the blog, Adventures on the Bookshelf.
You can submit your entry via the links below — make sure you have selected the appropriate age category.
Years 7-9 (ages 11-14), Years 10-11 (ages 14-16), Years 12-13 (ages 16-18)
The deadline is 12pm, 27th March 2024.
Bonne chance à tous ! ¡Buena suerte a todos!
History students have continued their studies over the last two modules with diligence and focus. At Key Stage Three, students have now completed their second assessment of the year whilst our GCSE students continue to make excellent progress in their mock examinations.
Year 7: Looking further afield.
In Module 3, our Year 7 students studied the early interactions of the Christian and Muslim worlds with a study of the early middle ages which has included a study of Baghdad during the Islamic Golden Age and the reasons for the importance of Jerusalem. Module 4 continued with a study of mediaeval African kingdoms, such as Benin, Mali and the civilisation of Great Zimbabwe.
Year 8: Unveiling Historical Dramas
Year 8 students studied the deeply troubling history of the Trans-Atlantic Slave Trade in Module 3, the period in time when Africans were enslaved and forcibly transported to the Amercas. Throughout they have managed to show empathy and approach difficult topics in a mature manner. Module 4 saw them discovering the changing environment of Britain during the Industrial Revolution, including a study of the changing landscape of Greenwich.
Year 9: The Civil Rights Movement
Year 9: The Civil Rights Movement
A topic that never fails to engage students, Year 9’s study Civil Rights Movement charts the struggles African Americans faced in the United States to overcome discrimination and segregation. With a focus on key historical figures such as Abraham Lincoln, Martin Luther King and Jesse Jackson students have learned about the importance of peaceful protest and democratic engagement.
Year 10: Charting the Evolution of Medicine
For our Year 10 students, Modules 3 and 4 focused on continuing their study of Medicine through time and a study of medicine in the Western Front of World War Two. With regular revision sessions on Seneca and a focus on examination skills, they have managed to demonstrate their learning in their mock examinations and are now well placed to continue their studies with deep dive into the early years of Elizabeth I’s reign.
Year 11: Superpower Relations and the Cold War
For their final topic of the GCSE, Year 11 students have been studying the changing relationship between the USA and the USSR during the post-war period. In a topic that is increasingly relevant today, they have seen how the USSR expanded its control over Eastern Europe and how they competed with the USA during the Arms Race and in establishing global spheres of influence.
Welcoming Year 12 to IBDP History
Year 12 students have continued their DP studies, with comparative studies of authoritarian states (Germany under Hitler and Cuba under Castro) and twentieth century wars. Increasingly embracing the philosophy of the IB students are becoming increasingly proficient at researching and presenting their findings as well as producing excellent, well focused essays. Their initial investigations into their Internal Assessments have now been completed which has set them up well to complete this extended piece of writing.
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. Invited students also have the opportunity to attend an intervention session at school during the Easter break.
Things to do over the holidays:
Discover about life in the Roman army at the British Museum. https://www.britishmuseum.org/exhibitions/legion-life-roman-army
Visit the Imperial War Museum
https://www.iwm.org.uk/visits/iwm-london
See the vast collection of antiquities, furniture, sculptures, architectural models and paintings at Sir John Soane’s Museum
🌍 Exploring Our World: A Term of Discovery at LAB
Geographers at LAB have demonstrated excellent subject knowledge and research skills over the past few modules. Our KS3 students have completed their second assessment and we saw excellent progress for GCSE students in their latest mock examinations.
Year 7
Our year 7 students started off module 3 looking at weather and climate looking at data from the UK and across the planet. They used their knowledge and critical thinking skills to assess patterns of weather around the world and its impacts on populations. Module 4 focused on population and the huge challenges countries face ranging from ageing populations in Japan to population control strategies in India.
Year 8
Year 8 students started off module 3 looking at one of Earth's great biomes: The Taiga forest. Students looked at human and animal adaptations as well as threats and conservation methods. Students then took on the role of environmental journalists writing an article about conservation in the Taiga forest. In module 4 students looked at urbanisation and the opportunities and challenges faced in cities around the world. Students compared urban challenges in favelas in Brazil and researched how London can become more sustainable in the coming decades.
