INTERNATIONAL SCHOOL AWARD

International School Award (ISA)

As an IB World School, raising global awareness and developing international citizens are at the core of our vision and ethos. Since we got the full accreditation level of the International School Award in 2022, we have strengthened our international policy to ensure that our students are internationally-minded, respect cultural diversity and are able to take their place in an increasingly complex and ever-changing world. This exciting journey has recently (August 2025) been recognised by the British Council with the full reaccreditation of the award, which will be valid for the next 3 years. The school will be attending the British Council ISA Awards ceremony at the Houses of Parliament early in February 2026. 

We carried out 8 curriculum based international learning projects, covering a wide range of subjects and involving the majority of students from Year 7 to Year 13 and 5 international partner schools. 

• Colombian pen pals

• French pen pals 

• India online exchange

• A War for Water

• Made in Japan 

• Beyond the News (Cultural Awareness)

• Cultural Heritage 

• Language development: Italy and Portugal

The activities took place throughout the academic year as part of our established curriculum, including the SMSC programme, Action Days and Interdisciplinary Days. They were cross - curricular and collaborative between learners and teachers. Three of them were completed in partnership with schools in other countries: our well - established partner schools in France and Colombia and our new three links in India. Also, three of them contained foreign language learning (Spanish, French, Italian and Portuguese). These projects had all elements of cultural exchange with students at Leigh- Academy Wilmington and our international partners learning from each other.

We also introduced our "Ambassadorial scheme", as a new required element for the reaccreditation. We added an international section to our school newsletter. A space to share our experience in international education with the wider community and other schools in the UK. We also hosted our first “Ambassadors event” which took place last July 2025. We organised a carousel activity during the Y6 Induction Day where Leigh - Academy Wilmington students showcased our eight international projects. The aim was to celebrate students’ achievements, share our international work beyond the school and highlight our commitment to global citizenship. 

Even more, as part of our aim to develop inquiring, knowledgeable and caring young people through intercultural exchange, our international work, in addition to our international projects, also includes celebrations of major religious and cultural events in the library. A range of trips to different international destinations like Spain and France or our ski trip to Austria among others. We have also hosted groups of Chinese students in the past few years and are planning to welcome another group again this academic year (July 2026). We also welcomed to the academy a group of 40 students from a Belgium school last July 2025. We have also commenced with a Japanese club after school in partnership with our school link in Tokyo. We encourage students who have a home language different from English to embrace it and sit a GCSE in that specific language. Interdisciplinary Days and Action Days take place at different times during the academic year. All these activities have an international element, collaboratively planned to ensure cross- curricular and inter-disciplinary learning. In addition to these, the school ensures that the international theme runs throughout the school curriculum with each department ensuring they are delivering either international or cultural context in one or more of their modules.

In the past few years, we have been on a journey that has enabled us to cement our international ethos and therefore to fulfill our aim as an IB school of creating global citizens. Furthermore, the international activities across the academy have had a significant and lasting impact on pupils, teachers, and the wider school community, and have ensured that internationalism is not a standalone initiative but a sustained and meaningful part of the school’s identity and educational vision.

This academic year, as part of the school’s commitment for sustaining the international ethos, the curriculum will maintain its international focus and develop as the links with other schools become stronger and new international opportunities emerge. We will continue repeating some of the projects, as a rolling programme, and introduce new opportunities. You can read below in this international section of the newsletter, about some of the projects that have already started this year.

Japanese club (ISA activity)

Starting in September, the Japan club has grown with new members in Year 7, Year 8 and the post-16 students. 

In our club meetings, we have learned about how Japanese schools work (did you know students have to clean the school?) ; Japanese sports (Baseball is the most popular) and we even got to start practising the language with basic phrases and writing practice. 

All these tasks and activities helped us to make our introduction videos to Sakuragaoka School in Tokyo. We really enjoyed sharing our favourite parts of Japanese culture; talking about sushi; our favourite anime and asking questions to the Japanese students. 

We are looking forward to more exchanges in the New Year and to share more about British culture with the Japanese students. If you have time after school on Mondays come and join us. 

Have a Merry Christmas and a Happy New Year !

(Japanese people say yoi yoi otoshi o before New Years’ day) 

IBCP Language Development (ISA activity)

The year 13 IBCP Language Development class has been continuing their exploration of the Italian language and culture. In module 2, students chose to look at the rich history of Italian artwork. After conducting research on the topic, they have chosen an artist of Italian origin and have been busy re-creating some famous works of art.

The year 12 class have begun an exciting new IB course this year called Language and Cultural studies. In lessons, they have been exploring a range of different languages and cultures from around the world. They have explored multilingualism and how people from around the world communicate. In module 1, students reflected on their personal identities to create their own linguistic and cultural profiles. Most recently, the year 12 students have surveyed other members of the Academy community about their linguistic and cultural identities, with the aim of finding out more about the diverse make-up of their peers and also staff within the school. They have particularly enjoyed finding out how students describe their culture and how many languages are spoken in the Academy.

