With GCSEs approaching, there is a growing sense of focus across the school. Yet even in the busiest moments,  we have  found real joy in the privilege of being Leigh Academy Wilmington's first Head Girl and Head Boy. These roles have shaped us in ways we didn’t expect. During the elections, speaking to students that we had never had never met before, we both realised that bravery isn’t the absence of fear, it’s choosing to act even when you’re scared.

As exams draw closer, we are reminded that resilience, unity and courage sit at the heart of everything we do.

Thank you.

Head Girl ( Christelle)  and Head Boy (George) 

During our recent Challenge Partners Quality Assurance Review, which took place on 11th March 2026, we are pleased to announce that the review team has estimated our school’s overall performance as “Leading” in every category, with an area of excellence for extended writing. This review is a rigorous external peer-evaluation process designed to support our academy’s continuous improvement, and we are all incredibly proud to report 

The attached report highlights key areas where our academy is excelling.

Key Strengths and Achievements

The review team evaluated the following areas as Leading:

• Leadership at all levels: Recognising our relentless drive to ensure “getting better never stops”.

• Quality of provision and outcomes: Praising our ambitious International Baccalaureate (IB) curriculum and the consistent progress of our students.

• Quality of provision and outcomes for disadvantaged pupils and/or pupils with additional needs:

• Noting that these students make excellent progress, often exceeding national averages.

An Accredited Area of Excellence

I am particularly pleased to announce that our approach to Extended Writing has been officially accredited as an Area of Excellence. The reviewers noted that our research-based strategy is firmly embedded across all subjects, helping students build resilience and academic vocabulary.

A Supportive and Ambitious Culture

The report reflects the unique character of Leigh Academy Wilmington. It highlights our excellent behaviour for learning and the “Wilmington Way,” which ensures a leading learning culture. Our pastoral care was also highly praised, with students telling reviewers that our support systems are the reason why “even the hardest days don’t feel too bad”.

Our commitment to personal development and wellbeing remains a top priority, ensuring that no child is left behind. Innovative initiatives like “Wilmington on Wheels” and our “Year 11 Hotline” were specifically cited as examples of how we go above and beyond to support our community.

Looking Forward

While we celebrate these achievements, we remain committed to further growth. We will continue to systematically develop student voice and ensure that our most successful teaching practices are replicated consistently across the entire academy.

This “Leading” estimate is a testament to the hard work and dedication of our entire school community.

Thank you for your continued support in helping our students strive further and reach higher.

ISA Awards ceremony

Scott McDonald, Chief Executive of the British Council, said: ‘The school has earned this prestigious award through its inspirational international work and links with schools abroad. The International School Award is a chance for schools to be recognised for their important work bringing the world into their classrooms. The desire to build on their international work shines through and it is with utmost pride that we celebrate their achievements. 

By embedding an international dimension in children’s education, these schools are preparing their students for successful lives in the UK or further afield, empowering them to be global citizens, and are creating vital opportunities in an increasingly global economy.’ 

The International School Award recognises that the international ethos is embedded throughout Leigh Academy Wilmington and that there is a whole school approach to international work. It also highlights our collaborative curriculum-based work with several partner schools, our year-round international activities and the involvement of the wider community. 

A War for Water (ISA activity)

Following their exploration of A Long Walk to Water in English, Year 8 students have transitioned into a comprehensive Geography module focused on water management and conflict across Africa. The curriculum frames Africa as a vast continent of 54 countries with diverse cultures and economic statuses, ranging from Low Income Countries (LICs) to Newly Emerging Economies (NEEs). At the heart of this study is the River Nile, the world's largest river, which flows through 11 countries and provides a vital lifeline to nations such as Egypt, Ethiopia, and Sudan. Students learned that while water is essential for all life, many regions face a water deficit where fresh water is insufficient to meet the population's needs, a challenge often driven by climate-related water scarcity in arid environments.