Year 9
Year 9 students looked at the role of global interactions and change in modules 3 and 4 by studying climate change and development. Students looked at the human and natural causes of climate change, evidence to support the science and potential greener futures to help mitigate rising global temperatures. In Module 4 students looked at development, focusing on economies around the world and how we can improve the quality of life for citizens.
Year 10
Last module students focused on the study of global development patterns, processes, and issues. They explored topics such as economic development, urbanisation, population dynamics, environmental sustainability, and social inequalities. Students analysed case studies and data to understand the complexities of development across different regions of the world, considering factors like globalisation, technology, and governance. This unit aimed to foster critical thinking about the challenges and opportunities facing societies in their pursuit of sustainable development.
Year 11
Year 11 students have been developing their exam practice techniques to prepare them for the summer exams. Students have completed two more mock examinations and have been taking part in walking talking mocks and intervention sessions.
Year 12
Year 12 students have completed their optional units which looked at oceans and coastal margins and geophysical hazards. The current focus is on population with students looking at population dynamics, pressures and trends. Students have looked at topics such as forced migration, population pyramids and the opportunity and challenges for residents in Mumbai.
Year 7 Explores Islamic Teachings: Understanding Allah, Prophets, and the Golden Rule
Year 7 students have embarked on an enriching journey into Islamic beliefs, focusing on understanding Allah's qualities, the lives of Islamic prophets, and the significance of the Golden Rule.
Students have engaged in discussions, activities, and readings to grasp the diverse attributes of Allah, including compassion and justice. They've also delved into the lives of prophets like Muhammad and Ibrahim, gaining insights into their lives, teachings and their relevance today.
Embracing the Golden Rule, students have explored the principle of treating others with kindness and respect, fostering a culture of understanding within our school community.
Through this exploration, our Year 7 students are not only deepening their knowledge of Islam but also cultivating values of tolerance, empathy, and respect for diversity, culminating in exploring what they would do if they had to create a community of their own.
Year 8 Explores Inspirational Leaders and Abrahamic Religions
In an enriching journey of discovery, Year 8 students have been exploring the lives of inspirational religious leaders and delving into the rich history of Abrahamic religions.
Students have delved into the lives and legacies of influential figures such as Martin Luther King Jr. and Malcolm X. Through insightful discussions, they've gained a deeper understanding of these leaders' contributions to civil rights movements and their enduring impact on society.
Building upon this exploration, students have begun their study of Judaism and the broader history of Abrahamic religions. They're tracing the origins and beliefs of Judaism, exploring its fundamental teachings, rituals, and traditions. Additionally, they're uncovering the interconnected histories of Judaism, Christianity, and Islam, gaining insights into the shared heritage and diverse expressions of these faiths.
Through these interdisciplinary studies, Year 8 students are developing into informed global citizens, equipped with the understanding and empathy needed to navigate an increasingly interconnected world.
Year 9 Explores Complex Religious Themes and Social Issues
In an engaging exploration of religion and society, Year 9 students have been delving into thought-provoking topics centred around prejudice, the sanctity of life, free will, and religious attitudes towards refugees.
Students have engaged in discussions and activities aimed at understanding prejudice within religious contexts. By examining historical and contemporary examples, they've explored how biases and stereotypes can influence perceptions and behaviours within religious communities, fostering empathy and critical thinking skills.
As students navigate these complex religious themes and social issues, they're not only deepening their understanding of diverse worldviews but also cultivating empathy, tolerance, and social awareness. By engaging with these topics, they're developing the critical thinking skills and ethical reasoning necessary to navigate a complex and interconnected global community.
Through their exploration of prejudice, the sanctity of life, free will, and religious attitudes towards refugees, Year 9 students are embracing the school's commitment to fostering understanding, compassion, and social responsibility among its learners.
