INTERNATIONAL SCHOOL AWARD

As an IB World school, we continue with our international ethos, holistically, as well as academically and working towards achieving the reaccreditation of the International School Award. This Term we have been busy with our eight curriculum-based international learning activities. Some of them have already been finalised, like the Post -16 Heritage project and the India Online exchange, and others are still in motion: like the MFL pen pals projects with France and Colombia; our Form project “Beyond the News” which focuses on raising cultural awareness and the projects Made in Japan; A War for Water and the Portuguese and Italian project in Post-16. All of them cover a range of subjects and involve the majority of students from Year 7 to 13. These activities are taking place throughout the academic year as part of our established curriculum, including the SMSC programme, Action Days and Interdisciplinary Days. In this International section of the school newsletter, we share the impact that these international experiences are having on students and teachers. We are also planning to host an Ambassadors’ Event in July to share our international work with other schools in the UK.

A WAR FOR WATER- ISA PROJECT

After the success of the year 7’s biographical text study of “A Long Walk to Water” by Linda Sue Park, in Module 3, Year 7 students embarked on an in-depth exploration of global water resource management through the Geography module, ‘A Watery World’. This unit aligns closely with the United Nations Sustainable Development Goals (SDGs), particularly Goal 6: Clean Water and Sanitation, as well as Goals 11 and 13, which focus on sustainable cities and climate action. By studying water challenges in diverse locations, students develop an understanding of the complexities of resource management, sustainability, and global inequalities. South Sudan serves as a case study of extreme water scarcity, where conflict, climate change, and infrastructure limitations leave millions without access to safe drinking water. This contrasts sharply with Las Vegas, USA, where advanced technologies and infrastructure sustain a desert city, despite the pressures of overconsumption. By comparing these cases, students critically examine how wealth and technology influence water security, often exacerbating disparities between regions.

Closer to home, students analyse the UK’s approach to water management, considering how population growth, climate change, and policy decisions impact resource availability. This provides an opportunity to discuss sustainable solutions, from water conservation efforts to improved infrastructure, linking local actions to global challenges. Through this module, students gain insight into the broader implications of water inequality, understanding how resource management can either mitigate or worsen social and economic divides. By engaging with real-world examples, they not only enhance their geographical knowledge but also develop the critical thinking skills necessary to become informed global citizens, aware of the urgent need for sustainable water use and equitable access for all.

In Module 4, Year 8 students deepened their understanding of global water challenges when exploring the geopolitical tensions surrounding the Grand Ethiopian Renaissance Dam (GERD). This large-scale infrastructure project on the Blue Nile has sparked regional conflict, particularly between Ethiopia, Egypt, and Sudan, as each country has differing stakes in the dam’s construction and operation. Through this case study, students analysed how water can become a source of tension when access and control are disputed. By examining the perspectives of various stakeholders, including governments, local communities, environmental groups, and international organisations, students gain insight into the complexities of water diplomacy and the competing interests that shape global resource management.

This study links directly to the United Nations Sustainable Development Goals (SDGs), particularly Goal 6: Clean Water and Sanitation, Goal 7: Affordable and Clean Energy, and Goal 16: Peace, Justice, and Strong Institutions. Ethiopia sees GERD as a means of securing energy independence and economic development, aligning with sustainable energy goals, while Egypt fears reduced water flow could threaten agriculture and food security. By investigating these conflicts, students explore the balance between national development and international cooperation, recognising the challenges of equitable resource distribution. This unit not only enhances their geographical and political understanding but also encourages them to consider the importance of sustainable and cooperative approaches to managing shared natural resources in an increasingly water-stressed world.

BEYOND THE NEWS- ISA PROJECT (MYP Cultural awareness)

At Wilmington Academy, we take pride in fostering a diverse and inclusive environment where students can learn about different cultures from around the world. As part of our ongoing Cultural Awareness initiative, students have been engaging in exciting projects during form time, broadening their global perspectives and deepening their appreciation for different traditions.