The core of the module focused on the complex international tensions surrounding the Grand Ethiopian Renaissance Dam (GERD), which began construction in 2011. This real-world case study prompted students to examine the conflicting interests of Ethiopia and Egypt, leading to a dynamic debate where they worked in groups to produce speeches intended to persuade. The arguments presented were multifaceted; supporters of the dam highlighted its potential for renewable energy through hydroelectricity, economic development, and improved water management for agriculture. Conversely, opponents raised concerns regarding the socio-economic impacts on downstream nations, including the potential for failing agriculture in Egypt, damage to ecosystems, and the risk of displacing local populations.

Beyond the political conflict, the students also explored environmental solutions like the Great Green Wall, an ambitious initiative in the Sahel region aimed at restoring vegetation to combat desertification. This lesson allowed students to apply scientific concepts such as transpiration, where plants release water vapor into the atmosphere, and groundwater discharge to understand how large-scale planting can increase soil water retention and eventually lead to more precipitation.

Throughout this module, the students' work has touched upon various professional fields. While these specific career links, with the subject matter directly relating to roles in civil and hydroelectric engineering for dam construction, international relations and diplomacy for navigating water-sharing agreements, and environmental science or forestry for managing ecological restoration projects like the Great Green Wall. This holistic approach has provided Year 8 with a deep understanding of how geography shapes both the challenges and the solutions for the world's most precious resource.

Japan Club

First of all, what is ‘Japan Club’?

I know that for some people reading this, joining a club might not sound very exciting. I felt the same at first. I assumed it would just be a typical club focused only on learning the Japanese language. However, it turned out to be much more than that. As time went on, I found myself welcomed into a warm and supportive environment, where we explored not just the language but also the rich culture and incredible diversity of Japan.

So, what do we actually do?

Great question! In Japan Club, we learn about traditions, culture, the education system, the environment, and even the seasons in Japan. We also practise forming basic sentences and communicating internationally. All of this is taught in creative and enjoyable ways, making each session both fun and educational. It’s a calm space where you can build confidence, gain knowledge, and experience the benefits of learning another language.

Ok, so what have we actually done?

Right from the start, we had the exciting opportunity to communicate with students from a school in Japan. We recorded a video to introduce ourselves—and they replied! We’ve also learned hiragana (one of the Japanese alphabets), which helped us form simple sentences about topics like food and the weather. We even tried growing a bonsai tree (although that didn’t quite go to plan!) and worked on creative projects, including this newsletter article.

How has this impacted us?

For me, Mondays feel brighter, lessons seem to go faster, and even walking up the stairs feels easier. I’m proud to be part of Japan Club, and I often find myself completely absorbed in the fascinating topics we explore. We’re also encouraged to share ideas—whether it’s trying origami, calligraphy, or something new—so everyone can contribute.

Conclusion

In conclusion, Japan Club is more than just a place to learn—it’s a space to grow, explore, and connect. It’s not about simply passing the time; it’s for students who are willing to get involved, stay curious, and make the most of the experience. If you’re ready to learn something new and exciting, Japan Club might be the perfect place for you!

Gabriel D (Yr 7)

Language Development

In Cultural Studies, an important part of the IBCP programme, we explore how language shapes the way people understand themselves, their communities, and the wider world. Language is never just a tool for communication — it carries identity, history, and cultural meaning. In our sessions, we look closely at ideas such as cultural appropriation and cultural appreciation, and how these concepts influence the way cultures interact with one another.

One of the key discussions we’ve had is about the power dynamics behind language. Some languages dominate globally because of historical events like colonisation, trade, and political influence. Others are endangered, spoken by smaller communities whose cultural traditions risk being lost. This raises important questions about whose voices are heard and whose are overlooked.

Colombian and French pen pals

We have come to the end of another fantastic term in the Modern Foreign Language department. Our MYP students have shown just how open minded and principled they are as they have been busy writing to their pen pals in both Colombia and Paris. It was so wonderful observing students read their Christmas card responses from Colombia and finding out about traditions such as ‘Día de las Velitas’ and ‘Novenas de Aguinaldos’. Our French students have learnt all about how Easter is celebrated in France, including the infamous April Fools day. It is always interesting to hear about the traditions that are different from our own but it is just as exciting to learn of the traditions and festivals that we share!