Colombian and French pen pals projects- MFL Christmas cards (ISA activity)

At Leigh Wilmington Academy, we continue to take pride in offering enriching linguistic experiences that promote curiosity, cultural understanding, and the development of strong communication skills. Our students are encouraged to demonstrate independent thinking, effective learning and intellectual character—values that are reflected in all aspects of Modern Foreign Languages (MFL).

This festive season, the MFL department is delighted to continue strengthening the cultural bridges that have connected our students with young learners around the world. For several years now, our Academy has enjoyed a successful partnership with schools in Colombia and France, where students have exchanged letters and postcards to learn first-hand about different traditions, lifestyles, and celebrations.

This year, we are deepening those special links through an exciting Christmas pen pal project. Students will be exchanging postcards once again with our Colombian partner school, discovering how Christmas is celebrated there while sharing the rich and joyful British festive traditions they experience here. In addition, our long-established collaboration with our French partner school will continue to flourish, as students write Christmas cards in French, proudly demonstrating their growing mastery of the language.

Through the NCELP framework and carefully designed pedagogy, students will apply high-quality vocabulary and structures, while also activating a range of IB Learner Profile attributes. They will:

• reflect on their own work and progress (Reflective),

• expand their knowledge of global cultures (Knowledgeable),

• communicate effectively across languages (Communicators).
  
  

Alongside these, our learners will continue to cultivate:

• collaborative learning, by discussing similarities and differences in traditions,

• communication skills, expressing themselves confidently in multiple languages,

• open-mindedness and respect, appreciating the perspectives and customs of others,

• global awareness and curiosity, recognising the beauty of cultural diversity, and

• creative thinking, making meaningful cultural comparisons through their writing.
  
  

Language learning thrives when culture, communication and curiosity come together. By engaging in authentic exchanges with peers beyond our borders, our students gain a richer insight into life in other parts of the world, and develop the global mindset needed for the future.

As our students continue to grow as confident young linguists, we look forward to seeing their enthusiasm shine through every letter they send and receive.

Cultural Awareness- Culture Day (ISA Activity)

The cornerstone of our cultural exploration took place on Wednesday, December 3rd, led entirely by our inspiring Sixth Form students. They brilliantly transformed the Lecture Theatre into a world tour, showcasing food, fashion, and traditions from over 29 different cultures—ranging across African, Asian, European, and Canadian heritages.

Year 7 through Year 10 had the opportunity to tour this vibrant installation, viewing, and interacting directly with the displays. The energy and enthusiasm of both the presenters and the younger students were palpable, making for a truly engaging experience.

Bringing Awareness into the Classroom

Following the initial showcase, the learning was brought back into the classroom. Teachers facilitated engaging discussions using a specially prepared PowerPoint where members of our own staff and student body shared a personal aspect of their culture that they are most proud of.

It was genuinely heartwarming to witness our students open up, celebrate their own backgrounds, and ask insightful questions about the heritage of their peers and teachers.

The celebration of our diversity is a powerful way to build empathy and unity. We are confident that these dedicated, culture days are significantly helping to promote the mutual respect that sits at the core of our school values.

A massive thank you to the Sixth Form team for their exceptional organisation and passion, and to all the staff and students who shared their stories and made the cultural awareness event a resounding success!

STUDENT VOICE

Student Voice Takes Centre Stage: Head Boy and Head Girl Elections

This year, marks an exciting new chapter for student leadership with the introduction of our first-ever Head Boy and Head Girl Elections! This initiative gives students a powerful voice in the school community and leadership structure.

The Election Process

The election process culminated in Week 5, where three outstanding male students and three outstanding female students presented their campaigns in all college assemblies. 

The candidates were:

• Christelle D. (Y11 Minerva)

• Princess A. (Y10 Apollo)

• Charlotte L.M. (Y10 Minerva)

• Kian R. (Y11 Jupiter)

• Kanna M. (Y11 Apollo)

• George A.T. (Y11 Minerva)

We extend huge praise to all six students for their bravery, effort, and excellent presentations, which truly exceeded all expectations.

New Student Leaders Elected

Following the presentations, students voted anonymously via a Google Form, resulting in an incredible turnout of 765 votes!

We are delighted to announce our newly elected Head Boy and Head Girl:

Head Boy

George A.T

Head girl

Christelle D.

Looking Ahead to Module 3

Christelle and George will now lead our student voice efforts. Look out for exciting new developments, including a new student-led newsletter, which will be launched in Module 3! This newsletter will be a platform for students to share their ideas, initiatives, and news with the wider school community.

Finally, please join us in congratulating George and Christelle on their new roles, and thanking all the candidates for setting such a high standard for student leadership.

BUSINESS ENGAGEMENT

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

Careers Talk by PointBlank to Year 10

PointBlank is a music school that offers a wide range of specialist courses within the music industry. Students were given invaluable insight into the many different roles in the field and learned how they can develop their skills by attending sessions at the school. The variety of career paths in the industry is so extensive that even some of the teachers were surprised to learn about the diverse types of work these professionals do.

