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 Miguel de Cervantes’ Don Quixote
Year 8 - An exploration of Mary Shelley’s Frankenstein
Year 9 - A study of postcolonialism and Chimamanda Ngozi Adichie’s ‘The Headstrong Historian’
In KS4 and 5, students have been focussing on exam skills for their upcoming mocks, exams and internal oral assessments.
In particular, we must say congratulations to Year 11 for completing all four exams for English Language and English Literature!
Sparx Reader
We have continued to champion Sparx Reader with Key Stage 3 students. The purpose of Sparx Reader is to help students improve their skills in reading in a fun and competitive way. Students gain SPRs (Sparx Reader Points) for careful reading. They can gain points through reading independently or through assignments.
Congratulations to the following students who are currently top of the leaderboard:
Mujtbaali A 9E
Uriella-Grace P 9E
Hannah H 9C
Owen T 8E
Lindsey A 7C
Jack Petchey Returns
This module, year 10 students completed the spoken language endorsement of their English Language GCSE. Students were required to demonstrate their presentation skills in a formal setting and respond to questions. Students had already written their speeches, but got the chance to work with the Jack Petchey Foundation who delivered public speaking workshops to them in July.
IB English Literature DP
Students spent much of the term preparing for their Internal Assessment, which is an oral commentary focussing on a Global Issue in two works studied in year 12.
LAB Literature Festival
At Leigh Academy Blackheath, reading is integral to everything we do. So much so that we hold an annual literary festival to celebrate all aspects of the literary world.
From the 9th to the 11th of July, LAB will be at the centre of all things literary!
This was a unique opportunity for all to learn from the expertise of the best in the business - and hopefully pick up some valuable tips”
Interdisciplinary Unit
In Module 5, Year 9 students completed an interdisciplinary unit as part of their Middle Years Programme (MYP) which combined their knowledge of colonialism in Chinua Achebe’s novel Things Fall Apart from English, with their studies on the lasting impact of colonialism on modern day Nigeria in Geography. Students used this to create a letter or speech demanding reparations to the people of Nigeria. Some of the best pieces were displayed at the MYP graduation and showcase which took place at the end Module 6.
New beginnings
Students will return in September to begin the next phase of their education here at LAB. In English they will be studying:
Year 7 - Homer’s The Odyssey
Year 8 - Shakespeare’s Macbeth
Year 9 - Dickens’ A Christmas Carol
Year 10 - Shakespeare’s Romeo and Juliet
Year 11 - Edexcel’s ‘Belonging’ poetry collection
Students can prepare for this by researching key plots, ideas and contextual information surrounding the writers and the time period in which they were writing.
Values 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 Ruby
Year 8 Inka
Year 9 Adam
Year 10 Marco
Year 11 Agnes
Year 12 Anna
Middle Years Programme
Our Middle Years Programme (MYP) students have been completing presentation projects in order to exercise the Approach to Learning (ATL) of Research. Here are some Year 7 students’ particularly impressive slides from their presentations
The second largest atlas in the world, the historic library of King George III and Wilfred Owen’s manuscripts. See and learn about these items and much more on a guided tour of some of the treasures in our collection. The knowledgeable, passionate Library staff will introduce you to their favourite items in the Sir John Ritblat Gallery, where over 200 of the most iconic treasures are displayed, and divulge fun facts and lesser-known histories you won’t find anywhere else. Available to book every day of the week.
The Globe has many Shakespearean classics on offer in their summer series such as; Much Ado About Nothing, Richard III, The Taming of the Shrew, and Antony & Cleopatra. £5 standing tickets are available, just make sure to dress for the British weather!
The great American novel, reimagined. Forced to travel West in search of a promised land, the Joad family embark on an epic journey across America in the hope of finding work and a new life in California. Their story is one of false hopes, wrong turns and broken dreams, but also a hymn to human kindness and a tribute to the endurance of the human spirit. A great introduction to John Steinbeck, who features in our early 20th century module for Year 9 students.
London Literature Festival unites readers of every age to celebrate the written and spoken word. Now in its 16th edition, it’s the longest-running literature festival in the city, setting prestigious authors alongside rising literary stars and cultural observers.
KS3 Maths
KS3 Maths
This term, our year 7’s have learnt about prime factorisation and fractions. They have learnt how to conceptualise and compare fractions as well as manipulate and calculate them too. Prime factorisation is a topic that will feature in the maths GCSE exams so this is powerful knowledge we are excited to expose our year 7’s to. They now understand the difference between prime and composite numbers. They also know how to find factors and multiples of a number. They can break down a composite number into its prime factors and then use that information to work out the highest common factor or the lowest common multiple of two or more numbers.
These topics help to build a foundation for more advanced mathematical concepts in later years. Students develop a deeper understanding of number properties and operations, which are essential for algebra and higher-level maths.
This term, year 8 have learnt about univariate and bivariate data. These topics have lent itself to the ATL focus which was based on research. Data and research go hand in hand so students were able to combine these mathematical concepts with research skills. For example students collected data on their peers’ shoe sizes and heights, and made connections and decided on a correlation. Students have also built a solid understanding of angles in polygons. They have learnt to calculate both interior and exterior angles, recognising properties of regular polygons and applying these concepts in various contexts. This knowledge forms a foundation for more advanced geometric studies at GCSE.
Meanwhile, our year 9’s have learnt pythagoras, trigonometry and quadratics. This will put the students in an amazing position to succeed at GCSE because these three topics can be viewed as perhaps the most important. In year 10 and in year 11 they will revisit said topics and build upon them, such as when they study the sine rule, cosine rule and completing the square.
These last two modules of the academic year saw our Year 11s sit their maths GCSE, a rigorous and challenging three paper assessment. They entered those exams the most confident and prepared we have ever seen them and we are proud of their resilience and very excited to receive their results in August! We wish them all a fabulous and well deserved summer holiday and we look forward to being there to celebrate their success.
Year 10s had their first taste of what is to come next year with their end of year mock exams where they sat two full exam papers. Overall they handled this very well and rose to the challenge; we are very pleased with their results and hope the students will use these as a springboard to their eventual success next year.
Some examples of the kind of challenging content our Year 10s have been accessing are included:
Algebra work from both Harry and quadratics work from Pratik in 10A-2
CountOnUs Challenge
CountOnUs Challenge
We are excited to report on our students' participation in the CountOnUs Challenge. This competition provided an excellent opportunity for our Year 9 students to showcase their mathematical abilities and teamwork skills.
Please see below for our year 9 Participants:
- Alexander (9D)
- Max (9A)
- Annabelle (9B)
- Angelica (9E)
- Anna Maria (9C)
The CountOnUs Challenge is a rigorous, five-round competition that tests a variety of mathematical skills and problem-solving strategies. Our students performed exceptionally well, especially considering it was the first time Leigh Academy Blackheath participated in this challenge. We are immensely proud of Alexander, Max, Annabelle, Angelica, and Anna Maria for their outstanding efforts and achievements. Their hard work and determination have set a high standard for future participants. Well done to all!
