Head Teacher's Message

Dear Parents and Carers,

As we approach the end of the first half of the Spring term, I am pleased to reflect on what has been an incredibly positive and productive start to 2025. Our students have once again demonstrated their commitment to learning, seizing opportunities, showing respect, and striving for excellence—values at the heart of our school community. A huge well done to all students in Years 10,11, 12 & 13 who have managed their mock examination series fantastically well, it has been great preparation for the terminal assessments later this year.  

Our latest bulletin again celebrates the fantastic work taking place across all subjects. This resource is an essential reference point to showcase our students' achievements and progress throughout their learning journey. I encourage you to take the time to read through the bulletin and I would like to highlight a few key articles that reflect the diversity and dynamism of life at our school. We recently held an inspiring Careers Day where over 30 local and national providers attended, helping to ignite the aspirations of our students as they consider future job opportunities. This event was invaluable in broadening their horizons and equipping them with the knowledge needed to make informed choices about their career paths. Congratulations to our students who participated in the Faraday Challenge, showcasing their problem-solving and teamwork skills. Their hard work and creativity paid off as they emerged victorious, beating all local competition. This was a wonderful STEM-focused day, highlighting the incredible talent and potential of our young people.

As we head into the February Half Term, please take note of the additional letter sent today by Ms. Jones, which provides valuable guidance on supporting parents with managing students' use of devices. Digital wellbeing is crucial, and we hope this resource will prove helpful.

I'd like to extend a huge thank you to Rob Matthews a current Trustee and long standing Governor at NLS. He is required to end his term of service due a change in employment. His dedication, support and challenge as part of the Governing boards has been key in helping our school drive forward over a number of years. Rob will be really missed, he has given up so much time and effort, which has been hugely valued.

Lastly, I am thrilled to share the exceptional outcomes of our Year 13 leavers from 2024. Yesterday, the Compare Schools and College Performance League Tables were released by the Department for Education League Tables . I am proud to announce that North Leamington School was ranked number 1 in Warwickshire and within the top 3% nationally, again simply an amazing achievement. Our Sixth Form outperformed every 16-18 provider in Warwickshire, including selective and independent sixth forms please see full article News Article.

This achievement is a testament to the hard work of our students, the dedication of our staff, and the unwavering support from parents.

Finally, I want to thank you for your ongoing support and partnership in your child's education. It is a privilege to work with such committed students and a dedicated school community.

Wishing you all a restful and enjoyable half-term break.

Mike Lowdell
Head Teacher

Students across all year groups have continued to win a fantastic number of reward points. This half term sees Binswood having the highest numbers but is extremely close between all the Colleges so everything to aim for next half term.   

After half term our second College Fortnight will be taking place. During the first week there will be an opportunity for all students to come together in their College Assemblies, followed by our Attendance Challenge during the second week. This is where we challenge each student to make their attendance count and achieve 100% during the week. We are really proud of our students’ attendance which is well above the national average. Binswood were victorious for the first challenge last year, although we are sure all Colleges will be keen to maintain and improve their attendance in school.. Let see which College will victorious. 

Year 13 students have successfully completed Theme 3, & 4, going forward they will be focusing on their pre-release topic for Paper 3 topic the Music Industry. Paper 3 research involves an in-depth analysis of current trends, businesses operating in this market, growth in music distribution, live music event and managing resources at live music events.

Lead examiner workshop - Year 13 students really enjoyed a Business workshop with Paul Clarke, a lead Examiner, from Edexcel which focused on exam technique. Students spent the day examining how to build a contextualised response, developing effective lines of analysis, using business theories and models to hone and sharpen analysis, writing strong conclusions and strategies to help develop evaluation. 

Year 12 students have made a great start to the year and enjoyed learning and participating in mock interviews for the Human Resource unit. Students have also been learning about the history of trade unions and considered how trade unions have adapted to the modern workplace and working practices. Some lovely interactive teamwork activities and thought provoking discussions. 

Students have also learnt about Resource Management, enhancing their understanding of Production, Quality and Capacity utilisation.

All students are encouraged to read, and research entrepreneur autobiographies, as part of the literacy focus. Half term is a great opportunity to do this and we look forward to hearing about the autobiographies they have chosen and what insights they have gained. 