Career sessions with Charlton AC to Year 9

Charlton AC delivered two sessions to the students in Year 9.  The first session was on soft skills and employability and the second session was on financial matters. There will be an opportunity for the students to visit University of Greenwich in the summer.

Careers Talk by Laing O’Rourke to Post 16

The students were given an opportunity to learn about what Laing O'Rourke does—not just as a construction company, but through the wide range of roles that support its back-office operations. Two apprentices shared their experiences of how they joined the company, and students were also provided with a list of apprenticeships available for the 2026 intake. In addition, the company is offering summer work-experience placements for 14–18-year-olds.

This is a fantastic opportunity for anyone interested in exploring the diverse careers available within Laing O’Rourke.

Business Breakfast December 2025

A  special highlight of the event was the involvement of Year 11 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 success T Level story from one of our students, Piper who was in the first cohort and delivered a presentation on her journey on the T Level Health course. Piper is now a Health Care Assistant and is waiting to apply for an apprenticeship at Dartford and Gravesham NHS

YEAR 12 T LEVEL ENGINEERING WORKSHOP

12-14 th November - Year 12 T Level Engineering Careers Workshop at Ebbsfleet Garden City Run By The Construction Youth Trust.

Between 12th and 14th November, Year 12 Engineering - T Level students visited Ebbsfleet Garden Village to immerse themselves in the world of construction. This is the second opportunity that our students have been able to engage in a three day careers’ workshop organised between Karen Man, The Ebbsfleet Development Corporation and The Construction Youth Trust.

Their first day was spent in ‘The Observatory’, at the headquarters’ offices at Castle Hill Drive, learning about how the concept of Ebbsfleet Garden Village came about and the different stages of construction. The students were also introduced to the team who outlined the three days and the career’s project that they were going to take part in.

In the afternoon, the students donned hi-vis jackets, helmets and safety boots and were taken to the Alkerden Village site where they visited a secondary and primary school under construction. This was a fantastic opportunity to see the vast array of construction materials being used and to be able to ask questions on everything to do with engineering and job roles within the building industry..

On the second day, the students were split into four groups to work on a construction project, which was to design and make a model of a secondary school. Each student had a job role within the group from Project Manager to Marketing Manager, Planner, Architect and Accountant. As they explored their roles and worked on the projects, they were given talks from a variety of experts working in and around the industry giving them tips on how to move their projects forward, considering real-life problem solving issues.

The last day was spent finalising their projects ready for presenting back to the group.  Each group had to develop a pitch for their project and they were shown key elements of how to write a purposeful presentation and how to present their pitch confidently and eloquently to yet another group of industry experts and professionals.

On that final day, our students shone brilliantly!  They all wore business dress and took their roles extremely seriously and professionally.  All groups delivered well-thought out pitches and presented their ideas with confidence.  Whilst we are extremely proud of all the students that took part, as they were truly amazing, the winning team: Harry R, Robert C and Harry B were outstanding and showed excellent leadership and teamwork in driving a project forward.

Congratulations to all involved and thanks to CYT and all the staff at Ebbsfleet Development Corporation and their contacts for this exceptional experience.

HUNTERIAN MUSEUM

Our Year 12 students visited the Hunterian Museum library and exhibits and then had the wonderful opportunity to meet with surgeons and discuss human anatomy with the private collection for medical studies. The staff and surgeons were very impressed with our students who displayed exemplary behaviour and excellent knowledge on the day .The day was thoroughly enjoyed by all the students and they were also inspired by the subject of medicine. Our fervent wish is to attend the Hunterian Museum again to undertake  another workshop in the new year!

IN HER SHOES

‘In Her Shoes’, an initiative organised by The Women’s Association, grants the next generation the chance to step into the shoes of a senior woman. Over thirty Post 16 girls have had the wonderful opportunity to be a part of  this wonderful experience. 

The girls were immersed into their mentors’ environments allowing them to engage in daily activities, responsibilities and decision-making processes as well as gaining crucial inspiration and insights for their own paths. This experience offered a comprehensive understanding of the female mentor’s accomplishments while nurturing empathy, confidence and motivation in the girls; creating a ripple effect that will simultaneously promote personal and professional growth for the girls involved.

Student messages sent to Deborah Williams CEO of The Women’s Association:

WELLBEING @ WILMINGTON

Agencies you may seek support from over the Winter Break:

“The rooms were very still while the pages were softly turned and the winter sunshine crept in to touch the bright heads and serious faces with a Christmas greeting.” 

Louisa May Alcott,  Little Women

Christmas time is poetry competition time for Team Literacy so there was the usual buzz about who the winner would be in 2025.  All three colleges battled it out to be crowned POETRY WINNER 2025! 