Please see below for an update on Higher Level Maths from Ms Szoke, our new Key Stage 5 Maths Coordinator.
I wanted to provide you all with an update on our Year 12 maths learning journey. We've been diving deep into some challenging topics, and I'm proud to say that our students have been absolutely brilliant!
From mastering functions and tackling differentiation, to getting to grips with integration and exploring complex numbers, our students have been putting in the hard work and it's really paying off. We've also been delving into sequences, series, binomial expansions, permutations, combinations, L’Hopital rule, areas under graphs, and volumes of revolution - phew, that's quite a list!
I've been so impressed by the dedication and enthusiasm our students have shown towards their studies. It's not always easy, but seeing them grow and excel in their understanding of these complex mathematical concepts is truly rewarding.
Year 13, here we come! We are particularly looking forward to getting acquainted with differential equations, the MacLaurin series, equations of lines, planes, De Moivre theorem, Bayes theorem, and lots more!
Additionally, we are delighted to share the outstanding achievements of our students in the recent Junior Mathematical Challenge (JMC). This prestigious competition saw our students demonstrate exceptional mathematical skills and problem-solving abilities.
Year 8 Gold Medalists include:
- Janek (8C)
- Jim (8B)
- Linara (8E)
- Robert (8E)
These students have not only earned top honours but have also advanced to the next round of the competition: the Junior Kangaroo round. Special congratulations go to Janek K for achieving the best result in Year 8, and Amir in 7E who achieved the best result in Year 7 (highlighting the strong mathematical talent and potential within our younger students).
We are incredibly proud of all our students for their outstanding performance in the JMC! All that remains is to wish you all a wonderful and fun summer holiday from the Maths Department!
Kind regards
Patrick Ainsworth
Director of Learning
We are thrilled to share the exciting achievements and academic milestones of our students at Leigh Academy Blackheath over the past year!
Year 7: Our Year 7 students delved into the fascinating world of genetic modification with a project on golden rice. They analysed the pros and cons of this cutting-edge technology, showcasing their research skills and scientific curiosity
Year 8: Exploring electromagnetism, our Year 8 students constructed and tested electromagnets to investigate the correlation between strength and the number of turns on a piece of coil. Their hands-on experimentations exemplified their passion for practical science.
Year 9: With steady hands, our Year 9 students successfully completed a heart dissection, gaining insight into the workings of the human body.
Year 10: Year 10 students tackled their mock exams with hard work and resilience, laying a strong foundation for their future Year 11 exams.
Year 11: Our Year 11 students completed their final GCSE exams. The culmination of their hard work and perseverance was celebrated in style at the annual prom, marking the end of an era and the beginning of new horizons.
Year 12: Venturing into higher education, our Year 12 students embarked on an enriching trip to Cambridge University, immersing themselves in campus life and academic rigour. They also successfully completed their first set of Extended Essays (EE) and Internal Assessments (IAs), showcasing their Scientific growth and readiness for the challenges ahead.
Values champions / star students
Year 12: Fred , Kehinde & Maya
Year 11: Kayan (11C), Taya (11C) & Allassane (11F)
Year 10: Elliot (10A) & Alana (10D) & Riju (10B)
Year 9: Kitty (9C), Adam (9E) & Rohanveer (9F)
Year 8: Inka (8E), Jibran (8E) & Elspeth (8D)
Year 7: Ruby (7C) & Chloe (7A)
Things to do:
The Institut français has a number of events taking place during the summer for our French language learners or anyone interested. Follow the link below for more information:
https://www.institut-francais.org.uk/whats-on/#/
The Instituto Cervantes London offers a wide range of cultural activities and Spanish classes in person or online via Zoom for kids and teens aged seven to 17. Follow the link below for further information:
https://londres.cervantes.es/en/courses_spanish/students_spanish/children_classes.htm
Events this Module
In module 4, KS3 students were invited to enter Oxford University’s annual French and Spanish Flash Fiction competition. Students wrote a very short story in French or Spanish to be in with a chance of winning up to £100. Well done to the below pupils from 7D who entered the competition. The stories written showed great imagination & linguistic accuracy.
Athina
Omar
Emily
Zara
David
¡Felicidades a todos!
On Track for the Games
To celebrate the forthcoming Olympic Games in Paris, LAB took part in ‘On Track for the Games’ on Friday 5th July.
The event was aimed at students studying French & Spanish in Year 9. Students used their creativity and linguistic expertise to participate in:
• A language challenge based on sports using French or Spanish
• A keynote talk on language and sport
• Opportunities to practise spontaneous speaking, writing and listening
Congratulations to all involved!
Language Opportunities with Blue Stamp Travel
Below are some of the exciting opportunities offered by Blue Stamp Travel to practise your French, German or Spanish this summer in an immersive environment. The extensive range of packages and services are aimed at supporting linguists of all abilities.
Work Experience Abroad packages are available to France, Germany and Spain each school holiday for 16-18 year olds.
Language Courses at our partner language schools across France, Germany and Spain are ideal for outstanding formal education from native speakers .
Our popular Work and Study packages combine both a language course and a work placement in a fully immersive experience.
We also provide Host Family Accommodation, which combines perfectly with an Internship or Au Pairing.
Further information: https://www.bluestamptravel.com/
Year 12 Recommended Reading/Websites
Follow the links below for preparation guidance on our IB DP courses.
Recommended Books:
El alquimista (The Alchemist) by Paulo Coelho
“La Nuit Des Temps” by René Barjavel
Recommended Audios:
French podcast: https://www.newsinslowfrench.com/
Spanish podcast: https://www.newsinslowspanish.com/
Recommended Documentary:
Copa '71: The Lost Lionesses - Storyville
https://www.bbc.co.uk/iplayer/episode/m0020541/copa-71-the-lost-lionesses-storyville
Foreign language films for all ages:
https://www.bbfc.co.uk/education/foreign-language-films-for-all-ages
Google Site
The last two modules of the year have continued to see students working to the best of their ability in history - with many attaining excellent results in their End of Year Assessments. Particular mention at Key Stage Three goes to Andrew in Sancho Year 9; Lois in Fawcett Year 8; and Isabella in Airy Year 7: all of whom managed to make great progress and attain an overall MYP grade of a 7!
Year 7
In Year 7, students have spent the last two modules studying the development that took place in Britain during the Middle Ages, including the impact of the Norman Conquest and the importance of the Reformation.
Year 8
Students in Year 8 have been studying the causes of World War One and its impact around the world, not only in Britain and Germany. In order to try and understand the human cost of the conflict, students have been researching the stories behind the awarding of medals for gallantry and the impact of the conflict in both Russia and America.