It's been an eventful term in the world of Business Studies at Leigh Academy Blackheath, with each year group delving into exciting topics and engaging in practical projects that showcase their skills and talents. Here's a glimpse of what our students have been up to.
Year 10:
This term, our Year 10 students have been exploring the intricacies of Topic 1.3: Putting a Business Idea into Practice. They've been learning how to translate their innovative ideas into actionable business plans, setting the stage for future entrepreneurial endeavours. We're delighted to share that our Year 10s recently completed their first round of mock exams in January, and the results have been incredibly promising. It's inspiring to see their dedication and progress as they navigate their academic journey.
Year 11:
In Year 11, our students have been focusing on Topic 2.4: Making Financial Decisions, delving into the essential principles of financial management and decision-making within a business context. Alongside their studies, our Year 11s have been diligently preparing for their exams, completing both their first and second rounds of mocks. We're thrilled to report significant improvements, particularly in tackling the longer essay questions, including the challenging 9 and 12 markers. Their resilience and commitment are commendable.
Year 12
This term has been an exciting one for our Year 12 students, who completed their Unit 4 Managing an Event project (see below for pictures). They organised and executed a whole-school Valentine's themed event with creativity and professionalism, aimed at raising awareness and funds for those impacted by cancer. From planning every detail to hand-making products like Valentine's cards and origami roses, our Year 12s demonstrated exceptional teamwork and initiative. We're proud to announce that they successfully raised over £200 for the cause. Furthermore, they utilised this experience for their coursework, which they recently submitted with much enthusiasm and dedication.
Future Plans for Business:
Looking ahead, we have exciting plans in store for our Business students. We're gearing up to support our Year 11 students as they prepare for their summer exams, with targeted interventions and additional resources to ensure their success. Additionally, we're encouraging our Year 10s to start brainstorming their Business project ideas, as we prepare to enter them into the prestigious Peter Jones Tycoon competition. It's an opportunity for our budding entrepreneurs to showcase their creativity, innovation, and business acumen on a larger platform.
As we reflect on the accomplishments and progress of our Business students, we extend our heartfelt gratitude to the entire Leigh Academy Blackheath community for their unwavering support and encouragement. Together, we continue to nurture the next generation of business leaders and innovators.
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 our next IA we will be designing toys to improve dexterity, challenging the use of the digital in regards to development. To gain a better understanding of toy design and manufacture we decided to visit the ‘Young V&A’ in London. This visit gave an insight into creation of toys and the psychology behind it which will feed into the primary research of the next piece of coursework. Opportunity to use interactive building toys and understand the development of toy design will be an invaluable experience in the creation of design ideas and we look forward to seeing what is produced in the weeks to come.
Some great design outcomes by Teddy and Domenik in Year 9 for the Zoomorphic Lamp project!
KS3
The Year 9 students have been making cupcakes and we would like to show you a few special creations from this module.
Our P16 Design Cohort
Our Year 12 students completed their mini independent assessment (IA) task in module 3. We decided to look at ergonomics and anthropometrics when using cutlery for different needs; ‘The elderly’ an ‘celebration’ or ‘children’. The outcomes of the prototypes for the task were created by 3D printers and allowed LAB DP students to experience Rapid Prototyping much the same as industry professionals. From conceptualisation of an idea into realisation of a solution for testing the IB Design students were challenged to think empathically in order to create a solution that worked. The images are created by Karina in Y12.
GCSE
The Design and Technology and Food Preparation students have been working really hard to meet a final coursework deadline. In the last few weeks we have had extra after school subject specific sessions. We are really looking forward to seeing the finished products created.
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.
In Year 7, students have been exploring Programme Music and the inquiry question; How can music tell a story? We listened to songs from the Romantic Period, focusing on composers like Beethoven with his Pastoral Symphony, Britten's Storm music, and Grieg's In the Hall of the Mountain King. Analyzing these compositions, they explored how composers used the music elements (DR SMITH) and instrument sounds (Sonority) to convey stories. Also, students were introduced to the music app, Soundtrap, on their Chromebooks. They used Soundtrap to craft their own programme music, experimenting with loops, sound effects, and beats inspired by Carnival of the Animals by Camille Saint-Saëns.