Year 11 students are making good progress through Topic 2.5 Making Human Resource Decisions.  Interleaving and revision has taken place, in order to prepare students for their Paper 1 assessment.  All students have been emailed a copy of a revision timetable, which they can edit to their chosen options.   It is imperative that all students continue to update their revision resources for all topics covered in lessons.  Students need to ensure they are completing practice questions to identify areas of development.
Intervention is available every Wednesday 3.15pm – 4pm.

Year 10 students have enjoyed Topic 2.2 Making Marketing Decisions, this term.  Students have been learning about the importance of the market mix.  Interleaving and revision has taken place, in order to prepare for the end of year exam.  It is imperative that all students complete revision and practice questions from the workbook to check understanding. All students should have a copy of the Business Revision Guide and Workbook.

Key Stage 3 support
There is a wide range of support available to help students with their computer science work. Most of these are available from home or on mobile devices.  We have recently published a summary of these support options – it can be found on the Digital Learning Hub.
These support options range from videos explaining the lesson content to screen readers to support learners with reading text on the screen.  These support measures allow students to build up their confidence – particularly with their literacy skills.

Year 7

Year 7 have been looking at how a computer works. They then moved on to networks which involved understanding what was needed to set up a Local Area Network (LAN), the benefits of using a LAN and how they connect to the internet.  Next half term they will be looking at how the binary number system works and why it is important in computing.

Year 8

Year 8 have been programming in Python.  They started with the basics of inputs and outputs then a little bit of maths in Python!  Coding develops some really important analytical thinking skills.  This also lays a foundation for students to develop their skills further in Year 9 and hopefully develop an interest that some can take into GCSE computer science in Year 10.

Year 9

Year 9 have been looking at algorithms.  Algorithms are the instructions used to solve a problem. They have been looking at the algorithms used to search and order data. This complements the Python programming they have been working on. Algorithmic thinking is useful in all areas of life – not just computing.  Learning to think more abstractly and to decompose problems are important skills in all areas of life.

Year 9 Cyber Explorers Cup Competition 2025

We welcome Year 9 students to apply to compete in the Cyber Explorers Cup competition which is a one-hour-long cyber security competition, offering the chance to win incredible prizes for the classroom.

Cyber Explorers, an initiative led by the UK Government, is a platform that teaches students cyber security skills and introduces students to careers in the field. Complementary to the learning programme students follow in the classroom, the Cyber Explorers Cup offers a fun, interactive competition. 

Schools can enter a maximum of five teams made up of four to six students in each team  - if students would like to take part they need to:

• Get their team together and one of the team email Mr Sycamore with the members of the team as soon as possible and by 21 March at the every latest 
• Teams can be all girls, all boys, or mixed
• The competition window opens 31 March – 4 April (Mr Sycamore will provide more details of the slot once it has been issued by Cyber Explorers)
• Winners announced 30 April

Key Stage 4

All of our GCSE students have continued to develop their programming skills using a high level language (Python). In addition to this …

Year 10 – GCSE Computer Science

Alongside their programming development students have been investigating how binary is used to represent characters, images and sound whilst also looking at file compression techniques and how they work.  Students will be moving onto Computer Networks and Protocols next half term.

Year 10 Additional Support

A reminder the curriculum overview which can be found here (scroll down to the bottom of the page) not only gives an overview of what topics are going to be taught but are especially useful is the optional homework and literacy sections on the right.  Here you can find many resources to guide your child so they can work more independently at home.  I would highly recommend the Oak National Academy links which are created by teachers and are pretty much online tutors, there are lessons, videos and worksheets/activities to get engaged with plus the website links for NGfL and Python Principles they are specifically designed to help with programming techniques and develop skills in an interactive way.

Please also encourage your child to regularly access their Revise:CSUK platform. This has been purchased for them to aid recall, develop their literacy of key terminology and exam question technique. Please aim to get them onto the quizzes for approximately 15-20mins each evening to build confidence.

Year 11 – GCSE Computer Science

In addition to their programming development students are revising topics already covered in Years 9 and 10 and have developed their understanding further of the different kinds of network threats, how to mitigate these threats and system software including Operating Systems and Utility Software. Next students will be revisiting the Legal, Moral, Social and Environmental impacts of computing upon the wider world around us.