Year 9
Year 9
As they approach the end of the Key Stage Three studies, students in Year 9 have been looking at the changes that have affected British society in the Twentieth Century. From looking at the conflict in Northern Ireland, which featured in their End of Year Assessment, to the struggles faced by the WIndrush Generation newly arrived to Britain and the marchers in the first London Gay Pride event in 1972, students are now increasingly able to see their own experiences mirrored back to them from the past. At this point in Year 9, students are also well prepared to engage in the challenges of the GCSE syllabus as they have practised the necessary skills and reflected on the progress that they have made.
Year 10
With our second cohort of Year 11 students having completed their external examinations and now departed (with many of them returning to join us in September at LAB16), attention has shifted to our Year 10 students and their potential to achieve even more next year. Already in this academic year they have completed the first two units of the GCSE: Medicine through Time and the early reign of Elizabeth I, and they have recently completed two rigorous mock examinations. Congratulations for attaining a grade 9 in the mock examinations go to Mille, JJ, Alfie, Olivia and Harriet!
Seneca
During this academic year, the History department has embedded the use of the online learning platform Seneca as a place for GCSE students to complete revision. The data shows us that there is a clear correlation between regular use of Seneca and an improving grade. In the run-up to the last mock examinations Viki was able to attain a perfect 100% score in her first attempt revising the Medicine through Time course, closely followed by Kamari, Summer, Ell, Ashwin and Mille at 99%. Students who wish to use their summer productively and improve their historical knowledge should be using this revision tool!
Post 16
In the Sixth Form, our students are approaching the end of a year that has been full of firsts. They have studied South African Apartheid and the Civil Rights Movement in America for the source questions paper; compared the authoritarian regimes of Castro in Cuba and Hitler in Germany for an essay paper; and drawn comparisons between three twentieth century conflicts: World War Two, the Six Day War and the Falklands War. During the year, they have also completed two rounds of mock examinations to hone their exam technique, and now finish the year in a very strong position to study for their final topic next year (Russia 1850-2000) and succeed in their final examinations.
Internal Assessment
As well as this, students have been spending their time researching for their Internal Assessments, which are focused around an area of the Holocaust. An exercise in self-directed study, students have to devise their own question, identify why it is a question worth answering from a historiographical perspective, complete and record research from a wide range of sources, write their assessment, and then reflect upon the whole process. The students in Year 12 have been wonderfully engaged in this process and have devised some very engaging questions, some of which have been included below:
‘To what extent did Chaim Rumkowski’s leadership help the survival of the Jewish population in the Lodz Ghetto?’ - Maya
‘To what extent were Black Africans treated differently to Jews in concentration camps?’ - Oriana
‘How accurate is it to claim that there was minimal Jewish resistance in German-occupied Minsk? (1941-44)’ - Andy
Opportunity in September
In February this year, we were fortunate to be able to send two students to Auschwitz, Poland to visit the site of the former Nazi extermination and concentration camp through our links with the Holocaust Education Trust. We have made a repeat application for next academic year, and have been fortunate to be given two more places. We encourage History students to speak to their teacher in September if they would be interested in taking part (due to the subject matter and independent study required, this trip is suitable for LAB16 students only).
Things to do over the holidays:
Use the following link to research information about Holidays at the National Archive. https://www.nationalarchives.gov.uk/education/families/holidays-through-history/
Visit the Science Museum - Medicine Through Time Gallery - Useful for GCSE History Preparation. https://www.sciencemuseum.org.uk/see-and-do/medicine-wellcome-galleries
Visit Museums in Greenwich - On your doorstep and some are free! https://www.rmg.co.uk/
🌍 Exploring Our World: A Term of Discovery at LAB
Welcome to this edition of our Geography Department newsletter! Firstly, we are particularly excited to share with you the details of an enlightening Year 12 field trip that highlights our school's commitment to mitigating climate change. This trip not only provided hands-on learning experiences but also showcased the significant environmental initiatives undertaken by our school community.
Year 7
Rainforest Biomes: Investigating the rich biodiversity found in rainforests and the importance of these ecosystems, students also studied deforestation, conservation efforts, and the role of rainforests in global climate regulation.
Year 8
Tourism: Students have delved into the fascinating world of tourism, examining both local and international perspectives. Their studies included:
Tourism in the UK: Focusing on Cornwall and the importance of national parks around the country.
Global Tourism: Exploring adventure tourism in Kenya and the impacts of tourism on local cultures and environments.
Case Studies: Engaging in case studies on tourism in diverse locations examining the benefits and challenges tourism can bring.
Year 9
Coasts: Our year 9 students have been studying the dynamic and ever-changing UK coastline. Key topics included:
Coastal Erosion and Deposition: Learning about processes that shape our coastlines and the landforms that result, such as cliffs, beaches, and spits.
Coastal Management: Evaluating different strategies for managing coastal erosion and the balance between development and conservation.
Students also engaged in a debate on the effectiveness of various coastal defence mechanisms, fostering critical thinking and real-world problem-solving skills
Year 10
A huge congratulations to our Year 10 geography students for successfully completing their summer mock exams! Your hard work and dedication has paid off, and as we mark your exams, we are very proud of your achievements. A special shout out to geography superstar Millie who achieved a grade 9 on her recent GCSE mock exam paper with an astronomical 92 marks out of 94! Well done Millie!
Year 11
Best of luck to our Year 11 students who have completed their GCSE exams. We know you have put in tremendous effort, and we wish you all the best as you await your results this summer. We cannot wait to celebrate your success with you!
Year 12
Our year 12 geographers have also been working hard, having recently completed their summer mock exams and now starting their geography IA’s. Students have been planning their upcoming coastal fieldwork due to commence later in July, which will form the basis of their IA. A special congratulations to Suchay P in this regard, who recently achieved a grade 7.
As we move into the summer holidays, we encourage all students to continue exploring the world around them. Whether it’s a walk in a local park, a visit to a nearby tourist site, or a day at the beach, geography is everywhere! Stay curious and keep observing.
During modules 5 and 6, Year 7 students have studied inspirational figures in the Christian, Islamic, Buddhist and Humanist tradition. Students have explored the roles and achievements of religious leaders and evaluated the extent of their significance in their respective religions. For example, in their end of year assessment, students had to compare and contrast prophets Muhammad, Abraham and Adam and appraise who is the most important to the Muslim community today. Congratulations to Joe, Neriyah, Emily and Sophia for securing a grade 7 in this regard!
Year 7
During modules 5 and 6, Year 7 students have studied inspirational figures in the Christian, Islamic, Buddhist and Humanist tradition. Students have explored the roles and achievements of religious leaders and evaluated the extent of their significance in their respective religions. For example, in their end of year assessment, students had to compare and contrast prophets Muhammad, Abraham and Adam and appraise who is the most important to the Muslim community today. Congratulations to Joe, Neriyah, Emily and Sophia for securing a grade 7 in this regard!