Global Perspectives: A Round-up of Cultural Capital Day 2

On Friday, 20th March, our school was transformed into a hub of international discovery for our second Cultural Capital Day. Here is what our students achieved:

Key Stage 3: Cultural Deep Dives

• Year 7: Explored the culture and heritage of Somalia.

• Year 8: Investigated the history and arts of Japan.

Students moved from learning about geography and history to creating art, culminating in a formal presentation of their findings to their classmates.

Year 10: Urban Design Challenge Year 10 worked alongside the Ebbsfleet Development Corporation in a series of career-focused workshops. Students acted as urban planners, designing inclusive spaces for the local community. The feedback from the facilitators was exceptional.

Our IB Mission Seeing staff and students celebrate their own heritage through cultural dress added a wonderful sense of community to the day. As an IB World School, these events are essential in developing our students into Global Citizens who are curious, informed, and respectful of the world’s many perspectives.

It has been an exceptionally active period for Business Engagement, with a packed calendar of events and initiatives. Here are some of the recent highlights showcasing our momentum and outreach:

Laing O’Rourke Workshop Activity with Year 9

This was an  exciting opportunity for our students to participate in a two hour workshop with Laing O’Rourke with guests talking about their journey into the building and construction industry and what type of roles are available in the industry.  Students were placed into groups and were given two tasks to work on and present. 

Business Breakfast December 2026

A  special highlight of the event was the involvement of Year 10 students, who had the unique opportunity to engage directly with employers. They asked insightful questions about various career paths, roles, and industries—gaining first-hand knowledge and inspiration for their futures.

This event not only strengthened our connections with the business community but also helped bridge the gap between education and employment by empowering students to explore real-world opportunities.

We also shared a successful, T Level story from two of our final year students in Design and Development for Engineering and Manufacturing. Jack and Roman are the first cohort due to complete their T Level course. Both students have also been offered an Apprenticeship this summer. Congratulations and we wish them well!  

March 23rd 2026, this was the  moment the Year 12 Food Science and Nutrition students had been preparing for!  Arriving early, they carefully set up their workstations and organised their ingredients ahead of the Unit 1 practical exam. Weeks of practice had led to well-developed and refined dishes and menus, all ready to be brought to life.

At 9am, the exam began. Students had three and a half hours to plan, prepare, cook, and present a three-course meal tailored to a client with specific dietary requirements. To achieve the highest marks, they needed to demonstrate advanced and complex skills. As a result, the kitchen was alive with activity—deboning and filleting, crafting pastry for blind baking and choux buns, preparing herb butters, whipping meringues, and roasting components for their dishes.

Every detail had been meticulously planned, with careful timing to ensure each course was completed and presented in sequence. As the exam progressed, a wide range of techniques came into play, including blending, pasta making, tart filling, piping, moulding, deep-fat frying, and boiling. The pace intensified as dishes neared completion, and the atmosphere in the food room became increasingly focused and energised.

Final touches brought each dish to life—strawberries were delicately fanned, coulis carefully strained, ginger snaps filled, garnishes added, and plates beautifully presented before being delivered to the judging table for tasting and assessment.

It was a truly impressive showcase of talent. The students performed exceptionally well, and staff were invited to sample their creations. The photographs capture the variety and quality of dishes produced, along with their presentation for marking and tasting. A huge thank you to all the staff for their support and feedback throughout the day. Congratulations to Jessica, Ellie, Karyna, Mickey, Elizabeth, Joseph, Maheen, and Willow for their outstanding efforts and for creating dishes that delighted the palate.

At Leigh Academy Wilmington, we have achieved so much so far this Academic year in terms of wellbeing, providing ongoing Physical and Mental health support for students, parents and staff, through 1:1 appointments, drop-in sessions and a bespoke ‘Mindfulness Resilience’ programme to be delivered in Module 5 & 6. This is delivered to groups of Y7, 8 & 9 students. A Mental Health Support Programme is also delivered in tutor sessions to Y11 and post 16 students to support any challenges around GCSE Mock/Exam Course work and transitions to P16, college or apprenticeships. 