Year 11 Additional Support

There is support and additional work that can be completed at home for your child in their final year of GCSE Computer Science. 

Firstly, we have a study support session running after school each Thursday where students can work on their weaker areas and get additional support. We will provide resources for students to access to help close gaps in learning. This started in January following their mock exam and will be a ‘drop in’ style support session for most but also additional specific targeted intervention for those that have not performed as expected in their mock. As a parent you would have received an email strongly requesting your child’s attendance, please see schedule below.

If the opportunity for your child to attend after school is not possible  the curriculum overview which can be found here (scroll down to the bottom of the page) not only gives an overview of what topics are going to be taught but especially useful is the optional homework and literacy sections on the right.  Here you can find many resources to guide your child so they can work more independently at home.  I would highly recommend the Oak National Academy links which are created by teachers and are pretty much online tutors, there are lessons, videos and worksheets/activities to get engaged with plus the website links for NGfL and Python Principles they are specifically designed to help with programming techniques and develop skills in an interactive way.

Please also encourage your child to regularly access their Smart Revise platform. This has been purchased for them to aid recall, develop their literacy of key terminology and exam question technique. Please aim to get them onto the Advance section for approximately 15-20mins each evening to expose them to exam style questioning and build confidence, those that engage meaningfully and regularly perform better in their final examinations.

Key Stage 5

Year 12 – A Level Computer Science

Students started the year learning about computational thinking methods including abstraction, decomposition, pattern recognition, thinking procedurally, thinking ahead, thinking logically and thinking concurrently and being able to apply these concepts to programming problems.  Students have also learnt more about the CPU from GCSE including additional concepts such as pipelining, different architectures, types of processors, multicore and parallel systems, GPU’s and how all of these factors impact on the performance of a computer system.  Following this, students developed their understanding of software and software development methodologies when creating major projects. Students have more recently been learning about compression, encryption, hashing and database design before moving onto networks and web technologies.

Year 13 – A Level Computer Science

Students have finalising their programming projects and working on improvements to their solutions ready for final completion at half term.  This element allows students to demonstrate their application of software development methods whilst giving students the freedom to express their creativity in solving a problem using computational thinking methods.  Alongside this, students have been developing their understanding of weaker areas of theory and getting ready for their mocks and final examinations.

Extra Support – GCSE and A Level

For all our GCSE & A Level students there is a continued promotion of using the Smart Revise platform (Years 11, 12 and 13) and Revise:CSUK (Year 10) to develop and enhance student’s ability to recall information and facts plus improve their use of literacy and keywords around the subject. Your support by encouraging your child to engage with this at home on a regular basis is much appreciated. Each student has their own personal login and can access the platform on any device through a web browser.  At GCSE we also run an after school support club once a week on Thursdays with Mr Sycamore, this is targeted support in the first half term, and offer Wednesdays for A Level support with Mr Sycamore.

iDEA Award
We encourage all students to at least complete the Bronze award for iDEA.  This is something students can access at home as well as in class; students have their own individual logins for these. 

This half term we have seen Emma and Leyla achieve their Bronze certificate while Harsh has gone on to achieve his Silver … well done!

These certificates are an invaluable addition to CV’s, references, college and university applications, plus apprenticeships, and are nationally recognised as evidence of IT literacy competency in the workplace.

Supporting Students At All Levels

We are currently promoting independence in computer science and have a variety of support mechanisms students can access during their lesson or even at home through the Digital Learning Hub. 
Some of these strategies are outlined in the image below:

Computing Literacy

The Computer Science department now has a selection of fiction, non-fiction and coding books plus a range of revision guides available to loan from either the department itself or the school library to supplement homework and NLS literacy focus as a whole.  We also have a large selection of computing magazines.  We will be adding to this over the next year so, if you have any recommendations that you would like to see included, please email Mr Sycamore to add to the reading list.  Some ideas to get started …

KS3 Drama

Year 7 Drama students have explored House of Secrets (Northwood Hall) This unit of work focuses on collaboration skills and how to work well in a group.  Students listened  and followed a radio play where they were introduced to two characters who are journalists. Students have had the opportunity to create and develop role-plays linked to the story of Northwood Hall as we followed the story of the journalists. Why does Mrs le-Strange want to sell Northwood Hall? What are the rumours and stories linked to the house? What happened in Northwood Hall the night that Mrs Le-Strange’s Uncle died?  Students created small performances using a range of Drama strategies, with interesting and believable characters, in groups to build up their confidence.  The final performance allowed students to devise an ending to the story exploring the genres of mystery, crime and horror.