Year 8
In Year 8, students have examined the life and teaching of Jesus. Particular emphasis was given to the events that lead to the trial and crucifixion of Jesus at the hands of the Sanhedrin and the Roman authorities, as well as to the concept of agape (selfless and unconditional love for fellow human beings) as exposed in the Parable of the Good Samaritan. While writing their end of year essays students have shown evidence of independent thinking and raised questions such as “Can Christians truly love strangers and put them before their own wellbeing?” and “Can Christians consider themselves true followers of Jesus unless they love their neighbour and their enemies who may persecute them?”. A huge shout out to the following in this regard: Rafferty, Jim, Inka, Nathan, George, Neha and Nailah who were the top performers in their year group!
Year 9
In Year 9 students have investigated Indian religions and their beliefs about the nature of the divine, worship as well as attitudes towards equality. In their coverage of Sikhism, students have studied about the transcendence of Waheguru and how the Guru Granth Sahib challenges casteism and gender inequality. While learning about Buddhism, students have discovered that Buddhists do not not believe in a supreme god and that the Buddha is not the object of veneration, but rather deep respect and gratitude. Finally, in their study of Hinduism, students have become familiar with the Hindu pantheon and with how puja is performed in domestic shrines and mandirs. A key question addressed in their end of year assessment included whether the finite human mind can grasp the infinite nature of God. Students who excelled in the year 9 cohort include Najiah, Calin, Michael, Nicole, Elle M, Vittoria, Andrew, Margarita, Emily, Sriy and Mohamed, Rachel and Anna.
If you wish to remain productive and keep learning about religion during the summer, Ms Jannat has got you covered. Here are some engaging and informative activities:
BBC Radio 4 - In Our Time, Religion
Presenter Melvyn Bragg and guest academics discuss historical and contemporary religious movements and the individuals and theories behind them.
University of Oxford - Philosophy Podcasts
Distinguished scholars covering a variety of topics within Philosophy ranging from the ethics of AI to the Problem of Evil.
The Two Popes by Fernando Meirellea
A biographical film set in the Vatican City about the relationship between Pope Benedict the XVI and Pope Francis. Available on Netflix.
As we approach the end of this term, we're thrilled to share the achievements and activities within our Business Studies programme at LAB. Students have been engaged in a variety of topics and projects, showcasing their commitment to the subject. Here's a detailed look at what our students have been up to:
Year 10:
Our Year 10 students have spent the last two modules diligently covering Topic 1.4: Making the Business Effective and Topic 1.5: Understanding External Influences on Business. They have spent many hours revising and practising a range of exam-style questions, including 3, 6, 9, and 12 markers, in order to prepare for their end-of-year exams and there were many really strong responses. Their commitment to mastering these topics and honing their exam techniques was commendable, and provide a firm foundation for success in Year 11 from September.
Year 11:
This term, Year 11 have been focusing on Topic 2.5: Making Human Resource Decisions, where they explored areas such as organisational structures, the importance of effective communication, different ways of working, effective recruitment, training and development, and staff motivation. Alongside their studies, they have engaged in extensive revision and interventions to prepare for their GCSEs. We wish our Year 11s the very best of luck in their results — your hard work will surely pay off!
Year 12:
Our Year 12 students have had an outstanding term, successfully completing Unit 4: Managing an Event, with all 12 students attaining a Distinction. This remarkable achievement is a testament to their hard work and dedication—congratulations to you all!
In addition, our year 12 cohort have completed Unit 2: Developing a Marketing Campaign and Unit 3: Personal and Business Finance, and we eagerly await their grades. Currently, the Year 12s are immersed in Unit 19: Pitching for a New Business, where they are fully engaged in writing business plans and pitching their ideas to potential investors.
A highlight of the term was students’ visit to Google in Kings Cross on 12th June 2024. This insightful day included meeting members from various departments, such as apprentices, software developers, product developers for education and businesses, and many more. The students thoroughly enjoyed this experience as it provided valuable insights into the world of work.
Top Scorers on Platforms
Top Scorers on Platforms
Congratulations to the following students for achieving an average score of 90+ since the start of the academic year, on Seneca Learning.
Year 10: Ashwin, Issy, Namrata, Zyad, Amiya, Olivia, Zaavier, Hannah;
Year 11: Rueda, Archie, Danzil, Rannell
Future Plans for Business:
Future Plans for Business:
Looking ahead, we have exciting plans for our Business Studies students. Year 10 will be preparing for their mocks and the Peter Jones Tycoon competition, while also beginning content for Year 11. Meanwhile, our Year 12 students will start preparing for Year 13 by diving into Unit 6: Principles of Management.
Well done, and a massive shoutout to the following students who have gone above and beyond this academic year in Business Studies. Each of you have demonstrated the LAB values regularly and demonstrated that you have made substantial progress in your learning. Excellent work, Keep it up!
Year 12: Christina and Kerim
Year 11: Sofia and Danzil
Year 10: Zaavier and Olivia
Post-Learning Opportunities:
Freakonomics Podcast/Radio - Link Here
Harvard Alumni Entrepreneurs Invites Podcast - Link Here
The $100 MBA Podcast - Link Here
How I Built This with Guy Raz - Link Here
Ted Talks Business - Link Here
The Diary Of a CEO with Steven Bartlett - Link Here
TechCrunch News - Link Here
TwoTeachers - Link Here (costs may apply)
Tutor2U Business - Link Here (costs may apply)
Events in the local area:
Visit the Bank of England, open Mon-Fri 10am-5pm, for free. Link Here
Watch any of the following movies (The Big Short, Margin Call, The House Of Gucci, The Banker, The Wizard Of Lies, Boiler Room, Wall Street, The Founder, Inside Job) These can all be found on either; Netflix, Amazon, BBC iPlayer, Apple TV or Disney+
As we celebrate these achievements, we extend our gratitude to the entire LAB community for their continuous support. We are incredibly proud of our students' hard work and dedication and look forward to another term of excellence and growth following what we hope is a restful Summer.
Year 10 coding adventures!
Year 10 coding adventures!
Our KS4 students are embarking on an exciting new project that combines creativity with technical skill: designing and coding their own text-based adventure games. This project challenges them to use logic and programming knowledge to craft interactive stories where players make choices that influence the outcome. By working on this project, students will not only develop their coding abilities but also enhance their problem-solving and narrative skills. It's a fantastic opportunity for them to apply their learning in a fun and engaging way, and we can't wait to see the imaginative worlds and thrilling adventures they create.
Year 7
Year 7
Year 7 students have learnt about computer systems. The fundamental hardware components required by all computer systems and the different types of software required to make a computer system function.
They looked at the different components used in a personal computer and what components are suitable for different setups.
In module 6 they learn about spreadsheets, specifically:
Formatting cells and ranges of cells
Performing calculations
Sorting and filtering data
Collecting and analysing data
Presenting information visually
We collected data about the class's pet ownership, their likes and dislikes of different animals and exported the data into a spreadsheet for analysis.