In Module 3, our students explored Indian culture, delving into its rich history, traditions, and customs. Through engaging activities, they learned about important festivals such as Diwali and Holi, traditional Indian attire, and the significance of yoga and meditation. Some students engaged in projects where they created beautiful rangoli designs, an art form used to decorate homes during special celebrations. Additionally, students also created menus based on traditional Indian cuisine. 

Building on this cultural journey, Module 4 has focused on Spanish culture. Students have been learning about Spain’s vibrant traditions, including the famous La Tomatina festival and Flamenco dancing. They have explored Spanish cuisine, discovering the delights of paella, tapas, and churros. Language has also played an important role in this module, as students have been introduced to key Spanish phrases and greetings, enhancing their understanding of the language spoken by millions worldwide.

These projects have sparked enthusiasm and curiosity among students, encouraging discussions about cultural diversity and the importance of respecting and embracing different traditions. By participating in these activities, students develop not only knowledge but also a sense of global citizenship, preparing them for a world that is more connected than ever.

As we continue with our Cultural Awareness projects, we look forward to exploring even more cultures in future modules. We encourage students to share their experiences and reflections, as each culture we learn about brings a new opportunity for growth and understanding.

Stay tuned for more updates on our Cultural Awareness journey!

IBCP Language Development- ISA project

The IBCP Language Development class have been continuing their exploration of Italian language and culture. In module 3, they chose an element of Italian history and explored this by researching and creating a video about it. Topics ranged from Roman myths and legends and into more recent times, with the history of aviation in Italy and The Mafia. We hope to share these videos with KS3 students through their Cultural Awareness sessions

In module 4, lessons have returned to a linguistic focus, with students considering what vocabulary they would need in order to be able to enjoy a trip to an Italian town or city. We look forward to continuing this in module 5 and having a go at some role playing opportunities so that students can practise how to get around town!

INDIA ONLINE EXCHANGE- ISA PROJECT

Eighty-three students from Wilmington Academy recently participated in a unique and enriching online exchange programme with students from Nahar International School, Winmore Academy Jakkur, and Whitefield in India. Over five weeks, these students collaborated virtually to explore critical global topics, fostering international understanding and academic curiosity, embodying the key IB assets of becoming global citizens and internationally minded.

Each week, students from the three institutions met for an hour via Zoom to discuss key themes such as megacities, the development gap, AI in education, and the historical significance of Anglo-Indian relationships, among other thought-provoking subjects. These discussions provided a platform for cultural exchange, critical thinking, and collaborative learning. The students stated how much they enjoyed being able to speak with peers across the world and share ideas and engage in topical debates and discussions.

Following each session, students engaged in reflective activities by producing articles, podcasts, or videos to express their insights and perspectives. These creative outputs were then curated and compiled into three student-led websites. A dedicated team of student editors was responsible for adding the resources, ensuring quality assurance, and maintaining the overall presentation of the content. The links for each group's online articles and websites can be found below:

Wilmingmore Times

Wilmington Winmore Education News (WWEN)

Continental conversations

The online exchange not only enhanced students' academic skills but also strengthened their global awareness and digital collaboration capabilities. By engaging with peers from different cultural backgrounds, they gained a broader perspective on world issues and developed valuable communication and teamwork skills.

This initiative exemplifies the power of digital connectivity in education, providing students with an opportunity to engage in meaningful discussions and collaborative projects that transcend geographical boundaries. The success of the programme highlights the importance of international partnerships in preparing students for a globally interconnected future.

There has already been external interest from the partner schools in India to extend this project to face to face visits, something which we will explore going forwards.

French and Spanish pen pals- ISA projects

Our partnership with Collège Théodore Monod started in 2024 when our students visited the school during the trip to Paris. For the first time, all our KS3 students started writing pen pal letters in the form of a Christmas card, allowing our students to forge new friendships and get to know their pen pals better. Students learned about cultural aspects related to Christmas and its traditions. 