Year 8 Drama students have explored the play text A Monster Calls. This unit of work focuses on collaboration skills and how to work well in a group.  Students explored extracts as a monologue, duologue or group with line learning and interpreting the script using physical theatre, chorus and props.

Year 9 Drama Students had the opportunity to explore the play DNA by Dennis Kelly and extracts of text including - line learning and interpreting a monologue or duologue and a group extract of the script using physical theatre, chorus and props. The play is about a group of teenagers who do something bad, then panic, and try to cover the whole thing up. 

Year 10 GCSE Drama students will be performing their assessed devised performance, worth 40% of their final GCSE grade, on Wednesday 26 February. Students have been working collaboratively in a group as a designer or performer to create a performance based on a stimulus of their own choosing.
These are:

• Perfect? - inspired by Greta Gerwig's film, ‘Barbie’ when the character Gloria delivers a monologue on the impossible double standards of being a woman, the performance is inspired by real life true stories and explores female stereotypes and the barriers that women face in day-to-day life.
   
• The Last Breath - explores the consequences of climate change and a need for action. A thrilling story about five teenagers who are forced to battle with social responsibility and face issues of morality.

Year 11 GCSE Drama Students are working towards their Component 2 Performance exam which takes place on Wednesday 5 March and Friday 7 March. Students have chosen a Performer or Designer pathway. Each student has chosen a monologue or duologue to perform and designers have chosen their design pathways (Costume, Set, Lighting or Sound)

Y13 A-Level Drama & Theatre

Students are working towards their Component 2 Performance exam on Wednesday 18 March. Each student has chosen a monologue to perform and designers have chosen their design pathways (Costume, Set, Lighting or Sound) They will also be performing an extract from a play Pool No Water by Mark Ravenhill.

Extra-Curricular in Drama this half term

VIBE Drama Club Tuesday after school (Drama Rooms) 
Vibe Drama Club is open to all KS3 students and is led by the Y9 and Y10 Drama Leaders. The groups have been exploring persuasive language and creating performances in the style of advertisements. The Summer Production of A Midsummer Night’s Dream will be launched in March. Rehearsals will be on a Tuesday after school.

The Company
Auditions took place in the Autumn Term and now The Company are busy rehearsing Chatroom by Enda Walsh. This gripping and thought-provoking play explores the complexities of online communication and the challenges faced by teenagers in the digital age. Tackling themes of mental health, peer pressure, and the power of words, the play offers a dynamic mix of dark humour and poignant moments that will leave the audience questioning the impact of their online interactions. Our talented cast has been diving into their roles with enthusiasm, bringing to life the six teenagers at the heart of the story. Each character represents a distinct voice in the virtual world: from empathetic to manipulative, supportive to confrontational. Rehearsals have been a fantastic opportunity for the students to explore these complex characters and engage with the play's hard-hitting themes.

The Shakespeare Ambassadors would like to thank students for all of the entries for The Midsummer Nights Dream Poster Competition.

The posters were judged anonymously and five posters shortlisted. The shortlisted students each achieved an R3.

 And the winner is  . . . 

designed by Norah in Year 9 - Congratulations!

Year 7, this half-term, have been studying the novel A Monster Calls by Patrick Ness. Students have shown great engagement when reading the text as they have been discussing Conor’s emotions and exploring themes of grief, family and acceptance with great maturity. They have also displayed great progress in their analytical skills, as they have been able to identify and explore key quotations that relate to our protagonist, Conor and discussing how we are affected as readers.
Next term  we are going to continue reading the novel, and adapting it to write creatively from the perspective of other central characters.

Year 8, this term, have been studying The Tempest, with a particular focus on the theme of power. They began the term with workshops where all students thoroughly engaged with the activities and interacted brilliantly.

In class, students read the play, explored key scenes and took part in in-depth discussions about the characters, including Prospero, Ariel, and Caliban, and their roles within the text. These discussions allowed students to deepen their understanding of Shakespeare’s work and the dynamics of control and authority within the play.