The students are starting to see why spreadsheets are so ubiquitous due to their ability to quickly analyse sets of data and present visualisations.
Year 8
Year 8
Year 8 students have gained an insight into computer networks and how they impact almost everything we do.
Following on from learning about some of the more advanced features of spreadsheets, they have looked at:
The hardware required for computer networks
How data travels over networks
The advantages and disadvantages of wired and wireless networks
They have learnt how today almost everything they do using an electronic device now relies on computer networks, including their educational and leisure activities. Students now understand the fundamentals of how data travels the world at the click of a button, something many people do not give a second thought, and that the vast majority of data is sent across the world using a massive network of under-sea fibre optic cables rather than satellites.
Year 9
Year 9
Year 9 have looked into how computers store and represent audio and visual information.
How are sound waves captured and stored on computers, sent to other devices and replayed at a later time?
How are images captured, stored, sent and reproduced?
How much storage is required for images, video and audio?
They have been introduced to data science, and in particular, how visualising data can help us to identify patterns and trends and thus provide insights that may not be as obvious when looking at raw data.
They have looked into:
How ever-improving advances in technology have made it more feasible to collect, store, and analyse much larger datasets than previously.
Global data sets, making predictions, and using visualisations of the global data to prove or disprove their predictions, as well as to investigate anomalies and outliers in the data.
The data science investigative cycle PPDAC (problem, plan, data, analyse, conclusion) and how to use it.
Exciting Times at the Code Club!
Exciting Times at the Code Club!
Our Code Club has been buzzing with activity as students dive into the world of programming and computer science. Recently, members have been honing their skills using Scratch, a vibrant and interactive platform that makes learning to code fun and accessible. They've been creating their own games, animations, and stories, bringing their imaginations to life through code.
Additionally, the club has been exploring the fundamentals of Binary, the language of computers, giving students a deeper understanding of how digital information is processed and stored.
It's inspiring to see our young coders embrace these challenges with enthusiasm and creativity, setting the foundation for future tech-savvy innovators. Keep up the great work, Code Club! Special Shout outs to:
Drew
Harry
Zara
Aria
Emily
Design Awards
The Design team have really enjoyed teaching all students at LAB and this year we have witnessed commitment and effort in the production of amazing outcomes from all.
There are some students that we feel have demonstrated a passion for Design and have considerable talent that we would like to celebrate.
The LAB Design Award students for 2024 are:
Y7 Airy
Ralph R - approached every project with integrity, ambition and scholarship
Y8 Airy
George G - approached every project with integrity, ambition and scholarship
Y9 Airy
Dominik K - Design and engineer expert!
Y7 Fawcett
Ayaan B - Demonstrated Integrity and Ambition throughout and is a natural when making
Y8 Fawcett
Eliza A has ambition in all aspects of design
Y9 Fawcett
Faith R demonstrated great enthusiasm and effort in DT this year
Y9 Sancho
Margarita K: great attention to detail and always works tirelessly to produce a great outcome!
Y7 Sancho
Yevhenii T - approached every project with integrity, ambition and scholarship
Isabella M - excellent design work throughout the year.
Y8 Sancho
Linara S- approached every project with integrity, ambition and scholarship
Outstanding Y10 work
George H : Passive Amplifier work
Zara L - for accuracy when making beautiful baked items
Commended Y11s
D&T
Stanley S, George L, Charlie T, Lexie D, Evelina, Larry G, Ash D, Niamh M, Aashika
Food Preparation & Nutrition
Evelina P for persistently working towards perfection
Tristan Walsh for work ethic and commitment
What have LAB D&T been working on this year?
What have LAB D&T been working on this year?
After a very busy year, the next few images will show you just how much all of our fantastic students have achieved!
Teacher Shout-outs
Teacher Shout-outs
Miss Endersby
My highlight of 2024 has been completing the Design GCSE with 11x2.
Teaching 11x2 this year has been such a highlight. The students worked so hard on making their GCSE projects a success and I am thrilled with our outcomes. Special mentions go to Stanley and George for being so independent and proactive, you’ve produced some excellent work this year.
Good Luck next year!
Mrs Shillito
I have really enjoyed teaching year 7 the Gravity Race Car unit this year.
7 Sancho have been working really hard on their Gravity Cars, accumulating in a final show down recently. The students peer evaluated each other’s work. Judging the cars based on the aesthetics and the perceived aerodynamics. Yevhenii was the clear winner in this round. However, when it came to the travel test his car didn’t perform quite as expected. The title of ‘most successful car designer’ went to Amir, who’s car travelled over 3m to clinch the top rank, the next car a whole 200mm behind was Heidi, then Phoebe with Tayden taking a credible 4th place.
The whole class have worked really hard this year and it was wonderful to share a fun, mini competition with them; seeing their designs come to life and work as intended
Mrs Skondra
I would like to give a shout out to the following students for always bringing in class your enthusiasm for the lesson and participating full heartedly on both theory and practical lessons! In year 7, well done to Dylan, Abby and Nate
Isabella has been absolutely brilliant in the textiles room and Zara, Allegra and Leona you are a delight to teach! Thank you for doing your best during all of the projects and showing respect. Finally Zai is a nutritionist in the making! Well done for showing great passion into the science side of the food!
Moving on to year 8 students; Matthew, Tomas and James show great passion towards design and the practical side. Summer and Grayson have shown real maturity this year and proven that resilience and perseverance can produce great results!
Inka, Iqbal, Maryam, Shazeevan and Rojus have been the heart of their class this year, showing enthusiasm and for pushing yourselves at all projects. Much like Sophie N, Orlaith, Leon and Maya who have shown a great passion for the subject.
Year 10 have been my favourite year 10 group ever to teach!
Our year 11s this year have been a group of amazing students who all worked hard throughout the course. Special mentions go to Niamh, Aashika, Leon, Larry, James, Finlay, Agnes, and Gursevak, these students put extra time both at home and at every intervention that we offered. Finally, to all year 11s I hope your paths ahead are exciting and satisfying. If not, remember that designing your life is an iterative process too! Change things and restart!
Final note from Mrs Fairs
It has been an absolute pleasure to teach LAB students in D&T this year. The highlight of my year was seeing my year 11 Food Preparation and Nutrition students complete their coursework and complete their written exam. They all worked very hard to develop skills and knowledge in a subject that is varied and can be challenging.
It has also been a pleasure to have spent time delivering KS3 lessons across all three LAB colleges in which the MYP iB curriculum has been a strong emphasis. We have been problem solving, challenging our Engineering skills and enjoying cooking a wide range of healthy foods and I look forward to taking part in even more fun next year!
Year 7
In Module 5 and 6, Year 7 Music statement of inquiry was: How does Music shape you and your community?