We cannot wait to receive their Easter cards so we can undertake our next step of our project and send summer postcards to them.

The Spanish department has continued our connection with our international school partner in Colombia, Institución Educativa Departamental Enrique Pardo Parra. Our Y8 and Y9 Spanish students created a postcard about school life in the UK, including uniform, extra curricular activities, school rules and even their favourite subjects!. They have now received their first response from their Colombian pen pal in the form of a letter describing how school life is in Colombia. This has allowed them to learn the differences between both education systems. Now Wilmington students are writing their second letter where they are talking about their favourite celebrity and food. We are looking forward to receiving the Colombian response after Easter!

WE HAVE A WINNER!

JAPAN CULTURE CLUB

Back in autumn of last year, the Japan Culture Club was started as a way for students to expand their Cultural Awareness. In the club meetings we have been learning some of the language and also sharing our own culture with the exchange school, Sakuragaoka High School in Tokyo. 

In our club activities the students have been learning the first Japanese ‘alphabet’ (there are three!) and we have been able to also complete our self introductions which culminated in our first video postcard to the Japanese students. As the year has progressed students have learned about Japanese festivals and customs like what kind of food is eaten for Christmas in Japan and what gifts are given on Valentine’s Day.  

We hope that the club will keep expanding with more students with an interest in Japanese culture and that we can make a great and lasting relationship between Wilmington Academy and  Sakuragaoka High School. 

BUSINESS ENGAGEMENT

In module 3 and 4 there has been exciting Business engagement for the students across all year groups for career talks, workshops and trips.

Here are the highlights so far:

MFL - BELGIAN SCHOOL VISIT

Wilmington was privileged to welcome about 40 students from a school in Liège, Belgium, called Sainte Veronique, on Wednesday 2nd April. Our students took part in various ice-breaking activities with our Year 10s to get to know the Belgian students. In addition, our students also gave a tour of the school, then  Belgian students did an orienteering race to demonstrate their knowledge of Wilmington Academy. Finally, they had a P.E. lesson with Mr Cooper to highlight their skills in badminton and table tennis. Our students were fantastic ambassadors and excellent communicators! Well done all !

LITERACY

Accelerated Reader 

The top 20 AR students since September were rewarded with a brilliant trip to see Mamma Mia the musical in London to celebrate their hard work. We hope they all left feeling like the “Super Troupers” they are! Next module, students will continue to strive for excellence in the hopes of earning a place on our next trip in Module 6 to Chessington World of Adventure.

Top AR Students

Number of books borrowed from the LRC this year: 9,385 

Literacy - Form Time Programme

This continues to be a successful part of our curriculum with each tutor group reading and discussing a novel during form time.  The Word of the Week programme is an intrinsic part of life at Wilmington Academy and more and more students are including these examples of tier 2  vocabulary into their daily talk, classwork, assessments as well as their exams.

Literacy interventions- Year 7 

We are incredibly pleased with the manner in which our Y7s are embracing all the support that they are receiving from Team Literacy and Team SEN regarding their progress with reading and writing. We are very grateful to our amazing TAs, Michelle Goodwin, Sandra Jones and Elaine Dyer for their hard work and dedication  with the phonics programme as well as our committed post 16 students  ( Anjola H, Lily R, Jack M, Michaela  K, Christine A and Chloe S)  who work extremely hard with our Year7s to develop their reading and comprehension skills during the peer reading sessions each week. 

ENGLISH

As with countless years before, the world in 2025 has continued to evolve. The political and cultural landscape of the world continues to shift and reshape, all against the backdrop of the pressing need to address and adapt to the world’s changing climate. Our MYP curriculum aims to help students to understand and critically engage with the opportunities and challenges presented in this world.