We are extremely proud to announce that Hafsah (Y7 Form A7)  is the exceptional winner this year for her charming Christmas poem. 

Here is the winning Christmas Poem  in all its glory ... 

THE CHRISTMAS SPIRIT

Christmas comes with happy cheer,

families gather, drawing near.

Jocund laughs and merry cries,

fluffy snow fills winter skies.

Shiny baubles grace the trees,

miracles drift upon the breeze.

Presents wait beneath the tree,

as we rise from our beds in glee!

The lovely sight of gifts we share.

Oh, what joy is everywhere!

Benevolence shines through the season,

with happiness and love, for good reason.

Lights glow ceremoniously, 

voices sing harmoniously.

An epiphany of love so true,

the Christmas spirit lives in me and you.

Hafsah ( Y7 Apollo 7 - tutor group) 

Poetry has been a huge favourite with our MYP students in particular. This November, in conjunction with the English faculty, our Year 7 students thoroughly enjoyed  their National Literacy live,  poetry online, masterclass workshop with  2 popular poets: 

Nikita Gill -  Irish-Indian poet, playwright, writer and illustrator based in south England. She has written and curated eight volumes of poetry and is one of the most followed poets on Instagram.

Karl Nova - Popular for his energetic performances and relatable poetry,  is well- known for stories from his life growing up in both London and Nigeria. His life experiences and discovery of rap led him to express himself through poetry. 

Our Y7 students fully embraced the workshop, engaging with a range of styles and techniques to perfect their poetry writing. Here are some of their comments:

Frankie N - “I really enjoyed listening to their poems and have now learned that you can make a poem out of any experience. This masterclass will really help me when I study poetry in class. “

Frankie L  - “I have learnt 2 different ways to create a successful poem and that you can make a poem that expresses your feelings. The thing that I loved the most is that the poets were talking about how you can make the poems in different ways through repetition.”

Isaac M - “I learnt that you can put anything into a poem e.g. emotions as well as your surroundings. It was fun to learn about sources of poetry and the different forms as well.  It will definitely help me create poems and many other types of literature in lessons.”

Jamie G- “ I have learned that even some things that you wouldn't  even think of could  be a poem. You can turn anything into a poem by using repetition and observation. I enjoyed the masterclass because poems can show your culture and they can also be funny.”

Peer Reading - Post 16  buddies and Year 7 students

In modules 1 and 2, Year 7 students thoroughly enjoyed their 1 : 1 reading sessions with our dedicated and committed  post 16 students. It is heartwarming to witness that students in the upper years are willing to sacrifice their time to buddy -up, mentor and read with our little Year 7 students. Consequently, we have achieved some significant reading gains through the programme over the years. 

Here are some positive comments from both post 16 buddies as as well as the Year 7 students:

• "The post 16 students helped me with words that I did not know. "

• "They help me with words and to get to know more vocabulary."

• "It has helped me to read faster and understand more vocabulary."

• "It  is helping me understand more words and the plot of my book." 

• "My post- 16 buddy  has helped me to read better and has listened to me when I struggle with reading."

How do the post 16 students feel about contributing to the reading culture at L.A.W?

1. "These sessions have helped me because it makes me happy to read with a younger student and know that I am improving their skills.It also helps me to build confidence." ( Kailah)

2. "These sessions allow me to experience helping a student read and improve their comprehension, it also develops my skills. "( Hollie)

3. "It is useful to develop my own skills for the DoE and also makes me develop my communication skills." ( Zara)

4. "It has helped me to be more open- minded and to be more aware of the reading challenges of others. "( Caitlyn)

5. "I am making a positive impact on another student . "( Elizabeth)

6. "It has helped me to grow my own confidence as I am able to communicate and help a younger student." ( Isobel)

“Fine old Christmas, with the snowy hair and ruddy face, had done his duty that year in the noblest fashion, and had set off his rich gifts of warmth and color with all the heightening contrast of frost and snow.”

George Eliot - The Mill on the Floss.

As the sunlight of Summer flooded southwards and the frosty mornings of a late Autumn set in across the northern reaches of the county of Kent, the English Department at Leigh Academy continued the work that has produced record-high GCSE results in the last two years.

Year 7

Our MYP curriculum catapults the youngest members of the school into the distant land of South Sudan, as they follow the journey of the extraordinary Salva Dut, from the small village of Loun Ariik, to refugee camps in both Ethiopia and Kenya, and, finally, to America, narrated by Linda Sue Park in the novel A Long Walk to Water. The story encapsulates a unique and alien experience, transporting our students into a world they did not even know existed. As their modular assessment, students analyse the scene which describes the reunion of Salva and his father.

Apollo’s Hafsah summarised the learning that took place in Module 1 and 2 with these words:

"Over the past two modules, we have explored the themes of resilience and human survival, which reveal how ordinary individuals can endure extraordinary hardship when sustained by hope and their community."