Students were introduced to vibrant communities where music is a central part of daily life. We explored African drumming and singing traditions in West Africa and the lively rhythms of Samba music in Brazil. Students had the opportunity to learn and play the djembe, the Brazilian surdo, and various other Samba instruments. Turning our focus inward, students examined how music influences their own community and personal identities. Through surveys and discussions, they reflected on their music tastes and how these shape their experiences. Our practical sessions emphasised band skills, enabling students to collaborate and create music together. This hands-on approach helped them understand the impact music has on individuals and communities.
Year 8
This term, Year 8 students delved into the intriguing Statement of Inquiry: There is no relationship between musical structure and artistic expression. To explore this concept, students studied the "4-chord trick," a popular structure in many pop songs. They discovered how these same four chords could be used to create a medley, showcasing unique artistic expression despite the common structure.
Students learned to play the four chords on various instruments, including the keyboard, ukulele, guitar, and bass. Working in groups, they created mash-ups, honing their band skills and emphasising collaboration and self-management. They made the most of rehearsal time, focusing on producing a final product that reflected their group's artistic intentions.
Year 9
Year 9 students focused on the Statement of Inquiry: Music is plagiarised and does not express individual identity. In this inquiry-based learning unit, students explored the ethical and creative implications of imitation versus originality in music. They examined case studies of copyrighted songs, conducting research and forming their own judgments, which they then presented to the class. Additionally, students delved into various careers within the music industry. As a practical application of their learning, they designed a hypothetical music festival inspired by renowned events like Glastonbury. This project helped them understand the complexities and opportunities within the music industry, fostering both creative and critical thinking skills.
Years 7, 8 & 9 have been continuing to build on and develop a strong understanding of the history of art during modules 5&6; further expanding their knowledge and understanding of where art sits within an historical context.
Students have developed their skills through the exploration of papier-mâché when looking at Pop Art, clay when investigating Op Art, studying Surrealism brought experimentation with new drawing techniques and we are now stepping into photo editing, Cubism has inspired collages, and Bauhaus has led us to create abstract music-inspired artworks!
LAB PE Uniform
LAB PE Uniform
Brigade Clothing, the online uniform provider, will take its last orders on or before 26th July for guaranteed arrival before September. Please ensure your child's PE uniform is appropriately sized and they have the correct uniform for their PE lessons (the specific items can be found on the website).
Greenwich School Athletics
We took a group of Year 7 to Year 10 pupils to compete in the Greenwich Schools Athletics Competitions. All our pupils represented the academy admirably, demonstrating commendable sportsmanship and skill against strong opposition across various track and field events.
Among the boys, Elijah (Year 10) delivered outstanding performances, securing victories in the hurdles and the 300m race, while Herbie emerged as the champion in the Year 7 1500m race. In the girls' competition, Macey-Mae (Year 9) and Elsa (Year 8) qualified for their respective 200m finals, finishing in 5th and 2nd place respectively. Additionally, Felicity (Year 8) and Margarita (Year 9) achieved third place in the 800m and Javelin events. Our Year 9 girls' relay team also performed admirably, finishing 5th after qualifying for the 4x100m final.
Overall, our team demonstrated great sportsmanship and effort, with each athlete contributing to a memorable day of competition. Congratulations to all our participants, and especially to Elijah and Herbie for their gold medal achievements!!
Greenwich Schools Cricket Competition
Our Key Stage 3 boys recently participated in the Greenwich Schools Cricket Competition, showcasing exceptional talent and sportsmanship. Competing against several local schools, our team demonstrated remarkable skill and teamwork throughout the tournament.
The team started strong, achieving a decisive victory in their opening match with strategic batting and sharp fielding playing pivotal roles. Their efforts propelled them into the semifinals, where they faced a formidable opponent. Despite a challenging match, the boys displayed resilience and determination, ultimately securing a spot in the finals.
In the final match, the boys put forth a valiant effort, with notable contributions from all team members. Though they narrowly missed out on the championship on run accumulation, their second-place finish was a testament to their hard work and dedication.
Throughout the competition, our pupils exhibited commendable behaviour, teamwork, and sportsmanship. Their dedication and effort were evident in every game, making the academy proud.
PE Ambassadors
Our PE Ambassador Programme is in full swing, recognising a select group of pupils for their exceptional commitment and passion for PE lessons and co-curricular activities. These pupils have surpassed our expectations and continually embody our LAB Values.
As PE Ambassadors, they undertake a variety of roles and responsibilities, including:
- Assisting with the setup and running of co-curricular sports clubs
- Leading lunchtime clubs
- Assisting with the Summer Sports Festival
- Supporting primary school transition days
- Setting an outstanding example in the academy and within the local community
- Serving as role models for others to aspire to
Congratulations to our PE Ambassadors. You are a credit to the academy, and we look forward to working with you in the years to come!
British Weightlifting
British Weightlifting
We are thrilled to share some exciting developments in our extra-curricular offerings this term. Our partnership with the British Weightlifting Committee has provided our students with unique opportunities to expand their skills and interests.
Recently, 25 students from Years 8 to 12 attended two 'Raise the Bar' courses at CrossFit Blackheath and Europa in Temple Hill. During these courses, they learnt how to perform Olympic lifts such as the Snatch and the Clean and Jerk. This hands-on experience was invaluable in enhancing their strength and technique.
Additionally, we collaborated with the Drama club to win a competition, securing a visit from Emily Campbell, the GB Gold medal Weightlifter. Emily will deliver coaching to a group of our students, an incredible opportunity that we are eagerly anticipating. We are currently working to schedule this exciting event for the new academic year.
Stay tuned for more updates, including the launch of our Weightlifting club with Miss Venton in the new year. This is an exciting time for our academy, and we look forward to seeing our students thrive in these new endeavours.
Leigh Academies Trust Sports Day(s)
Leigh Academies Trust Sports Day(s)
LAB recently participated in the Leigh Academies Trust Sports Day. The event was divided into competitions for Year 7 and 8 students on one day, and Year 9 and 10 students on the other, showcasing a range of athletic talents across our student body.
Day 1: Year 7 and 8 Competitions
Girls' Results:
- Year 7 Girls: Our Year 7 girls demonstrated strong performances, securing an impressive second place overall.
- Year 8 Girls: The Year 8 girls excelled, winning first place and showcasing their exceptional athletic abilities.
Boys' Results:
- Year 7 Boys: The Year 7 boys faced tough competition, finishing in ninth place.
- Year 8 Boys: The Year 8 boys improved on their previous performances, achieving seventh place.
Day 2: Year 9 and 10 Competitions
Girls' Results:
- Year 9 Girls: The Year 9 girls continued our school's strong showing by earning second place.
- Year 10 Girls: Our Year 10 girls put in a solid effort, finishing third in their category.
Boys' Results:
- Year 9 Boys: The Year 9 boys competed valiantly, ending the day in ninth place.
- Year 10 Boys: Similarly, the Year 10 boys also secured ninth place, demonstrating great effort and team spirit.