Year 7

In English, during Module 3, our Year 7 students embarked on a journey to research and write about imagined trips to see some of the sights that represent what we stand to lose in the battle against climate change – the Seven Wonders of the Natural World. After experimenting with various forms of transactional writing, this project culminated in the production of an article which reviewed their recent ‘journey’ to the stunning location of Victoria Falls. One student, Diana G of Jupiter, captured the splendor of the sight with the vivid imagery and powerful writing of her opening paragraph:

In Module 4, the Year 7s received their letters, joined another confused, messy-haired,(nearly) 11-year-old and hopped onto the Hogwarts Express, as they began to read the first half of J.K. Rowling’s classic, Harry Potter and the Philosopher’s Stone – a privilege for which they are envied by both teachers and parents alike. The pure excitement and escapism offered by this novel is relished by our students and its relevance to this time of their lives – as they continue on their long journey towards discovering who they are, and who they want to be – is not lost on them. All Year 7s completed an analysis of either the presentation of Hagrid, that of Harry, or the relationship between the two of them as their assessment for this module. 

Year 8

From the modern to the antique, from Hogwarts to Prospero’s Island, the Year 8s began the new calendar year by studying extracts from Shakespeare’s The Tempest. The main focus of this study was the character of Caliban and his treatment at the hands of those who colonised his island. Alongside this, students studied the context in which the play was written; looking at, in particular, the role of Elizabethan Britain in both colonisation and the Transatlantic Slave Trade. At the end of the module, the Year 8s analysed how Caliban is presented in the play and linked this presentation to the colonial context in which Shakespeare was writing.

In the same way that a focus on the past provides an insight into the present, many authors use an imagining of the future to question the world in which we live; and so, the Years 8s moved from Shakespeare to Lois Lowrey’s The Giver. Set in a dystopian future, The Giver begins as a narrative that seems to present its reader with a perfect world but, as the plot progresses, the community in which it is set is revealed to be ever-more sinister. As with most dystopian fiction, Lowrey uses the novel to interrogate many of the more questionable aspects of modern society. The idea of a dystopian future is something that seems to captivate the minds of young people, as evidenced by the popularity of films and books that are part of this genre. For their assessment, Year 8 students were given the option to write the beginning of an additional chapter in The Giver or write the opening to a story about a dystopian world of their own design. One Year 8 student, Jovian B of Minerva, imagined a world in which humans are forced to move to Mars under the leadership of a seemingly righteous commander, the Overlord:

Year 9

Far from the rule-focused society of Jonas in The Giver, the Year 9s were set for a much more emotional challenge as, at the beginning of Module 3, they began to read Malory Blackman’s novel, Boys Don’t Cry. The novel follows the late teenage lives of Dante and Adam Bridgeman, as they are confronted with the hardship of teenage parenthood, almost-lethal homophobia, and the emotional solitude of traditional masculinity. As the novel is relatively long, and the contextual topics complex, it was read over Module 3 and Module 4. One of the most interesting elements of the novel is the multiple perspectives from which it was written and so the Module 3 Assessment asked the students to write about the event of the novel from two perspectives not presented by the book. Jenzie M in Apollo wrote from the perspective of Melany, the teenage mother of Dante’s daughter and excellently captures the cruel decision she is forced to make:

In Module 4, students analysed the development of the relationship between the two brothers over the course of the book.

Year 10

Moving into our KS4, GCSE, years, the year 10s began Module 3 by travelling back to the year 1912 as they studied J.B. Priestley’s socialist diatribe against the early 20th-century class system, An Inspector Calls. In Module 4, they moved onto the study of the relationship poetry anthology, studying poets all the way from Wordsworth to Duffy. The Year 10s will now begin to buckle down in preparation for their first ever formal English (mock) examination in Module 6.

Year 11

For Year 11s, the slog towards their final exams continued throughout both Module 3 and Module 4. As always, revision sessions were held each week, this term moving to a Friday, and students, as always, turned up in their droves; eager for that knowledge that will take them closer to their goal. In addition to the normal educational program, the English department hosted four live performances of the GCSE setworks. The school played host to Dr Jekyll and Mr Hyde and Macbeth on the 27th of February. While An Inspector Calls and A Christmas Carol were performed on the 21st of March. All four performances were a tremendous success and helped to add an extra dimension to the students’ understanding of their setworks. With less than one module before their final exams begin, the English team wishes all year 11 students the best of luck, and will continue to work to help them produce their desired results.