Next half term, students will be completing a creative writing unit, where they will craft their own dystopian pieces, drawing inspiration from The Tempest. We look forward to seeing their imaginative work take shape!

Year 9  this term, have been studying Shakespeare, focusing on the infamous Romeo and Juliet. Miss Fitzgerald and Miss Brolly conducted excellent workshops with all students, allowing them to explore the characters and plot while putting their drama skills to the test.

Whilst reading the play there has been  particular focus on the themes of violence and conflict, as well as the role of power and masculinity. They displayed great enthusiasm, making strong connections between key scenes and applying relevant historical and social context to deepen their understanding.

In the final week of the half-term, students explored media studies as an introduction to an exciting GCSE option. They examined different genres, character archetypes, and the representation of feminism in media. Their engagement was fantastic, and we look forward to continuing this after the break.

After half-term, students will also begin a unit on narrative writing, where they will work with different prompts and develop key skills such as figurative language, tone creation, and higher-level structures. We are excited to see their creativity flourish!

Year 10

Year 10 have made a fantastic start to their studies of Language Paper 1 and we are excited to see their progress continue.

Students have explored a variety of extracts to broaden their knowledge and experience with different genres and stories. Within this, they have analysed the effects of language and structure and evaluated statements related to the texts, using their opinions and relevant evidence to form strong, well-supported responses.

Additionally, students have put their creative writing skills to the test by crafting compelling narratives and descriptions based on visual stimuli. They have demonstrated great understanding and effectively built on previously learned skills to enhance their writing.

A massive well done to all our Year 10 students – you have been wonderful! We look forward to seeing your continued dedication and success.

Year 11 have started the year looking at the second paper in their English Language GCSE. We have moved away from fictional texts and began to explore non-fiction based texts, exploring attitudes and perspectives of the writers.

Our students have worked hard at comparing different viewpoints in relation to a given topic and again, have explored language and the meaning it carries. From this, students worked hard at writing their own extended writing pieces, conveying a certain opinion in response to a provided statement, all to prepare for the mock. Well done on completing their final mock on February 11  showing a great level of resilience and motivation in their studies. We very much look forward to their results and seeing how their hard work has paid off!

After half-term, all classes are going to have bespoke revision lessons. Each class will revisit their Literature texts, and revise all key components to help prepare for final exams. Students should be rereading the set texts (An Inspector Calls, Power and Conflict Poetry Anthology, A Christmas Carol and Macbeth or Romeo and Juliet) and practising mock style questions. Additionally, reading a variety of fiction and non-fiction extracts will help to expose them to different topics and stories, so they are ready to face different inserts in their exams.

KS5 Update

Our Year 12 students in A Level English Language and Literature undertook their first mock exam this past week, answering questions on their Paris anthology, the dystopian novel The Handmaid’s Tale and the poetry of Carol Ann Duffy. This is the first time they have done a Paper 1, a three-hour paper, but all students prepared themselves superbly well and we look forward to seeing their results after half-term. Our A Level English Literature students also undertook their first mock exam this past  week – for them responding to a Paper 2: WW1 and its Aftermath where they answered on R.C. Sherriff’s Journey’s End, the poetry of Wilfred Owen and an unseen prose text.

Our Year 13s this term have completed mock exams and have a real taste of what their final exams will be like in the summer. A Level English Literature students answered on Paper 1: Love Through the Ages, another three-hour paper, in which they answered questions on Shakespeare’s Othello, two unseen poems and then compared the presentation of love in both a collection of pre-1900 poetry and F. Scott Fitzgerald’s The Great Gatsby. There were some fantastic responses, with many lessons learned and EBIs for the summer.

Year 13 students for both A Levels are due to hand in their completed NEAs when we return after half-term and these will be marked, moderated and then sent off to the exam board over the next couple of weeks.

There is a revision schedule below for A Level English Language and Literature students in the lead up to the exams and one will be published for A Level English Literature in the coming weeks.  All sessions will take place in H0.20

Our Year 10 and Year 12  students are coming to the end of their mock coursework window where they have been creating a DVD cover and promotional poster in line with the exam board requirements.  Students have worked incredibly hard to produce some excellent work and have improved their skills on InDesign and Photoshop which will stand them in good stead once the NEA details are released from the exam board in March.