Overall, our students displayed sportsmanship and determination throughout the Leigh Academies Trust Sports Day. We are proud of their achievements and the dedication they have shown in representing our school. Congratulations to all our athletes for their hard work and commitment.
Year 7:
Leona: 2nd in Javelin and 200m
Jeyda: 4th in Shot Putt
Herbie: 2nd in 1500m
Year 8:
Elsa: 1st in Long Jump and 2nd in 200m
Valentina: 2nd in 300m
Felicity: 2nd in 800m
Sophie: 4th in Javelin
Natalia: 4th in Shot Putt
Stephan: 2nd in Shot Putt
Zbigniew: 3rd in Triple Jump
Year 9:
Macey, Uriella, Ebube, Elena: 1st in 4x100m relay
Elena: 1st in 1500m
Ebube: 3rd in 300m
Margarita: 3rd in Javelin
Georgia: 3rd in Shot Putt
Chloe: 3rd in Triple Jump
Eion: 2nd in Long Jump
Year 10:
Bea: 1st in 800m
Alberia: 1st in Shot Putt
Isla: 2nd in 1500m
Chloe: 2nd in Javelin
Congratulations to all our athletes for their hard work and commitment!
Year 10 Boys at the Charlton Athletic Community Trust x MET Police Football Tournament
Year 10 Boys at the Charlton Athletic Community Trust x MET Police Football Tournament
Our Year 10 boys recently participated in the Charlton Athletic Community Trust x MET Police Football Tournament.
Despite their strong performances, our team faced a tough challenge in the semi-finals, where they were narrowly defeated by the team that went on to win the tournament. Although the loss was disappointing, our boys can be proud of their efforts and the high level of play they brought to the competition.
In addition to the on-field action, the tournament provided a valuable opportunity for our students to interact positively with members of the MET Police. These interactions fostered mutual respect and understanding, highlighting the importance of community engagement through sports.
Congratulations to our Year 10 boys for their dedication and hard work. Their performance in the tournament was commendable, and we look forward to seeing them continue to excel in future competitions.
Elijah - Placed third (Bronze) for the London Team at the English Schools Athletics Championships. Elijah has also represented Team Greenwich in recent times and broke the U17 men’s 400m hurdles record with a time of 55.28 when racing for his club, Cambridge Harriers.
Rory winning a silver medal for London at the Beach Volleyball Regionals
Ethan selected onto the Volleyball England Talent Pathway
Margki winning back-to-back gold medals in the U19 UK Beach Tour (UKBT) Championships.
Ashwin A winning a bronze medal representing London in the Volleyball England Indoor Regionals.
Isaac O (12-2) winning a gold medal representing London in the Volleyball England Indoor Regionals.
India R (9F) and Evelina P (11F) won the U16 Silver Cup and the U15 Gold Cup for their club, Wapping Wildcats.
LAB16 Taster Day
The PE Department were thrilled to welcome many familiar faces (and new ones) to our LAB16 Taster Day. Pupils who remain at LAB for post-16 studies within PE will have two pathways to consider: the IBDP Sports, Exercise and Health Science, and the IBCP BTEC Level 3 in Sport.
The LAB16 Taster Day provided prospective students with an engaging and insightful look into the Physical Education (PE) curriculum offered in both the Career-related Programme (CP) and Diploma Programme (DP) courses. The sessions were filled with a variety of activities, including fitness testing, data interpretation and an overview of the content of the CP and DP courses.
The CP session began the day with fitness testing. The fitness tests included a range of exercises designed to assess different aspects of physical fitness, such as muscular strength, power and flexibility by undertaking a 30m sprint test, vertical jump, standing broad jump and sit and reach tests. Following the fitness tests, students moved on to data interpretation by comparing their results against top-level athletes in different sporting fields. This part of the session was designed to help students understand how to analyse and interpret the data collected from their fitness tests.
The DP students looked at the difference between field and laboratory testing, understanding validity and reliability. We took skinfold measurements, blood pressure testing and analysed VO2 max data. Students were involved in practical testing, introducing scientific comparison and understanding.
Throughout the day, prospective students had numerous opportunities to interact with current LAB16 students and PE staff. These interactions provided valuable insights into the day-to-day experiences and the supportive learning environment at the school. Students were encouraged to ask questions, share their thoughts, and connect with peers who share their passion for sports and PE.
The LAB16 Taster Day was a resounding success, offering a brief yet comprehensive overview of both the CP and DP courses. Through all the activities, prospective students gained a clear understanding of what to expect from the LAB16 PE curriculum. The day not only highlighted the academic and practical components of the courses but also emphasised the supportive network that LAB16 offers.
We look forward to welcoming these enthusiastic students to our LAB16 CP and DP programmes and supporting them in their future endeavours.
This term, Year 12 have completed mock exams for Social and Cultural Anthropology and started working on their Internal Assessments.
Mock exams were taken in Module 5, for both Higher and Standard Level students. Students took exams based on past IB Diploma papers, which gave them a taste of the challenge ahead in Year 13, and we are pleased to share that they acquitted themselves very well.
We also started Internal Assessments, with Standard Level students returning to their initial observation sites armed with much-improved anthropological knowledge and a plan for their research. Research projects include a study on social relations in a local gym and a study of materiality among central London shoppers.
Meanwhile, Higher Level students have planned in detail an extended piece of anthropological fieldwork, which they will commence before the end of term and continue over the summer. Research projects include a study of the role of technology in friendship formation among teenagers; a study of the relations between local shopkeepers and shoppers on a suburban high street; and an investigation into how identity is displayed through characters in an online game.
Social and Cultural Anthropology students have worked incredibly hard this term and should achieve well in their final IB examinations next Summer.
We wish them a productive and happy break.
During Modules 5 and 6, Global Politics students finished the second topic of the course, Human Rights, have nearly completed the third topic, Development, and have started their Internal Assessments.
Debates in Human Rights
Debates in Human Rights
In Module 5, students engaged with key debates within Human Rights. For each debate, students completed research about each side and then formed their own arguments. Students then discussed their ideas with each other. The debates that students engaged with are detailed below:
Individual vs collective rights
In this debate, students considered whether states should prioritise the rights of individual people or collective rights. Collective rights refers to the rights of a group of people. To warm students up for this debate, they first considered the scenario of whether a landowner should have the right to keep all of the crops on his farm for himself if everyone else in his town or village is starving. Hypothetical scenarios such as this open up the ethical and practical questions that are key to this debate.
During the discussion at the end, several students took the position that during the Pandemic, governments should prioritise the rights of the collective on the basis that prioritising individual rights would put public health at risk. However, several students took the position that the rights of individuals are essential for societies to continue to exist.
Universal vs cultural relativism
This debate focused on the extent that human rights should be the same across the world (universal) or should consider cultural differences. A common criticism of the Universal Declaration of Human Rights (UDHR) is that it is very Western oriented. For example, there is a strong emphasis on the rights of individuals over collective rights (which links to the previous debate). Regarding property rights, there are examples of societies where it is common for land to be owned by tribes instead of one person.