Year 8

From the dry, dusty expanses of sub-Saharan Africa, our MYP curriculum drops Year 8s into the fertile plains and rolling hills of rural Devon and fires them towards the muddy battlefields of the Western Front during the 1st World War. Michael Morpurgo’s Private Peaceful follows the life of a working-class family whose lives are devastated as they are caught up in the tumult of the ‘Great War’. Ultimately, it is a story that conveys the inequality and oppression of early 20th-century Britain that culminated in the slaughter of hundreds of thousands of young men, while also honouring the bravery and sacrifice of those soldiers. Our students produced excellent pieces of creative writing that aimed to capture the horror of the war.

Freya in Jupiter emotively describes the final moments of a British soldier who – having been caught in a gas attack – made the ultimate sacrifice:

My body pushes me to stay strong. I can’t do this anymore. I stumble  over to my bunk, still wearing my gas mask. I lie down. I remove my mask and hold it in my hands. I close my eyes and have a dream. A dream that I will keep with me forever. It was my family on Christmas day, a few years ago, joy spread across all our faces. My throat tightens, I scream in agony. I know this is the end…

At least no one will notice I’m gone, I’ll be with my family. Forever.

Year 9

In Module 1 of the final year of the Middle Years Programme, our students’ began their second foray into the perilous territory occupied by the work of the bard. Shakespeare’s classic, Romeo and Juliet, is one of the most famous pieces of literature not just in English, but in any language, and this is for a reason; Shakespeare elegantly captures the potential danger of love while, at the same time, highlights the all too familiar results of hate. Year 9s studied the world-famous play in conjunction with Baz Luhrmann’s 1996 film, Romeo and Juliet, which adds another layer of understanding and interpretation to the age-old story. Finally, the Year 9s completed their assessment, analysing the treatment of Juliet at the hands of her father and mother, Lord and Lady Capulet.

Apollo’s Jupkeert the fraught relationship between Juliet and her father in this paragraph:

Shakespeare highlights that Capulet does not like losing power, even going so far as to treat his daughter as though they were not related. Lord Capulet’s reaction to losing his power can be best shown in the quote “Hang thee young baggage! Disobedient wretch!” Shakespeare uses the metaphor of “young baggage”, to suggest that Juliet only holds her father back.

In Module 2, the Year 9s moved onto a far more prevalent topic as they learnt about the impact that activists can have on the world, particularly through their transactional pieces of writing. Students studied the work and impact of activists, from Marcus Rashford, to Greta Thunberg, to Malala and learnt to emulate their writing styles. As their final assessment, students were given the choice of writing a letter, speech or article calling for immediate change on a global issue. 

Maliha from Apollo, expertly draws her reader in with this opening paragraph of her article, ‘Girls’ lives in Afghanistan’:

Hasti

I walk through the cold deserted street, finally reaching Hasti’s school, excited to see her doing what she loves most – learning. I stop in my tracks because I see the Taliban surrounding the building, preventing her and her classmates from entering their place of education. She is only 14, still under the care of her mother, yet, she has no opportunity to live like a normal child, to have a normal childhood. Hasti is just one of many girls whose education has been abruptly stopped since the Taliban took power in 2021.

Year 10

Year 10 students were plunged into the alien world of medieval Scotland, as they followed the ambition, treachery and ultimate downfall of Macbeth, in Shakespeare’s classic. Their assessment analysed the nature of the relationship between Macbeth and his wife, Lady Macbeth, in Act 1, Scene 7, as they push one another further away from righteousness and towards their own impending doom.

In Module 2, the Year 10s fast-forwarded to the 20th century, as they studied J.B. Priestley’s socialist polemic, An Inspector Calls. The students were provided with a choice for their assessment, on the one hand they could have analysed the importance of responsibility in the play or, on the other, the changes that Eric Birling experiences during the play.

As we reach the end of a busy and productive term, we want to celebrate the mathematical achievements, resilience, and curiosity our students have shown. It has been a term defined by Inquiry-Based Learning, where students across all year groups have moved beyond textbooks to solve real-world problems.

Celebrating Our IB Identity

First, a huge congratulations to students across all year groups for their conduct during our recent IB Accreditation Visit. The visiting team was impressed by our students' International Mindedness. Whether investigating global waste or modeling economic growth, our students demonstrated that they are not just mathematicians, but global citizens.

Key Stage 3: Mathematics in the Real World

Our MYP students have been enjoying positive learning experiences by applying abstract concepts to tangible scenarios.

Year 7: Global Explorers

• Project: "Around the World with Your Bank Card"

• The Inquiry: Students navigated a global journey using a mock bank account to answer: "How do positive and negative numbers help us understand our money when we travel?" This brought direct numbers to life through financial literacy.

Year 8: The "Building Inspector" Challenge

• Project: Accessibility and Safety

• The Inquiry: Answering "Why does calculating gradient matter?" by acting as safety inspectors. Students determined if wheelchair ramps and roads met safety regulations, learning that 'steepness' is a critical calculation for safety in our built environment.