A summary of some of the other significant things that have happened so far this the year are:

Parents

• Ongoing support for parents - in person, or via telephone

• Online Support and intervention for child based anxiety (OSI) via the NHS Emotional Wellbeing team (EWT) 

• Wellbeing resources on the Academy website 

Colleagues

• Ongoing drop-in sessions for staff

• Flu jabs - seasonal 

• Staff wellbeing groups

• GP service - phone/on line  

• Easter prize draws, and Wilmington Wonders colleague nominations breakfast on the last day of a module(s)

• Staff appreciation cards & Thank a teacher day

Wellbeing award for school

In July 2025 our academy secured The re-accreditation of the Wellbeing Award for Schools in partnership with the National Children’s Bureau, enabling LAW to continue to embed wellbeing in all aspects of academy life. 

Agencies you may seek support from over the Easter Break:

Top AR Students - 2025/26 

Emilia and Zofia are the 2nd and 3rd students to reach 100 quizzes in the school's history. They are also on track to be the 1st and 2nd students to ever reach 1000 points, an absolutely phenomenal achievement. Their overall statistics can be found below:

• Zofia H - 868.1 points / 105 quizzes

• Emilia S - 867.0 points / 110 quizzes

It was in the darkest hours of winter,

When school resumed, after the Christmas break.

Common Lane was icy, cold and bitter,

Even the sedge had withered from the lake.

But, like little beacons of light that shine

And glitter on the far-off milkyway,

Our students work glimmered out from their eyes,

Making its way from sharp mind to soft page.

And then, from nowhere, spring sprung, grass was riz,

The sun crawled back into the sky atop

The verdant green of budding Kentish fields,

But, exams are round the corner, no time to stop;

On the first floor of Mighty Jupiter,

The English Department continues its work.

Year 7

One of the most frustrating things about human nature is that we can only exist in one place at a time; one of the most amazing things about technology and writing is that we can experience so many parts of the world without ever having to leave our school. In Module 3, the Year 7 students dived into the Seven Natural Wonders of the World. Each week of the module, the intrepid explorers learnt a new form of transactional writing, carried out research on one of the ‘Wonders of the World’ and completed an extended piece of writing that allowed the readers to transport themselves to far off lands and distant wonders. The module culminated with an assessment article on the Victoria Falls. Here is a wonderful paragraph created by  Erynn, Apollo Year 7: 

Throughout my years as a documenter, I have been on multiple trips, expeditions and adventures, each including a specific purpose for my arrival. However, travelling to the Victoria falls was a decision made completely by myself. The exciting sounds of crashing waves and the breathtaking freefall of a bungee jump absolutely enticed me! Why wouldn't you want to travel to this astonishing place? Almost one million people visit this extraordinary natural landscape every year!  I knew that I had to join them; it was the right option. Now that I have returned from this spectacular adventure, I have many reasons to share my experience with readers like you. If you would like to know why this experience was so amazing, then continue to read my article and why not book your tickets in advance!

In module 4, the youngest members of the school were privileged enough to read Phillip Pullman’s dramatic adaptation of Mary Shelley’s Frankenstein. Their module centered around the question that has plagued critics since the original novel was published in January 1818: who is the real villain, Victor Frankenstein or his Monster? Here is an effective analysis paragraph created by our Apollo Year 7 student, Hafsah, in her assessment:

In Act three, Pullman presents the Creature as tormented yet vulnerable, revealing how years of abandonment had hardened his once innocent nature into something far more malicious and ominous . This is most clearly illustrated  in the line “ The moon came up - oh - Frankenstein to see the moon for the first time! And I found out what sadness and loneliness was.”  Here, Pullman uses heightened emotive language in the word, “sadness”  and an exclamation mark to demonstrate the juxtaposition between how he perceived the beauty of the moon but also how it proved that he was isolated.  This also emphasises the creature’s wistfulness and vulnerability. Furthermore, the word “ loneliness” reveals a deep sense of inner anguish, suggesting the creature’s rage is rooted in his profound emotional abandonment . Overall, Pullman wants the reader to understand that he is not inherently evil but rather a tragic product of relentless isolation and neglect. Historically, the creature’s experience could link to the life of Joseph Merrick (the Elephant Man) as both of them experienced emotional turbulence in their lives.