By the end of this debate, most students argued that there are key rights that should be protected but that the UDHR should also protect the rights of indigenous people to live with limited interference from states. All students agreed that the United Nations Declaration on the rights of Indigenous Peoples was necessary.
Politicisation of Human Rights
The final debate concerned whether the use of Human Rights as a political tool can ever be prevented. Students looked at the case study of the World Cup in Qatar and considered different opinions over whether the human rights of a country can be assessed without other countries using this for their own political gains. For example, to what extent do countries criticise others because they believe their human rights need to change compared to when they do so because they want to make its laws similar to theirs to gain influence? Most students argued that there will always be a political element to human rights.
Factors that may Promote or Inhibit Development
After completing Human Rights, students started the third topic of Development. Students first learned about different approaches to development. Here, students chose two countries and compared their development across each approach. For example, a country may score highly within the economic approach but the other country may have scored higher within the environmental approach.
Students also studied the factors that affect development. This subtopic enabled students to identify which factors positively and negatively impact the development of different countries the most. It is essential in the course for students to have a bank of examples that they can use. As a result, several tasks within this topic involved comparing different countries.
Internal Assessment
Students have also started their internal assessments where they will complete a 2000 word essay about a topic of their choice within Global Politics. To ensure that their essays are focussed on Global Politics, students must go beyond readings and engage with their topic.
One student, whose chosen topic is Populism, has contacted two political parties to interview and observe. This student also ran as a candidate during the mock election, using the tactics that she identified are common in populist politicians from her background reading. This intended to help her understand the impact of and rationale behind these tactics.
Another student, whose chosen topic is the war in Ukraine, will conduct interviews with people who have been affected by the war in Eastern Europe and engage with a social media campaign to build their understanding of how perspectives of the conflict vary in different countries.
Our intention is for students to complete this assessment by the end of module 1 next year. Students will then begin the final topic of the course: Peace & Conflict
Over the past year, our Year 10 Sociology students have made steady progress. Our Year 11 Sociology GCSE students showed an excellent work ethic, working hard to understand sociological concepts and their effort has been commendable, contributing positively to our academic environment.
Year 10
Year 10 students have made significant strides in grasping the family and education topics. Their engagement in class discussions and ability to analyse social structures have been encouraging, laying a solid foundation for their continued studies.
Year 11
Year 11 students showed a notable improvement in their work ethic and their ability to apply sociological theories to practical scenarios. This was reflected in their deepening understanding and critical thinking skills. Their hard work will no doubt be reflected in their forthcoming GCSE results.
Activities for Sociology enthusiasts over the Summer Break
Activities for Sociology enthusiasts over the Summer Break
1. Visit Museums and Exhibitions
The Migration Museum: Explore the history and impact of migration in the UK through engaging exhibits.
The British Museum: Delve into social history and cultural anthropology through various displays.
2. Explore Sociological Sites
East End Walking Tour: Learn about the area's history of immigration and social change on a guided tour.
Camden Market: Observe and analyse the diverse cultures and social interactions in this bustling market.
4. Volunteer with Community Organisations
Shelter UK: Gain insights into housing inequality by volunteering with this charity.
FoodCycle: Help with community meal projects to understand food insecurity and community support.
We are proud of our students' achievements this year and encourage them to take advantage of these opportunities over the summer. Have a wonderful break, and we look forward to seeing you in the new academic year!
Internal Assessment
The beginning of Module 5 saw both HL and SL Psychology students working hard to prepare for their end of year mock exams. Upon successful conclusion of these, students were happy to prepare for their internal assessment by commencing the lengthy research process around the psychological experiment they intended to replicate.
IB PSYCHOLOGY
Module 6 saw the students in their groups of between 2 to 4 students, throw themselves enthusiastically into the experimental process. In IB Psychology the internal assessment process gives students the opportunity to replicate an authentic research experiment, a unique opportunity usually only afforded to university undergraduates.
This opportunity sees all IB Psychology students get to work through the experimental process from beginning to end, experiencing the autonomy of conducting their own research. For our current year 12’s this involved recruiting participants, designing their own informed consent and debriefing forms, together with the preparation of the materials required to conduct the experiment.
Thus, students have gotten to experience the logistical complications of running their experiments: including having to ensure they could access suitable rooms at times when their participants were available to take part; having to handle confidential data; ensuring the anonymity of their participants and obtaining parental informed consent for all participants aged 16 and under. To their credit, students were able to accomplish this task in a relatively short time frame, with the students calmly taking any setbacks in their stride.
Now, almost at the end of Module 6, students are working hard to analyse their data and are beginning to write up their ‘lab report’, or research papers. The students have worked hard to get to this point and are rightly proud of having achieved so much in so little time. The students now have the luxury of time over the Summer break to work on writing their reports ready for a first submission of their draft in September.
LAB 16 Starter Day
LAB 16 Starter Day
On Tuesday 2nd July, four prospective groups of year 12 students took part in our Psychology taster lessons, which gave them the opportunity to place themselves in the shoes of the Forensic Psychologist, David Canter. In the mid 1980’s Canter compiled a psychological profile which was successfully used by the Metropolitan Police to catch the serial killer John Duffy, who was responsible for the murders of three young women and the sexual assault of at least 20 more. The psychological profile which was eerily accurate, and provided police with enough information to catch the killer and prevent the murder of further victims. Students were able to examine the evidence provided by the Metropolitan Police to Canter, and create their own profiles, which they were then able to compare to Canter’s profile. Students were then able to consider whether John Duffy’s deviant behaviour could be attributed to biological, cognitive, genetic or environmental factors. In the case of Duffy there is evidence to support all four factors and the consensus of opinion in our taster lessons tended to support a mix of nature and nurture. The prospective students also had the opportunity to question two of our current HL Psychology students, and to find out what it is really like to study IB Psychology at LAB! We are now looking forward to greeting these fledgling social scientists as part of our new Psychology cohort in September 2024.
Summer Break
Summer Break
Over the break, with time to spare, you can take the opportunity to visit the Sigmund Freud Museum located in North West London, only a stone’s throw from Camden. The home of Freud, who is considered to be the Father of Psychology and the pioneer of Psychoanalysis, together with his daughter Anna Freud (herself a renowned Child Psychoanalyst), is open to the public to explore. Here, you can see Freud’s famous couch and experience the unique atmosphere of their home. Details of the Freud Museum can be found at https://www.freud.org.uk/, and is open from Wednesday through to Sunday every week.
If Freud is considered to be the Father of Psychology, then Wilhelm Wundt (1832 - 1920) would be the Grandfather of Psychology. Born in Germany, the story of Wundt provides a fascinating insight into the birth of experimental psychology, which can be found here: https://plato.stanford.edu/entries/wilhelm-wundt/
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