Year 9: Serving Up Algebra

• Project: The "Fast Food Diner"

• The Inquiry: Students explored simultaneous equations in a practical setting. By setting up a Fast Food Diner scenario, they had to form and solve equations to work out costs and orders. It was fantastic to see students enjoying the process of 'cracking the code' of unknown variables in such a relatable context.

Key Stage 4: Modeling Global Crises

Our GCSE students have been using advanced mathematics to model and understand complex global issues.

Year 10: Environmental Data Analysts

• Project: "Mismanaged Waste Plastic Around the World"

• The Inquiry: As they began their GCSE journey, Year 10 engaged in a powerful data investigation project. They interpreted data regarding plastic pollution globally, using statistical techniques to highlight the scale of the crisis. This project highlighted how maths helps us quantify and understand our impact on the planet.

Year 11 Higher tier: Modelling Food Security

• Project: "Population vs. Resources in Sub-Saharan Africa"

• The Inquiry: Year 11 explored Quadratic Simultaneous Equations through the lens of food security.

• The Scenario: Modelling a region in Sub-Saharan Africa, students plotted population growth (as a curve) against land reclamation for farming (as a straight line).

• The Maths: By finding the points of intersection, students could predict critical moments when population might outstrip resources. We are proud of how they handled this complex, high-level modeling task.

Exam Success and Resilience

A special mention goes to our Year 11 and Year 13 students who recently completed their first round of Mock Exams. We are proud of their hard work and commitment. These exams provide vital diagnostic information, and we are now working closely with students to refine their exam technique.

L.A.T. Events

The start of this academic year has already seen a large number of L.A.T. sporting events taking place for both boys and girls. It is always a pleasure to take our students to represent Leigh Academy Wilmington against the other schools within the Trust. The days are always focused on competition, inclusion and sportsmanship. 

L.A.T. Year 9 and Year 10 Netball 

Netball was the start of the L.A.T. competitions this year, taking place at the end of September. All of the girls who participated, worked incredibly hard together and came up against strong opposition from the other schools. The Year 9 team finished overall in 12th place and the Year 10 team finished 2nd ; this is an excellent achievement! It is now over to the  Year 7 and the  Year 8 netball teams to embrace their opportunity in June.  

L.A.T. Year 9 and Year 10  Handball

Next up was the LAT Handball competition which saw two days of competition. A mixed team of Year 9 and Year 10 boys competing first, followed by a mixed team of Year 9 and Year 10 girls. The boys fought hard and came up against strong opposition but managed to finish 14th, with the girls performing better and managing to finish in 10th place! 

L.A.T. Cross Country

L.A.T. Cross Country allows for 2 boys and 2 girls from Year 7 - Year 10 to represent Leigh Academy Wilmington against all of the trust schools. There were some fantastic individual performances with all of the points being tallied for final positions. The boys did really well and finished 9th overall. When all of the scores were tallied, the girls did fantastically as well, finishing in 7th place overall. Standout performances go to Meadow J in Year 8 who finished 2nd in her race and earned herself a silver medal!  Jeffery A,  Year 9,  managed a 3rd place bronze medal in his race and Ava S Y10   secured a 2nd place Silver Medal in her race.We are incredibly proud of all our students’ sporting achievements - such an amazing united feat for Leigh Academy Wilmington! 

L.A.T. Year 9 and Year 10  Badminton

A new event to the L.A.T. sport’s calendar this year is doubles’ badminton. We are able to take one boys’ doubles and one girls’ doubles pair to represent our academy. Playing in two separate pools, the pairs were tasked at taking on other doubles to work out standings for places in the finals. Well done to Ryan B and Jacob W who gave it a ‘good go’ and managed to finish in 15th. Scarlett B and Ruby B fought hard and managed to finish 9th overall.

Football Fixtures

We have had an incredible start to the year with the amount of fixtures we have played. The determination and resilience demonstrated by our students to keep going and fighting until the final whistle highlighted their sporting spirit! It is always a pleasure to see the students, outside of the school environment, as they have carried themselves in a superb manner, positively representing Leigh Academy Wilmington. It has been fantastic to observe  our students in a competitive environment as they took pride in presenting the school and also in wanting to do well. Students made friends from different colleges as well as uniting as a team on the football pitch. Even after the matches have finished, the students are enjoying themselves on the journey back, win or lose, and eager to be part of the team for the next game, as they are happy to be a part of the team. We look forward to many more games in the future and more wins for the school. 

For the first time this year, we have been able to access Football through local leagues for both boys and girls. Unfortunately, we have had a couple of recent fixtures affected due to the weather, but there is a full schedule of games to look forward to in 2026.

Extra curricular activities

Netball Club

This year saw a fantastic start to Netball with 52 students showing up to the first session. With so many eager students, we had to split the club into two different groups. Year 7s continue to show up every single Tuesday and have improved massively. Their continued dedication to the sport is fantastic and is really starting to show positively when they are playing. Years 8, 9 and 10 attend on Thursdays and continually impress with skill and competitiveness when they play. These students have taken on responsibilities of setting up the equipment and arranging themselves into teams and continue to show amazing dedication. We can’t wait to see how we perform in future fixtures!