Year 8

Year 8 students commenced the calendar year by studying the last play written by Shakespeare, The Tempest. The Module specifically delved into the treatment of Caliban at the hands of Prospero and the other Italian nobles. In their assessments, the students analysed the treatment of Caliban throughout the play.

In Module 4, the Year 8 students began their reading of Lois Lowry’s dystopian novel, The Giver. As they followed Jonas through his grey world, the students read the openings of other pieces of dystopian fiction – including 1984, Divergent, and The Hunger Games – with a view to developing their own piece of dystopian writing. Year 8 Minerva student, Evie’s  eerie and unsettling opening passage is an excellent example of this dystopian writing:

I wake up to the soft chime that signals morning, a sound so soft that it feels as though it’s rubbing against my skin. My room is pale and spotless, its corners too smooth, its silence too complete. The air tastes sterile and almost sweetened; like canned fruit, perfect but lifeless. I constantly wonder to myself, “Does the outside world smell like this? Does the outside world smell real?

Year 9

As module 3 started and the final push towards their GCSE years began, the Year 9 students found themselves in the world of Dante Bridgeman – the protagonist of Malorie Blackman’s Boys Don’t Cry – as they followed his journey through trials and tribulations of teenage parenthood. One of the most fascinating elements of Blackman’s style of writing in this novel is her use of dual narrative, which allows her to convey two different perspectives of the same situation. This is far too good an opportunity to miss; students were tasked with emulating this style of writing as they wrote two additional chapters for the book, while adopting the points of view of two characters of their own choosing. Harry, Year 9 Jupiter,  wrote expertly from Tyler Bridgeman’s (Dante’s father’s) perspective:

But sometimes, sitting in this room, surrounded by noise and chaos, my patience snaps. The anger creeps up on me – hot and sharp – because I never expected to be having another child in my house at this stage of my life, and certainly not a quiet baby. I clench my jaw as I try to keep my frustration in check, resenting the situation and the absence of anyone to share the burden. My reactions swing from forced calm, to sudden irritation, making me feel guilty afterwards. In these moments, every room feels less like a home and more like a cage I  can’t escape.

In Module 4, students continued their exploration of Blackman’s Boys Don’t Cry, but this time with a greater emphasis on analysing Blackman’s presentation of the relationship between Dante and his brother, Adam. This module’s work was aimed at producing a piece of analysis that highlights the development of the relationship between Adam and Dante as they face the challenges of loss, teenage parenthood and homophobic violence.

Year 10

It seems singularly fortunate that students can begin reading the Victorian texts A Christmas Carol and The Strange Case of Dr. Jekyll and Mr Hyde – by Charles Dickens and Robert Louis Stevenson, respectively – both while living in the great city of London, that is the setting for these two texts, and while that same city is hidden beneath the rain, fog and frost of the later winter months; there is something about the way the mist and fog hangs over the city that connects us to these otherwise distant authors and their works. Having read these literary juggernauts, the Year 10 students completed textual analyses of the two texts.

Spring is a season that is often associated with love, and so, aptly, we began our study of the Relationship Poetry anthology in Module 4. Students studied poems ranging from ‘Sonnet 43’, to ‘Love’s Dog’, to ‘The Manhunt’. The poems vary in their topic too; ‘The Manhunt’ catalogues the several impacts of post-traumatic-stress on a romantic relationship, ‘A Complaint’ expertly illustrates the hopelessness that accompanies the end of a friendship, while ‘My Father Would Not Show Us’ explores the grief involved with losing a parent. The Year 10 students put the final full-stop on their study of literature with their comparative analysis of two poems from the anthology.

Year 11

The clock is ticking and time’s a-wastin’. The final countdown is here! Year 11s began their year by completing their final literature mock exam. Both Module 3 and Module 4 have, since then, been focused on revision for both language and literature.

On behalf of the whole English team, we would like to wish all Year 11s, and their parents, the best of luck for the coming exams.