MATHS

As the new year commenced in module 3,  our students  returned to school with a positive attitude to learning in Maths. With  Year 11 revision sessions having a high attendance and students continuing their engagement in Sparx, they continue to move forward in their progress. 

KS3

At the end of module 3, MYP students completed the last strand of the four criteria within the MYP programme: Strand A: Knowledge, B: Investigating patterns, C: Communication and D: Real-life Applications. We would like to say 'well done' to all students for their effort in these assessments and their MYP journey.

Moving forward, during modules 4-6 the students will be completing assessments that will contribute to their end of year grades and they will be informed of the dates by their class teachers.

As we move towards the summer terms, we look forward to the students continuing their positive attitude and working towards the next stage of their schooling journey. 

KS4: Year 10 Maths feast

We are excited to share some wonderful news. Four of our talented Year 10 students recently participated in the Maths Feast, a challenging and engaging mathematical competition designed to test problem solving skills and teamwork amongst young mathematicians.

We are proud to introduce our dedicated team members:

• Harry W (Jupiter)

• Chinmay P (Minerva)

• Azaria P (Minerva)

• Alex B (Apollo)

These students not only demonstrated keen analytical skills but also showcased their ability to work collaboratively under pressure. The event featured a series of rounds that tested their knowledge and application of mathematical concepts in creative ways. Our students won round two!

We are incredibly proud of our Year 10 students for their participation and the effort they put into the Maths Feast.

Year 11 Mocks

We are thrilled to announce that our Year 11 students have successfully completed their GCSE maths mock exams! This marks a significant milestone in their journey towards the final GCSE exams, starting on 15th May 2025.

As we move forward, here are some key strategies for students to make the most of the time leading up to the final GCSE Maths exams:

1. Review mock exam feedback: Carefully analyse the feedback from the mock exams. Identify strengths and weaknesses to guide your revision efforts.

2. Create a revision schedule: Organise a structured revision timetable that allows you to cover all topics in detail. Schedule regular breaks to avoid burnout.

3. Utilise available resources: Take advantage of revision sessions, practice papers and online resources. Websites like Edexcel, Corbettmaths and Maths Genie also offer past papers that can be very helpful. 

4. Practise,Practise,Practise: Regularly complete exam papers under exam conditions.

5. Seek help when needed: Do not hesitate to reach out to teachers for clarification on topics that seem challenging. Peer study groups can also be beneficial.

As we approach this critical phase, we encourage all Year 11 students to stay focused, maintain a positive mindset, and remember that their hard work will pay off. 

We believe in their abilities and are excited to support them as they prepare for their final exams.

KS5

Our Year 13s have been making fantastic progress as shown by their recent mock exams as well as their internal assessments, which have now been completed. With these under their belts, they now enter the final stretch with their exams starting on 15th May 2025. 

In preparation for these exams we will be focusing on exam skills and completing past papers to ensure they are demonstrating their knowledge in the best possible way. We are positive that they will do amazingly well!

Sparx

Sparx continues to be a successful teaching and learning tool in supporting students to consolidate, develop, and apply their mathematical knowledge. Week on week the homework completion rate has improved. 

As a result on two consecutive weeks, Year 11 Students were awarded Certificate of achievement for “The highest Sparx Maths score for year 11 across the Trust! 

7mMa2 has exceeded all expectations with 3 entries to The 100% Club! They were also the lucky Winners of the prize! Well Done!

We would like to say 'well done' to all students who have been very proactive in completing their maths homework regularly.  Each week, a selection of students are picked and given a ‘skip the queue’ pass to use in the canteen for break and/or lunch. If students require support with any of their questions, they can ‘seek help’ from their teacher or any member of the maths department by coming to the upper Minerva plaza. 

Keep up the good work!