In Year 8 Music, our focus has been on exploring the role of music in film and video games, with the inquiry question: How can music enhance our immersive experience? In our study of film music, we've looked into various genres, including horror films with the use of low drone notes, repetitive ostinato patterns, and dissonant clashes, as well as animation with techniques like "Mickey-mousing" to synchronise music with movement. We've also explored the collaboration between composer John Williams and director Steven Spielberg, learning iconic Leitmotifs (a piece of music associated with a character) such as the Imperial March from Star Wars and the Harry Potter theme. To apply our knowledge, we've also created our own video game-inspired music using Soundtrap, focusing on captivating our audience with immersive soundscapes tailored to our own game concepts.
In Year 9 Music, we delved into the influence of technological innovation on electronic music composition, working with the inquiry question: Can machines create music? Through practical exploration on Soundtrap, we looked into various electronic music genres, from the early days of Music Concrete, where magnetic tape manipulation created collages of sound, to contemporary Hip-Hop, exploring sampling and remixing techniques. Students learned about the tools and techniques used in electronic music production, including MIDI keyboards, synthesizers, drum machines, and dynamic processing like compression and panning. They also explored effects such as reverb, delay, distortion, and autotune.. Students were then tasked with producing a complete track that reflects both creativity and an understanding of technology's evolving role in music.
GCSE Music
Our GCSE cohort has been working hard to on their compositions this module and creating a vast variety of pieces. In Year 11, our students have been finalising both their brief compositions set by the exam board and their own chosen style, ranging from 8-bit video game to 1980s rock ballads and musical theatre. In Year 10, our GCSE students have composed their own pieces in a range of styles from Blues to R&B to Metal, and our BTEC students have created pieces inspired by the 2024 Paris Olympics! With lyrics like ‘We can rule the world!’ and ‘Go! Go! Go for Gold!’, each lesson sees our students creating inspiring and uplifting pieces to reflect their Olympian briefs. Year 11 have also been extremely busy choosing, learning, practising and recording their performance pieces with a fantastic variety of style too, from Radiohead to Bach to Carole King. We look forward to hearing the final recordings in the coming weeks ready to send off to the examiners after Easter!
Year 7 students have been working on Commedia Dell'arte during their drama lessons. This traditional form of Italian theatre, characterised by its stock characters, (Arlecchino, Pantalone, IL Capitano, IL Dottore) speaking in Grammelot (nonsense language made up of invented words) and improvised physical performances, has improved students storytelling, theatrical expression and answering the Inquiry question: How can character and story be expressed without the need for verbal communication?
Year 8 students have been exploring physical theatre, focusing particularly on the renowned company, Gecko Theatre. They've looked into the concept of using imagination and body movements to embody props, as well as working on their vocal skills to narrate eerie tales inspired by their stimulus, Darkwood Manor. Working collaboratively in groups, they've crafted their own characters tasked with spending a night in the manor to complete an experiment.
Year 8’s have embraced this enthusiastically and throughout the process, they've been exposed to various techniques aimed at enhancing their portrayal and delivery of physical and vocal skills and answering the inquiry question:
Is imagination a fundamental requirement for participation in theatre?
Year 9 students have explored into the techniques of two distinct practitioners: Stanislavski and Brecht. In Module 3, we focused on naturalism, applying techniques including emotional memory, where actors draw on their own experiences to portray authentic emotions, and the method of physical actions and use this in a scene from Dennis Kelly's "DNA." Then in Module 4, we explored non-naturalism, drawing on Brechtian techniques to create a twisted fairytale. Brecht techniques include “breaking the fourth wall” (speaking directly to the audience), narrators, placards, freeze frames and use of technology/music.