As we approach the Easter break, the Mathematics Department would like to take a moment to reflect on a term filled with hard work, resilience, and some truly outstanding achievements across all key stages. Our students have shown incredible dedication to their studies, and we couldn't be prouder of their progress.

UK Junior Maths Challenge Success

We are thrilled to celebrate the brilliant performance of our Year 9 students in the recent UK Junior Maths Challenge.

• 90 students stepped up to take on the challenge.

• 18 students earned prestigious Gold, Silver, and Bronze certificates.

Solving these complex problems requires a high level of logical reasoning and mathematical fluency. A huge well done to everyone who participated!

Mock Exams and Assessment Windows

Year 11 Update

Our Year 11 students have recently completed their final round of mock exams. The results have been extremely encouraging, showing significant growth and a clear focus as they head toward the summer.

MYP Assessments

Our MYP cohorts have officially begun their end-of-year assessment window for the week beginning 16th March. The remaining assessments will be completed by the end of June. We wish them the best of luck as they continue to showcase their learning!

Preparing for the Summer Finals

To our Year 11 and Year 13 students: the final exam season is fast approaching. We wish you the very best of luck with your final revision push. To support your independent study over the break, we highly recommend utilising the following platforms:

• Year 11: Use Sparx Maths and CorbettMaths for targeted practice and video tutorials.

• Year 13: Use Revision Village to refine your technique for higher-level problem solving.

Our STEM Club, led by Mr Nithesh and mentored by our Post-16 Biology students, engaged in a variety of projects designed to explore the physical sciences. The lab was a hub of activity as students:

• Explored Polymers: Creating everything from custom slime to milk-based plastics.

• Tested Engineering: Investigating structural integrity using marshmallow and spaghetti bridges (with some impressive heights reached!).

• Studied Chemistry: From the emulsification of handmade moisturisers to the formation of crystalline structures from supersaturated solutions.

Through these projects, students gained practical insights into chemical bonding and engineering principles they’ll carry into their future studies.

While the younger students were building bridges, our Year 12 Biologists and T-Level Health students were exploring the human body. The group attended a specialised clinical workshop at the Hunterian Museum, where the stakes were significantly higher.

Under the guidance of practicing surgeons, students were introduced to professional medical protocols. They mastered the rigorous "scrubbing in" process required to maintain a sterile environment before moving on to a technical demonstration of suturing. Using medical pads, our seniors practiced the precision stitching and surgical knots required in a modern operating theatre.

Our historians at Leigh Academy Wilmington have made an excellent start to the 2025/2026 academic year, demonstrating enthusiasm, curiosity and impressive analytical skills across all year groups.

MYP

Year 7

In Module 3, students explored life in Medieval England. By analysing historical interpretations, chronicle sources and surviving architecture—such as that found in York—students gained insight into everyday life during the period. This provided important context for understanding the devastating impact of the Black Death, which swept across Europe in 1348.

In Module 4, students turned their attention to Medieval monarchs. They debated whether Matilda should be considered England’s first queen, examined whether Richard I was truly an ‘absent’ king during the Crusades, and evaluated King John’s reputation in light of the Magna Carta. The module concluded with an investigation into the mystery of the Princes in the Tower and the Wars of the Roses, setting the stage for the study of the Tudors after Easter.

Year 8

During Module 3, students studied the Industrial Revolution, a pivotal period in British history. They explored first-hand accounts revealing the harsh realities of child labour and examined the rise of crime in rapidly growing towns and cities. Students also investigated the Great Exhibition of 1851, discovering the innovations showcased in the iconic Crystal Palace.

In Module 4, the focus has shifted to conflict and international relations. Students have explored the causes of the First World War, producing thoughtful essays on key factors such as militarism, alliances, imperialism and nationalism.

Year 9

In Module 3, students studied the Holocaust, focusing on the experiences of its victims. Through personal testimonies, they developed a deeper understanding of the human impact of this tragedy, making meaningful connections to Holocaust Memorial Day on 27th January.