IT

Ms Warna was interviewed by 'Teach Secondary' about her amazing work with her computer science classes. This article demonstrates her dedication and passion for her students and how she implements coding within the school at Wilmington Academy.

ESPORTS

The academy continues to push the boundaries and be a shining showcase of how Esports can be built into and around an Outstanding school. The bespoke Esports room encourages both gameplay and student agency, and it has been fantastic to see the engagement from all key stages in all game titles. 

We continue to compete nationally in the British Esports Student Championships, playing in Rocket League, Overwatch 2 and F1 Sim Racing. As we near the end of the competition before finals splits, we sit in a strong position near the top of the league in Rocket League but have not progressed in Overwatch 2. As always, Wilmington continues to be strong within the Sim Racing League, our drivers Borislav S and George A are midway through the season. As a team, we sit top of the league, and George is currently in first place in the league standings. The finals are again to be held at the Williams Racing Factory in Oxford on the 30th of April, where we hope George can be crowned champion and win the prize of travelling to America to race in Prodigy Pass. This will give George the opportunity to race a real F3 car, and compete for a slot on a professional racing team!

After School provision continues to run, we have tailored the sessions slightly and all can be signed up via the BromCom Parent platform (Outline Below)

Monday - Fortnite - 3:15 - 5 pm

Tuesday - Overwatch - 3:15 - 5 pm

Wednesday - Selected Game Day Squads 

Thursday - Rocket League - 3:15 to 5 pm

Friday - No Clubs Running 

MYP VISUAL ARTS

KS3 students have commenced with  new units in this module exploring Pop Art (Year 7), Portraiture (Year 8) and Street Art (Year 9).  

We have started to see some exciting research already by the students as they build their understanding of the genres and movements for these units.

Here are some examples of fantastic mood boards created by our Year 9 students using their digital literacy skills, exploring global Street Art and Graffiti themes, styles, techniques and methods in preparation for creating unique Sneaker designs!

We have also included a sneak peak at some of our KS3 students practical exploration using their drawing skills from Year 7 (Pop Art) Sweets and Year 8 (Portraiture) Facial features below:

In this unit, Year 8 are introduced to Portraiture, during their lessons they have been developing their drawing and observational skills by exploring tonal facial features.

We are excited to see the students' outcomes at the end of this unit.

A new play written by Mrs Wild which has a cast of over 20 students will be performed on 27th June 6.00 pm in the lecture theatre. Tickets will be £3 and can be purchased on parent pay. 

LAT Girls and Boys Football Tournaments

At the beginning of the term, selected students from Year 7 to Year 10 competed in the Leigh Academies Trust Annual Football tournaments. All students played amazingly and were a delight across the four days. A special shoutout to both Girls teams, Year 7 and Year  8s and Years 9 and 10s, for both coming joint-third overall It is amazing to see the togetherness within the students even through the different years. They have been able to work together and perform to the best of their ability, especially the older boys and girls checking in and encouraging the younger years to do their best. Bring on the next tournament!

Netball Competitions

Netball has continued to go strong with students across the year groups still attending weekly since the beginning of the academic year as well as the introduction to new students also. The students continue to develop their skills and regularly make us proud at Wilmington Academy for their efforts and enthusiasm at all of their Netball competitions. Despite having to cancel and reschedule a few fixtures in Module 3 due to the weather conditions not being on side, the students all remained in high spirits, continued to come to training, and are ready to take on all the upcoming fixtures. We can’t wait!

LAT Rugby Tournament  

At the beginning of March, we took twelve of our Year 10 students to Strood Academy to play tag rugby in the LAT Rugby Tournament. It was a lovely day which provided many of the students with the opportunity to play their first ever rugby competition and inspired a new passion for the sport. For others, the day provided them with the chance to demonstrate their talent and skill in a sport they love. A special shoutout to Jensen in Year 10 Minerva for successfully leading the team through a day of fun, sport, and luckily also sunshine. 