The work of these two practitioners has shaped modern theatre, but in very different ways. “In our art you must live the part every moment that you are playing it, and every time.' (Stanislavski) “Art is not a mirror with which to reflect reality, but a hammer with which to shape it.” (Brecht)
Year 10 students are in the process of devising their own theatrical pieces, a crucial component of their coursework. They explore stimuli, use many theatrical skills, collaborate closely together, and engage in critical reflection on their progress. This process works on developing acting skills while emphasising teamwork and communication. Furthermore, students are challenged to conduct research, generate original ideas, refine their work through rehearsal, and analyse and evaluate their creative process in devising drama
Year 11 students have been gearing up for their practical exam, "Text in Practice." They've selected two monologues from renowned plays like "Things I Know to Be True," "The Ferryman," "When the Rain Stops Falling," and "Chaos." Students are assessed on their ability to apply theatrical skills to realise artistic intentions in live performance.
Marylebone Theatre Trip - The Most Precious of Goods
On 24th January 2024, our students went to the Marylebone Theatre in London. They watched the stage adaptation of Jean-Claude Grumberg renowned novella,
"The Most Precious of Goods"
Set against the backdrop of the Holocaust, this powerful production weaved a horrific tale with fairy tale-like charm. Through the amazing performances of both Samantha Spiro (Actor) and Gemma Rosefield (Cellist) and haunting set design, the play left a lasting impression on both students and staff.
Blackheath Halls Trip - Trinity LABAN Symphony Orchestra
On Wednesday 27th March 2024 Y10 GCSE Music students were invited by the Trinity Laban Symphony Orchestra and conductor Matthew Lynch to watch their working rehearsal for an upcoming concert “Kaleidoscope, a groundbreaking new initiative celebrating the work of Black British composers and Black musical artists in Britain” It was a thrilling opportunity to observe the inner workings of an orchestra, witness the conductor' shaping the performances, and focus on ensemble skills, a crucial component of the GCSE Music specification. Among the pieces performed were Daniel Kidane's "Sun Poem," and Eleanor Alberga's "Symphony No. 1, Strata."This opportunity not only provided an opportunity for our students to experience Black British music from across history and the current classical moment, but also ensured that our students are exposed to work that reaches beyond the established classical music.
Years 7, 8 & 9 have been continuing to build on and develop a strong understanding of the history of art during modules 3&4; further expanding their knowledge and understanding of where art sits within an historical context.
Students have developed their skills through the exploration of acrylic paints,collage, mark-making with oil pastels, photography and lots of observational drawings!
Year 7
During M3 Year 7 students studied the Impressionists. These investigations looked further into colour theory and light culminated in beautiful paintings of blackheath using fleeting marks, complementary colours and watercolour.
In M4 Year 7 have been exploring Post-Impressionism, developing their oil pastel skills, adding thick layers of pastels to create tone, texture and emotion. They have been creating a Still Life oil pastel piece inspired by Post-Impressionist painting Paul Cezanne by drawing symbolic objects in a still environment.
Year 8
In M3 students gained an understanding of Art Deco through the investigation of the movement. Through the exploration of the art movement, students developed their practical skills and understanding of printmaking. Their understanding then translated into wallpaper Designs for Eltham Palace, which made connections to their local area (GRASP).
During Module 4, Year 8 move into the study of American Modernism with a particular focus on how artists represented the change that permeated the US at the time.
Year 8 will be challenged to created a response that represents change in our community whilst employing the aesthetic of American Modernism.
Students have already explored acrylic painting and photography.
Year 9
During Module 3 & Module 4, Year 9 studied the Fauvism period.
We looked at the LAB building as source material, and painted a scene using vivid, complementary colours, and fierce brush marks. The paintings were built up from pencil lines, with washes of colour, and layers of thicker paint, applied loosely, and then to refine edges.
Now, having experimented with a range of mark making techniques including sgraffito, pointillism and wet-in-wet, we have moved to focus on self portraits, using what we have learnt about Fauvism and expressive mark making to capture more than just a visually realistic representation.
GCSE
Year 10 and Y11 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 will finish their Externally Set Assignment in May!
POST 16
This term is a pivotal role of the Visual Arts journal in the course. All students are required to make a Visual Arts journal. The journal brings together many aspects of their learning process, including research, analysis, reflection, experimentation and personal responses.