Module 4 introduced students to the Cold War. They have examined the contrasting ideologies of the USA and USSR, as well as key events such as the atomic bombings of Japan, the concept of Mutually Assured Destruction (MAD), and the Cuban Missile Crisis—highlighting just how close the world came to nuclear conflict.

KS4

Year 10

Year 10 students have successfully completed their first GCSE unit, Medicine in Britain, which accounts for 30% of their final grade. They have now commenced their study of Weimar and Nazi Germany, exploring the impact of the First World War and the Treaty of Versailles, and how these events contributed to Hitler’s rise to power.

Year 11

Year 11 students have shown great dedication in their recent mock examinations, with many improving on their previous results. They have now completed their study of the Anglo-Saxons and are focusing on exam preparation. With their first GCSE History exam approaching on 15th May, the History team wishes them every success.

KS5

Year 12

Year 12 students are making excellent progress in their IB History course. Having completed the Cold War section of Paper 2, they have moved on to studying Authoritarian States. They have also begun their Internal Assessment coursework, producing thoughtful essays on Nazi propaganda and Hitler’s consolidation of power.

Year 13

Year 13 students are now fully focused on their final exam preparation, having completed high-quality Internal Assessments. The History team wishes them the very best of luck as they approach their final examinations.

¡Felices Pascuas! and Joyeuses Pâques from team MFL. As always, we have had a very busy term in the Modern Foreign Language department. We continue to follow the NCELP scheme of work in our MYP lessons and have had the privilege of working with authentic French and Spanish texts. These have varied from poems to articles and pupils have excelled in these classes demonstrating their willingness to learn about other cultures and their open-minded skills. The Year 7 French groups learnt about the poem ‘Familiale’ by Jacques Prévert and the Year 7 Spanish groups learnt the poem ‘La plaza tiene una torre’ by Antonio Machado. Abigail W in Year 7 Apollo designed her own ‘tower in the square’, winning her class competition which was awarded with an Easter egg!

Our pupils continue to use Languagenut to enhance their language skills for their weekly homework, however we have had some pupils go above and beyond this module. Within the trust, we are currently ranking second place overall, which is an outstanding achievement. Well done to those pupils who continuously ensure their homework is completed on time and to such a high level, your effort does not go unnoticed. 

When we return from the Easter holidays it is going to be full steam ahead for our year 11 pupils as the real GCSE speaking exams are taking place. Students have already made substantial progress since their last speaking mock exams so we are very keen to see how far they have come. The attendance to revision sessions on Monday’s after school has been extremely promising and it will all be worth it in the end! 

Year 7: 'Surrealist Creatures'

Year 7 students commenced unit 2, where they are working as Illustrators for a famous international book publisher and have been tasked to create a new alien/creature for a series of children's books and/or computer games, students’ designs needed to be innovative and filled with imagination! 

Year 7 students are thoroughly enjoying this new unit, especially when creating their own initial alien/creature design, starting as a simple organic shape, students were tasked to add random animal parts, objects from around the home, facial features and different textures to their newly created alien/creatures. In the final week, students used the Canva platform to create surreal hybrid animal creatures, students used their new acquired knowledge of surrealism along with their digital skills to create some inspirational aliens/creatures they can use as their starting point for their final illustration.

Year 8: 'Landscapes'

Year 8 students in Visual arts have started exploring  the genre of Landscapes, working to a brief where they need to create their own postcard design for the National Trust. Students have so far learned what makes up a landscape. They have also started to experiment with line, colour and blending working in the style of Hundertwasser who creates bright vibrant landscapes. Students will soon begin exploring digital art work by David Hockney creating digital drawings continuing their exploration of landscapes. 

Year 9: 'Landmarks'

This module, Year 9, has started their new unit on 'Landmarks'. Working as a designer, they will need to create a social media advert that celebrates their chosen global Landmark. So far, students have explored what a Landmark is and started to consider what landmark they may want to celebrate within their design by creating personal Mood boards. They have experimented with digital platform Canva to create an advert for a London Landmark, as well as exploring mark making techniques using line creating outcomes inspired by British Artist Sir Stephen Wiltshire. 