Dance Club

In the last two modules, we have had up to 15 students attend Dance club which is brilliant and very encouraging! The girls have really thrown themselves into learning different styles of dance and making up their own sections of dances. It has been brilliant to see their enthusiasm! 

The start of this year has seen pupils completing their DofE Bronze and Silver Awards from last year.There have been some outstanding achievements in the Bronze awards. Currently 15 people have secured their Bronze award and are progressing onto starting their Silver award. We have had three Silver awards completed and I know that everyone else is working hard to get their sections completed. A huge ‘shoutout’ goes to Zack, Fenn and Kieran who are now in Y13. They chose to complete their volunteering section with Dartford Park Run. They have been recognised for the support they have given across their time volunteering and were awarded a certificate of recognition by Jim Dickson the Local MP. This is a perfect example of what the DofE award is about! 

Looking ahead to this year, we currently have 46 Year 9 pupils who have signed up to undertake their Bronze award. 31 Year 10 and 12 pupils who have signed up for the SIlver award. 15 of those who have already completed or are in the process of completing their Bronze award. For the first time, Leigh Academy Wilmington, is offering the Gold award. We currently have 3 pupils who have signed up to take on this challenge. 

If you would like to sign your son / daughter up for either the Bronze, Silver or Gold award this can be done via parent pay or speaking to Mr Williams.

KS3 - MYP 

Year 7 - Elements of Art collaboration collage

Year 7 students have  been exploring the 7 elements of art over the last two modules, gaining a strong understanding of the building blocks of Art & Design. They have recently been working on a collaborative wall art collage that showcases all their Elements of Art individual artworks. Working in groups, students have been given one element of art (line, shape, colour, texture etc) to create their collage, students have had to design, draw and cut out on card a chosen letter from their element. Working together, they have to consider colour, line and pattern to create a letter and word that will stand out. Their work with words and letters are amazing. Year 7 students are successfully working together to create some outstanding visual art that will be displayed in the Art department in Module 3! 

Year 8 -  Portraiture

Year 8 students have been exploring portraiture this term and how to visually present identity visually.  Students have been exploring how to draw portraits through traditional portraiture and proportion drawing techniques. Students showcased their practical skills in creating split tonal pencil drawings of their chosen celebrity, with Harry Kane being the most popular! 

Most recently students have been developing their digital creative skills by producing digital collages of their chosen celebrity, using the Canva platform utilising their personal school canva accounts supplied by Leigh academy Wilmington. Students have experimented with several digital skills such as editing, cutting, layering and manipulating images to create a visual narrative of their chosen celebrity, these artworks are modern and eye-catching. They have been producing some beautiful and exciting work both traditionally and digitally. 

Year 9 - Street Art sneakers

Year 9 students have been exploring street art and graffiti this term as part of their Unit 1 Street Art Sneakers. Students are working as shoe designers for this unit creating a final trainer design inspired by Graffiti and street artists at the end of Module 3. They have spent this module exploring internationally famous street artists such as Keith Haring and Banksy. 

Students commenced this module gaining an understanding of typography within the Street Art movement, choosing their own font to create a tag presenting a personal theme or a political theme that they are passionate about. From this students then learnt about the influential street artist Keith Haring, exploring his simple yet bold figures and symbols which they have developed into a sneaker design creating a visual narrative linked to their chosen theme. Year 9 students have been working brilliantly, here is a 'sneak peak' showing some of their impressive ‘Haring’ inspired trainer designs!

KS4

BTEC Level 2 -  Art & Design Tech Award

Our Year 10 cohort started their Harry Potter set assignment in this module, they are working as an artist/designer to answer a brief to produce a variety of designs for a Merchandise product that would be sold at the Warner Brothers Studio tour and online shop. They have been building their knowledge and understanding of how to produce comprehensive yet concise Artist research as well as developing their practical skills in creating artist studies and visual responses in the style of Mina Lima, Jim Kay and Tom Phillips. They will begin to bring all this knowledge together as they start generating ideas for their personal response to the brief.

Year 11 students are working hard on their Component 1 Pearson Set Assignment which is 60% of their final grade, they continue to explore the set theme through the creative process to produce a personal response to their theme as their deadline approaches. It is great to see our  students showing dedication to their coursework when attending weekly revision and half term sessions. 

KS5

BTEC Level 3 -  Art & Design Extended Diploma

Year 12 students continue to explore their theme Natural Form in response to their brief for Unit 12, they have had the opportunity to discover and experiment with a range of artists and materials including Karl Blosfeldt, Louise Cunningham, Eva Polak, Georgia O'Keefe, Laura Garcia Serventi and Lucy Tiffney.