Students are now working towards their first resolved response..
Post-16
The PE Department and our KS5 pupils have been hard at work. In Module 4 we have seen our IBCP Sport students host some inter college competitions in Football for their Service Learning part of the core components of the IB. This was a great success with Fawcett winning for Year 7. We have Netball and Volleyball in our diaries for Module 5 so watch this space! Our IBDP Sports Exercise and Health students have completed their laboratory investigations for their Internal Assessments. We have worked with the Year 10 GCSE students to analyse their force output in a variety of scenarios. We look forward to seeing what the Year 12 students find within their reports.
KS3 lesson focus
In Module 3, we looked at a variety of sports to develop creating and evaluation skills within KS3 lessons. We carried this out through Gymnastics, Fitness, Trampolining and Dance. In some classes students were videoed and asked to analyse their performances which was really instrumental in tracking their progress. In Module 4, students have looked at communication and self regulations skills whilst in a team sport, this focus being played out within Volleyball and Rugby. Students continue to demonstrate positive LAB values within lessons. Can we remind students that as the weather gets warmer, bringing a drink to PE is important and ensuring they have the correct uniform for the sunshine.
Duke of Edinburgh
Duke of Edinburgh at LAB is in full swing and both our Bronze and Silver participants are well underway with their three sections (Volunteering; Skill; Physical). Most students are close to or have completed their Physical units now and are looking forward to their adventures awaiting them in Module 5.
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.
LAT Football competitions
The PE department took four LAB football teams to the LAT 5-a-side tournament. The students battled against the best of the best from the other schools in the trust and made LAB proud by holding themselves in a respectful and gracious manner. The four teams we took did very well with 3 of our teams narrowly missing out on the final. The year 7 and 8 girls team, however, did finish second overall at their tournament so a massive congratulations to them as well as the other representatives across the 4 teams.
Netball at LAB
Netball provision has never been stronger, we continue to work with our netball coach, Jackie and we have made some really great progress, building on the work we did in PE lessons in Module 1. All year groups have had fixtures and the Year 7 team went to Bullers Wood to play against four other Bromley borough schools showing some excellent teamwork skills and some fantastic defending. Many of our pupils have shown real drive and tenacity in improving their skills. A huge well done to those who have participated in clubs and fixtures. Netball will continue through the summer and fixtures will continue to be pencilled in so please do ensure your child’s attendance at netball club to give them the opportunity to represent the academy.
HL Students have completed their study in the Area of Inquiry: Conflict this term, finishing their reading of In Search of Respect by examining the role of the family in the Puerto Rican migrant community of New York. Students have developed their understanding of key concepts in Anthropology this term, as well as improving their extended writing with greater reference to ethnographic material and theories. We have now started reading Pretty Modern, a study of the plastic surgery culture of Brazil, under the Area of Inquiry: The Body. SL students have continued their study of In Search of Respect, focusing on applying key concepts and developing comparisons with other ethnographies. All students will be taking their first mock examinations next module, which will give them the opportunity to display their learning on the course so far.
IB Global Politics: Advocating for Human Rights
The IB Global Politics course is currently placing a spotlight on the pressing topic of human rights. As conscientious learners of global politics, understanding and actively engaging in the promotion of human rights are essential facets of our academic journey. We have explored the United Nations Declaration of Human Rights ratified in 1948 which exists to protect the basic rights and liberties of people across the globe through its thirty articles; Article 4 of the UDHR prohibits slavery and Article 19 exists to protect freedom of opinion and expression.
We have also explored the specific UN Conventions such the Convention on the Elimination of Discrimination against Women and the UN Declaration on the Rights of Disabled People. Additionally, we have also identified the implementation of human rights as a key challenge for the international communities and how the treaty bodies set up to enforce them often lack sufficient powers as well as how implementation is greatly affected by the political will of individual states.