Girls Football @ Dartford FC for International Women’s Day 

On Friday 7th March, seven of our lovely Year 8 students were invited to Dartford FC to attend their biggest girls' football day in celebration of International Women’s Day. This day was to provide female students who do not currently play football or have had the chance to play with the opportunity to play football, develop their skills and engage them within the sport in order to encourage and inspire more girls to participate. The girls started off the day completing a carousel of sport-related activities and drills which also included stations where they had conversations with Kent Police and Kent FA. The drills were led by coaches of Dartford FC and a Crystal Palace Womens Under 21s player which all promoted football and developed key skills in very fun, creative ways which the students loved. After lunch, the students then had the chance to demonstrate the skills they had previously developed in multiple football matches against the other schools that had attended the event. The day was a great success which really inspired the seven students who attended and which has since continued to encourage and motivate other female students amongst the school through the spread of these seven pupils and has allowed us to see an increase in interest and participation in football. Watch this space as we sure there is so much more to come from the Girls of Wilmington! 

Our historians at Wilmington Academy have had an excellent start to 2025. 

MYP

Year 7: 

In Module 3, students looked at life in Medieval England. Through interpretations, chronicle sources and even looking at the medieval architecture that still remains today in York, we have seen life through the eyes of the everyday person. This was helpful to understand the deadly Black Death as it ravaged across the globe finally causing havoc and mayhem to everyday life in 1348. 

In Module 4, we progressed to Medieval Monarchs, looking at whether Matilda was really our first queen or should she have given up in her wars against her cousin Stephen I. We have thought that King Richard was an ‘absent’ king as he fought in the Crusades for the Holy Land and King John was really so bad when he was forced to sign the Magna Carta.  We finished with an investigation in the ages' long mystery of the princes in the tower and their grisly murder. 

Year 8: 

In Module 3, students studied a pivotal point in British history following our look at the Empire; the Industrial Revolution. Students saw first hand accounts of the brutality of the owners towards the child labourers and the growing trend of criminality in towns and cities. Our classes then were tasked with investigating the real identity of Jack ‘the Ripper’ with recent discoveries helping in their research. 

Module 4 has been a rush of talking of war and significance of foreign relations.  Students have considered the causes of the first global war. They have been able to research and write wonderful essays on the big causes: Alliances, Imperialism, and the assassination of Archduke Franz Ferdinand. 

Year 9:

In Module 3, students were able to consider the lives of the victims of the tragedy of the Holocaust. Seeing the personal narratives of Holocaust survivors allowed the students to make powerful connections to the awful tragedy that occurred and gave real meaning to Holocaust Memorial Day on 27th January. 

For Module 4, we have started our unit on The Cold War. We have looked at the different ideologies of the U.S.A and U.S.S.R. This has given students a taste of the 20th century history unit that those choosing to do history for GCSE will look at in further detail. We’ve looked at the Atomic bombs dropped on Japan, the M.A.D theory and just how close the world was to nuclear annihilation during the 13 days of the Cuban Missile Crisis. 

KS4

Year 10: 

Our Year 10 historians have now finished their first whole unit, Paper 1: Medicine in Britain which is worth 30% of their GCSE content. They have now moved on to Paper 3: Weimar and Nazi Germany. In recent lessons, they have been learning about the effects of the First World War and the Treaty of Versailles and how this impacted Germany, leading to Hitler’s path to power. 

Year 11: 

Year 11 students have continued to show their hard work and commitment for their recent mock exams, with many outperforming themselves from Module 2. Students have now finished learning content for their final paper on Anglo-Saxons. We have now finished our reflections on these mocks and with this we know they are ready for their first History GCSE exam on 16th May. The history team would like to wish Year 11 the best of luck!

KS5

Year 12:

Year 12 have been making excellent strides in their IB History course. They have now completed the Cold War section of their Paper 2 and are now continuing on to the second half of Paper 2 looking at Authoritarian States. They have taken the first step in their Internal Assessment coursework, working hard on essays about the propaganda and power of the Nazis under Hitler. 