Years 11 and 13 have made good use of the after-school sessions to help complete their coursework for the final deadline of February 14. This work will then be marked and moderated before final submission to the exam board.

Years 11 and 13 students have received notification of after-school revision sessions which will be starting after half term -these are as follows:

GCSE - Wednesdays in H206 from 3:30 to 4:30

A Level -Thursdays in H206 from 3:30 to 4:30

Year 7 have been exploring the beauty of coral reefs and have produces some amazing storyboards based around the film Finding Nemo.

Year 8 are now on a very interesting topic called Can we profit from disasters?, in this topic they are getting a taste for what BTEC Travel and Tourism is like at KS4 as well as learning about the theory of plate tectonics and the hazards it causes such as earthquakes and volcanoes.

Year 9 have been exploring biomes of the world, both the physical and human geography features within them, in particular deserts such as the lesser known Thar desert.

At KS4 Year 10 have now completed their first topic for GCSE Geography,  The challenge of natural hazards where hazards such as earthquakes and tropical storms have been investigated. They are now onto a topic called The challenge of resource management and then will move onto looking at coastal landscapes of the UK. 

Year 11 are completing weekly revision tasks very well and have reflected on the successes of the recent mock exam.  

As communicated already, Year 11 Geographers are now following a Geography revision timetable in the run up to the summer exams and they have weekly tasks to complete as part of this.  The revision timetable can be found in the Year 11 folder in the Geography subject resources area of the  Digital Learning Hub. Your support in ensuring these tasks are completed on a weekly basis would be much appreciated. 

Year 12 have been continuing to cover two topics on coastal landscapes as well as investigating changes in places. They have also begun to plan their NEA and are looking forward to a field visit to Sheffield in March.

Year 13 have been completing a topic on hazards as well as Earths Life Support systems  and they are preparing well for the summer exams through the completion of weekly revision questions.

Students in year 10 have been working on their first internal assessment which is part of Component 1; Travel and Tourism Organisations and Destinations and accounts for 30% of their overall grade.

The tasks they have researched and written reports on include the ownership, aims and products and services for a UK self catering accommodation provider, how their chosen provider could work with other organisations in the T&T industry in ways that would benefit both organisations.  These have included Centre Parcs, Blue Stone, Unique Home Stays and Haven Holidays. They have also researched and evaluated how  UK heritage organisations can utilise technology and consider both the pros and cons to the customers accessing this technology.  Heritage visitor attractionS researched have included Warwick Castle locally, along with The Roman Baths, The Tower of London and Edinburgh Castle.

After half term they will continue completing the final two tasks which involve researching attractions and accommodation for a specific customer profile. They will also consider which of three transport routes provided will be the most suitable considering the pros/cons and then come to an overall recommendation based on the specific customer needs. Following this internal assessment, they will be moving onto learning content for Component 2.

Students in Year 11 have now completed all internal assessments of their BTEC course (60% total grade) and have started learning about their final component; Component 3 Influences on  Global Tourism. Students have completed their lessons on learning aim A and this was assessed in the February mock window.

Key themes explored so far include factors affecting tourism e.g. natural, economic, media, and  how organisations respond to factors e.g. T&T organisations, Governments, and voluntary organisations.  To support students learning so far, and into the next term, I would recommend students access the revision resources and specimen assessment papers on the Digital Learning Hub.

After half term students will learn about sustainable tourism, impacts of tourism e.g. socio-cultural, economic etc and find out how this range of factors can be managed. All learning aims (A, B and C) for this component will be assessed in one exam worth 40%, which will be a 2-hour exam for 60 marks on 2 May.

A reminder Revision resources and specimen assessment resources are accessible, and highly recommended, on the Digital Learning Hub.

Year 10 students have been working diligently in their Health and Social Care lessons to complete all four of their work booklets. These will be essential in preparing for their Component 1 PSA after the February half-term.
In recent weeks, they have explored how significant life events—such as bereavement, marriage, and moving house—can impact an individual’s health and well-being. They have also examined the various ways people adapt to these changes, including the role of support networks and personal characteristics. For example, individuals with a high level of resilience are often better equipped to cope with change than those who are less resilient.
We are incredibly proud of their hard work and look forward to seeing their progress after the break!