Here are their amazing A2 Charcoal artworks using their primary macro photographs of flowers and plants as inspiration: 

Year 13 ,  Kara G spent 2 weeks at Goldsmiths University Summer School, there were only 30 places and students had to apply to attend. We were delighted that our Kara was selected! It was an invaluable experience for Kara and she has grown significantly in her creative practice and confidence since attending.

Enrichment - KS3 Fashion, Photography and Art Club

We continue to run three enrichment clubs every Tuesday for our KS3 students.

1. Our Fashion Club students are busy creating a unique design for a White T-shirt based on a colour, number, animal, celebrity and designer which they will continue to develop into Module 3 as they upcycle a T-shirt to see their idea come to life! 

2. In the Photography Club this module, we have been creating our own alphabet photographs inspired by photographer Jennifer Blakeley. Students have been working on focus and composition; looking for letters within the environment around them. They will use their photographs to create inspiring words. 

3. The Art Club students are developing their animation ideas by creating characters for a comic, they have been developing storyboards with their individual characters as they build up a character profile and engaging comic story.  

Rockademy Inspires Year 7 in High-Energy Music Assembly!

MYP

Year 7 commenced the year by developing a foundational understanding of the UK in Module 1. Students then applied their geographical skills in Module 2 by conducting an environmental quality survey of the school site, followed by a full investigation write-up.

Year 8 focused on physical geography, delving into the powerful forces of tectonics (Module 1), including the study of earthquakes and volcanoes. They then shifted their focus to human geography, examining the global challenges of resource pressure (Module 2).

Year 9 tackled critical global issues, starting with an in-depth study of climate change (Module 1), exploring its causes, effects, and potential solutions. Their second module focused on how human activity shapes the world by investigating rural and urban landscapes (Module 2).

All students continue to be assessed on the four Individuals and Societies criteria; Knowledge and Understanding, Investigating, Communication and Thinking Critically.

If anyone, students, or wider stakeholders have any suggestions for extra-curricular activities please email the Geography team.

GCSE

The Year 10 students have successfully launched into the AQA GCSE Geography course. Students have completed the first major unit, which is a core component of the physical geography exam. This topic explored the interaction between natural events and human populations.

Tectonic Hazards: Students studied the theory of plate tectonics, including the structure of the Earth and the processes at different plate margins (constructive, destructive, and conservative) that cause earthquakes (Italy and Nepal) and volcanic eruptions.

Weather Hazards and Climate Change: The unit also covered atmospheric hazards, such as the formation and impacts of tropical storms (e.g. Typhoon Haiyan), and the study of extreme weather in the UK (The Beast from the East and the Somerset Level Floods). Finally, our students investigated climate change, looking at both natural and human causes, and the global strategies for mitigation (reducing the causes) and adaptation (managing the impacts).

Year 11 students are now in the critical phase of their GCSE preparation, having demonstrated great commitment and focus in recent weeks. The class is now focusing entirely on completing the remaining human and physical geography units ahead of the final exams.

Changing Economic World (Paper 2): This unit is a key component of the Human Geography exam and focuses on global disparities. Students are studying: Development indicators and the global development gap, strategies to reduce the gap (e.g. aid, fair trade), detailed case studies of a High-Income Country (HIC - UK) and a Newly Emerging Economy (NEE - Nigeria) to compare economic, social, and environmental challenges.

Resource Management and Food (Paper 2): Students are wrapping up the resource section of the course, which focuses on the challenges of supplying essential resources. They are specifically covering Food as their resource deep-dive, including: The global supply and demand for food, water and energy and issues of food insecurity and the challenges of increasing food supply sustainably (e.g. irrigation, organic farming).

POST 16

Our newest year 12 cohort, and largest ever IB Geography class, have settled into the IBDP life very quickly, exploring various topics, including Leisure, Sport and Tourism and Food and Health. They have diligently investigated these topics, applying high-level critical thinking to complex global issues. We are particularly pleased to see them actively developing key transversal skills, such as: critical evaluation of geographical concepts and models, data analysis using both qualitative and quantitative evidence and effective communication of complex ideas in both written and verbal formats.

Our year 13s are working under pressure to complete their Freshwater IAs and balance the demands of the mock exams over the first two modules. Their dedication is evident in the wealth of knowledge they are accumulating across both physical and human geography, preparing them thoroughly for their final exam, and we are pleased to report that a number have expressed their interest in studying Geography further at university.

We are very proud of all of our students, especially those who have been facing mock examinations and overcoming the associated challenges.

“The power of finding beauty in the humblest things makes home happy and life lovely.”

‘Little Women’, Louisa May Alcott

“I will honour Christmas in my heart, and try to keep it all the year." 

Charles Dickens, 'A Christmas Carol'

“Great things are done by a series of small things brought together.”

Vincent van Gogh

RETURN IN THE NEW YEAR

School returns on Tuesday 6th January 2026 at 8:30am.

Please note: Students will go straight to Form Time at the start of the day.

KEY DATES