Understanding Human Rights:
Human rights represent the cornerstone of our shared humanity, encapsulating the fundamental freedoms and protections to which every individual is entitled. Whether it is the right to life, freedom of expression, or access to education, these rights form the bedrock of a just and equitable society. Our exploration of human rights in the IB Global Politics curriculum equips us with the knowledge and analytical tools to dissect complex issues and advocate for positive change.
Translating Knowledge into Action:
While classroom discussions provide invaluable insights, the true impact of our learning lies in its application beyond the confines of our school walls. One of the most powerful ways to combat inequality and promote human rights is through active engagement and advocacy. Here are some practical examples of how we can contribute:
Raise Awareness: Utilise social media platforms, school assemblies, and community events to raise awareness about human rights issues locally and globally. By shedding light on injustices, we can mobilise support and inspire action.
Support Grassroots Movements: Get involved with grassroots organisations and initiatives that are working on the frontlines to address inequality and promote human rights. Whether it's volunteering at a local shelter, participating in a human rights march, or organising a fundraising event, every contribution makes a difference.
Educate Others: Share your knowledge and passion for human rights with peers, family members, and community members. Engage in respectful dialogue, challenge misconceptions, and foster a culture of empathy and understanding.
Advocate for Policy Change: Write letters to policymakers, participate in advocacy campaigns, and lobby for legislative reforms that uphold human rights principles. By amplifying our voices collectively, we can exert pressure on decision-makers to enact meaningful change
Empowering the Future:
As future leaders and changemakers, we possess the agency to shape a world where human rights are upheld and respected for all. By harnessing our knowledge, passion, and commitment to social justice, we can create a more inclusive and equitable society for generations to come.
The excitement is mounting in the Sociology department at the moment as our first cohort of Year 11 students are approaching their external examinations in May. Having already finished all of the taught content, students are revising in class, polishing up their essay writing skills and working together to test and consolidate their understanding.
In our most recent set of mock examinations - that looked at the Sociology of Families and Social Stratification students have made very good progress, and are now showing off a really good understanding of the key Sociologists that they need to cite, analyse and critique.
Year 10 students have now finished their introductory unit to Sociology that examined the key concepts of Marxism, Feminism and Functionalism and also the unit that explored the benefits and drawbacks of different types of Sociological research methods. These key points will be revisited over the next eighteen months but in the meantime students will be looking at the Sociology of Families in the UK
Things to do over the holidays:
The Price is Wrong: Why Capitalism Won't Save the Planet - Lecture at UCL
https://www.lse.ac.uk/sociology/events
Take a Feminist Tour of London
https://www.remarkabletours.org/feminist-london
Visit the tomb of Karl Marx at Highgate Cemetary
IB PSYCHOLOGY HL & SL - EGG BABY PROJECT - MODULE 4
Understanding human development is an important topic of the IB psychology curriculum. We introduce the Egg Baby Project, a conceptual framework utilising an egg as a metaphorical representation of human development. The egg symbolises both the potential and vulnerability inherent in every individual's journey from infancy to adulthood.
At the onset, the egg embodies the embryonic stage of development, where it is fragile and requires nurturing care akin to the infancy stage of human life. Just as an infant relies on caregivers for sustenance and protection, the egg demands careful handling and attention to foster its growth. This initial phase of the experiment mirrors the critical period in human infancy, highlighting the significance of responsive caregiving in shaping early development.
As the experiment progresses, the egg undergoes various stages of growth and transformation, paralleling the milestones and challenges encountered throughout human development. Given the time constraints of the project, the development of the egg considers both cognitive and physical development from birth through the first year of life. The egg serves as a tangible representation of these developmental stages in response to different stimuli and environmental conditions documented with photographic evidence.
The project therefore, provides a hands-on approach to learning about human development, making complex psychological concepts more accessible and engaging for students. Through the tangible experience of caring for the egg and witnessing its evolution over time, students develop a deeper understanding of the interconnectedness between caregiving practices, environmental influences, and developmental outcomes. In addition, the experiential nature of the project fosters appreciation for the intricate processes involved in human growth and the critical stages of development.
In conclusion, the egg baby project offers an important insight into how humans develop through the different lifespan stages, with a focus on the early years of development.
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