Year 13:

Last but not least, Year 13 is in full exam preparation mode. They have finished their IA’s which were of fantastic quality so they are now fully focused on their revision for their upcoming exams. The History team wishes them the best of luck in their exams.

As T-Level Legal Services students, we recently had the incredible opportunity to visit some of the UK’s most iconic legal landmarks. These trips were a unique chance to bring studies to life and gain a deeper understanding of the legal system in action. We first visited Parliament in October, then Bromley Magistrates' Court in November, and finally the Old Bailey in January. Each location offered valuable insights into the legal world.

We started off with a trip to Parliament. As we walked through the halls where legislation is debated and passed but also changed and updated, we couldn’t help but feel the weight of history. The tour allowed us to see the House of Lords and understand why the House of Commons and Lords are needed for different reasons. Both ceremonially and for debating how to make our country better.. The atmosphere was filled with intensity and passion, which made us realise just how crucial the legislative process is to the functioning of our society. It also sparked an interest in the broader field of law, showing us how legislation and policy decisions directly impact the legal system.

Later in the year we went to Bromley Magistrates’ Court, where we observed a number of live cases. This part of the trip was particularly insightful because it gave us a chance to see the legal process unfold in real-time. The Magistrates’ court deals with a wide variety of cases, from minor criminal offenses to initial hearings for more serious charges. It was fascinating to watch the magistrates as they handled cases with authority and impartiality. The proceedings were fast-paced, and we quickly realised how important it is for legal professionals to stay calm and focused under pressure. We watched as defendants appeared in front of magistrates, and both barrister/solicitors presented arguments in a clear and concise manner. The experience was invaluable for gaining a better understanding of how the legal process works at the first level.

Finally, we visited the Old Bailey just this January, one of the most famous criminal courts in the country, with the interior of the original courts being beautifully painted. The Old Bailey is renowned for dealing with high-profile criminal cases, and stepping into the courtroom was both thrilling and humbling. We had the incredible opportunity to meet with Judge Kahn, who had worked at the Old Bailey for many years, starting as a barrister and working her way up to a judge. Listening to the judge speak about her career and experiences was inspiring. How she came up through the legal system and how she chose a path of criminal law that she knew she loved. She gave us advice on how we could apply to universities or how to best decide what job you want to have, whether in the legal field or not. While also telling interesting stories about her cases and how she approached them. It was a unique chance to learn about the legal profession from someone who has been at the heart of it. We also got to observe a live criminal trial, where barristers presented their closing arguments to a jury. Seeing the complexities of criminal law in action was truly eye-opening and gave us a deeper appreciation for the meticulous work involved in criminal justice.

In Module 4, we have had the privilege to meet a barrister, Michael Shilliday, who specialises in criminal law. This guest speaker changed our thinking about the legal industry and also offered advice to help us to excel as lawyers. Mr Shilliday gave us insight into the background of his experience and the day to day life of a criminal barrister. Even though he did not obtain high qualifications in secondary education, he later excelled in further education to pursue his ambitions to be a barrister. His story inspired us to keep going and try to succeed in what we do. 

These trips and meetings with professionals have been a powerful reminder of why each of us chose this course and why we may want to pursue a career in the legal field. Each visit, whether it was to Parliament, the Magistrates' court, or the Old Bailey, deepened our understanding of the legal system and helped us realise the diverse opportunities available within the field. From debating policy in Parliament to ensuring justice in the courtroom. 

Written by Brooke N and Judah A-S - Year 12 students of T Level Legal Services 

“April hath put a spirit of youth in everything.”  

Sonnet 98

William Shakespeare

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

Paulo Coelho

"Success isn't always about greatness. It's about consistency. Consistent hard work leads to success. Greatness will come."

Dwayne Johnson

RETURN AFTER EASTER

We look forward to welcoming students back at the start of Module 5 on Tuesday 22nd April. 

Lessons start promptly at 8.30 am.

KEY DATES