Year 11 students are now into their final component of their Health and Social Care course.  This exam is worth 40% of the course and will take place on Tuesday 6 May.  Students have been learning about the factors that impact their physical, intellectual, emotional and social development across the different life stages.  They have also been looking at health indicators such as BMI, pulse rate and blood pressure and the physical impact on these not being in the healthy guidelines. Finally students are working through how to set person centred health improvement plans based on different case studies we have looked at in the lessons. 
Students have completed 60% of the course through a series of written tasks and have received their results.  We believe this will give them the confidence boost to ensure they push themselves for the final component in their exam.
Students have been issued with revision booklets to support with the knowledge and structuring of revision in a series of templates.  These are also available on G4S as an electronic copy. 

Year 12 students are on the last section (Learning Aim C) of their examination unit: Human Lifespan Development. This unit is particularly synoptic, focusing on the challenges we face as we age, in our physical, intellectual, emotional and social development, elements of which have been covered earlier on in the course. We have examined the impact of the degeneration of the senses and the psychological impact of ageing.
After half term, we will complete this unit by looking at theories of ageing including Social disengagement theory and Activity theory and explore the societal impact of an ageing society.
We will then also spend time analysing their mock examinations, and ascertain the areas of focus with the students ahead of their external exam on Monday 12 May.
In the coursework element, the students have one further ‘learning aim’ to write up in their coursework component and are checking through existing work, ensuring references are used correctly and checking for any typing errors – excellent skills practise for the future! 

Year 7 have been looking at the problems faced by medieval Kings, including the murder of Thomas Becket in Canterbury cathedral over the issue of spiritual versus temporal power, a theme continued through to year 8 with Henry VIII and the Reformation. We have also looked at the importance of religion to the medieval mind, the Black Death and its de-stabilising effect on medieval society, leading to the Peasants Revolt. We will go onto to look at the Crusades and the Renaissance.

Year 8 have begun their focus on the ill-fated Stuarts and their role in the English Civil War, ending with the execution of Charles I and have studied Oliver Cromwell and the Interregnum, which ended with the return of Charles II in 1660. Our focus for the Restoration will be the declining power of the monarchy, the witch-craze, a source analysis on the position of women in the period 1500-1700 and the scientific revolution. This sets the scene for the reforms of the industrial period from 1750, our focus for the rest of the year from Easter.

Since January, Year 9 have been working on an assessed piece of work on the causes of World War II and the role played by the British government’s appeasement policy. We cherry pick the most interesting aspects of World War II, including the evacuation of children from major cities and urban developments, whether the evacuation from Dunkirk was a triumph or a disaster and the Blitz. After half term please look out for a research homework project asking students to research their family’s involvement in World War II.  We will also examine the Holocaust and the arguments for and against the bombing of Dresden and the first and only use of atomic weapons to end the war in the pacific. 

Having completed Paper 1 on Medicine Through Time Year 10 continue to work through Paper 2 of their GCSE this year. We are currently working on Early Elizabethan England, 1558-88 and have looked at Religious settlement, challenges to the religious settlement: Revolt of the Northern Earls, Papal Bulls, Ridolfi Plot, Throckmorton Plot, Babington Plot. Later this year we will complete the second half of Paper 2 when we study International Relations and the Cold War.

Year 11 complete Paper 3 this year. We have started looking at life in Nazi Germany, and complete the examined content over the next few weeks. Year 11 have been given a revision schedule to organise their revision focus, at home, on Paper 2, which we last covered in Year 10. We offer revision sessions after school on Tuesdays from 3.20-4.00pm. A timetable, and focus, for each session is advertised on the door of each classroom. Please contact your child’s History teacher if you have any concerns or need any support with revision.

Year 12 historians are working through Paper 1 – Britain, 1918-97 and the USA, 1955-92 – which is their focus for the year.

Year 13 historians are progressing well with Paper 3 – the British Experience of Warfare – and should be working on the final stages of their coursework, ready to hand in the final draft in early March.

Year 12 Politics students are working through Paper 1 and 2 – British Politics and British Government – which is their focus for the year. It is important that students keep abreast of contemporary political events by reading broadsheet newspapers, following politics programmes on TV and radio and listening to the podcasts that have been suggested to them in class.