Art & Design Enrichment clubs

Art club students have been working on developing their own character designs. Students have been using a wide range of art media to explore and experiment independently. They have drawn links to their character designs from their own interests and art style interests.    

Fashion

In this module, Fashion club students have been busy exploring new practical techniques such as embroidery/hand sewing and embellishments, these skills will be used to inspire their ideas towards their final upcycled white T-shirt design which they will begin to create in Module 5.

Photography

This module, The Photography Club, has been exploring drawing with light. This has involved students understanding how long exposure works and how they need to plan what they are drawing. Students have had to work collaboratively to direct each other and ensure their drawings are visible. Students have worked incredibly well together using their communication skills to direct each other while taking the photographs. Students have explored imagery that they have been inspired by to attempt to create their own outcomes. All students have written their own names and developed their work starting with simple shapes and stickman drawings to create more experimental outcomes using longer shutter speeds and experimenting with colour lights. 

Clubs 

Football/Basketball 

Our Football and Basketball clubs have experienced a remarkable increase in participation and skill development this term. Students are showing exceptional dedication, attending training sessions regularly and striving to improve their performance. Many have been actively engaging in clubs, showcasing both their sporting ability and leadership qualities as they work towards earning a place on the team. A large number of students have represented the school with a positive and admirable attitude. In addition, several students have demonstrated a willingness not only to learn but also to support and guide their peers within the basketball club. Sessions are characterised by high energy and enthusiasm, with students developing key fundamental skills such as dribbling, shooting, and defensive positioning. With the upcoming LAT fixtures on the horizon, motivation has increased further, encouraging even greater participation in club activities.

Netball/Dance 

Attendance at both Netball and Dance clubs has been excellent, with students consistently demonstrating enthusiasm and a strong sense of responsibility each week. Our Netball players have been particularly impressive, taking initiative by leading warm-ups, organising drills, and supporting younger members. In Dance, creativity has truly shone through. Students are confidently learning new routines while also choreographing their own, showing genuine excitement and passion. With exciting opportunities ahead this summer, both clubs are well positioned to achieve great success.

Fixtures

Netball

Netball fixtures have officially kicked off this module, and the dedication shown by all our teams has been fantastic. Our Year 7 squad has demonstrated great initiative and impressive commitment, eagerly stepping onto the court and quickly grasping the competitive nature of the game. Meanwhile, the Year 9 team delivered an amazing performance in their recent fixture, displaying incredible effort, teamwork, and skill, and making us incredibly proud of their progress this term.

Football 

The football team at Leigh Academy Wilmington has enjoyed an excellent run over the past three modules, demonstrating outstanding commitment and significant progress on the pitch. Their performances have consistently made the school proud. The team has shown great resilience, maintaining effort right through to the final whistle, while supporting one another with clear and effective communication—something that has been particularly impressive to see. A special well done to the entire Year 7 squad. Keep working hard, continue to enjoy your football, and we look forward to seeing what you achieve next season.

LAT events 

Y9 Rugby

Our Year 9 boys' rugby team delivered a masterclass in skill, speed, and teamwork at the recent LAT Year 9 Tag Rugby Tournament. Representing Leigh Academy Wilmington, the squad didn't just compete—they dominated.

From the opening whistle of the first match to the final moments of the championship game, the boys remained undefeated. Their communication on the field was seamless, turning every defensive stand into a lightning-fast counter-attack.

The Winning Squad:

• Nick C

• Zack R

• Will G

• Sammy W

• Aidan D

• Teddy O

• Jeffery A

We are incredibly proud of how they represented the academy, demonstrating both athletic excellence and exceptional sportsmanship.

Congratulations to our champions!

“The promise of spring’s arrival is enough to get anyone through the bitter winter”

Jen Selinsky, American author and poet

"When we strive to become better than we are, everything around us becomes better, too."

Paulo Coelho

“Success is not final, failure is not fatal: it is the courage to continue that counts.”

 Winston Churchill

RETURN AFTER EASTER

We look forward to welcoming students back at the start of Module 5 on Monday, 20th April 2026. 

Lessons start promptly at 8.30 am.

KEY DATES