The same applies to Year 13 to enable them to comment on contemporary events in their June exams. They will also need to follow global political events which is the focus for their Paper 3 which looks at Global Politics.

Our Year 7 students have fully settled into their new maths groups and have made fantastic progress so far. The classroom is filled with enthusiasm, and the enjoyment of learning Maths. We have now moved on to more advanced topics like graphs and equations, and are continually impressed by their dedication and strong work ethic. Keep up the great work!

Our Year 8 students continue to work as hard as ever. Since the beginning of the term we have been learning about Geometry, Fractions & Percentages and Probability. After the half-term break we will go through how to use calculators efficiently. It is important that all students have access to calculators and that they will be brought to every lesson. We are very pleased with their positive attitude and effort, and as the end-of-year exams approach, they should start focusing on revision and practice. Keep up the great work!

Our Year 9 students continue to make great progress. We have been focusing on Algebra since the start of the year. Algebra is a key topic in Maths; getting proficient in using algebra will give students a solid base in reaching their full potential in Maths. With end-of-year exams approaching, revision will be essential. Students should review their work carefully and ask questions to address any gaps in their learning. Keep up the hard work!

Year 10 are now well into the course at Key Stage 4 Maths and are making very encouraging progress.  We are really pleased with their work so far and their commitment to learning.  We are now reaching the point where remembering and mixing all previously learnt topics is becoming essential and we are sure the Year 10’s will rise to the challenge.

Year 11 have now completed their second set of mocks for maths and have continued to show good discipline and attitude.  We are really pleased with their progress so far. To ensure good learning continues, students are strongly encouraged to come to the Thursday after-school revision sessions to consolidate key topics.  Students should also use the website Maths Genie to ensure they see and practise as many past papers and topics as possible.  This is the key time to bring everything together – I’m sure the year 11’s will rise to the challenge and chase every single mark when they complete their final exams in the summer.

Year 12 are now most of the way through the AS level content of the course, and hopefully their mock exams should show their good progress throughout the year. Some have found it easier than others but, with hard work, all of them are in a position to succeed! Some of the Further Mathematicians are also looking forward to a trip to the University of Warwick to get a sense of what it is like to study a degree in mathematics, which should be very useful for them!

Year 13 have now sat a full Statistics paper and are almost all of the way through the Pure content. They have worked hard, particularly on Calculus, in order to achieve the best that they can in the mock. There will be a lot of hard work still needed, but so far they have risen to the challenges put in front of them.

French
Year 7 students have been studying the topic of school and have recently completed a translation assessment and achieved some fantastic results. Students have really progressed this term and are producing detailed language with opinions and justifications. Next term, we will complete our listening assessment on the school topic. We have also launched our school Spelling Bee competition. The Foreign Language Spelling Bee is a competition for students to practise and improve their vocabulary, spelling and memory skills. Our first class competition will take place next term and will be differentiated so it is accessible to all students.

Year 8 students have worked hard this term on the town topic. They have just completed a reading assessment and their results are outstanding, well done! They have grasped the near future tense incredibly well and have become confident using it in their writing and speaking. Next term, we will complete a reading aloud assessment.

Year 9 have worked very hard this term on the free time topic. They have studied film and tv genres and have learnt how to give detailed and complex opinions. Students have completed a translation assessment and have produced some excellent results that they should be very proud of. This is the first time they have completed a translation into French task and required students to annotate the task before completing the translation. This is a skill at GCSE so we hope you will consider optioning for French in Year 10.

Year 10 students have worked very hard all term learning some tricky vocab and grammar. They completed a listening and writing assessment and results are fantastic. The majority of the cohort received a grade or more above their target and should be incredibly proud. We are currently studying the school topic and are focussing on producing language in three tenses. Well-done Year 10 and we look forward to seeing your progress next term.

Year 11 have been working diligently through the environment topic this term and have made excellent progress. Students received their mock results this term and all did fantastically well, with many achieving a grade higher than their target. After half term, we will be completing a FAR on the writing mocks so students will be very clear moving forwards of exactly what is expected of them in the summer. In the first week after February half term, students will completing a speaking mock and receiving feedback before the real examination in April.
Well done year 11!

German 
Year 7 students have been studying the topic of family and have completed a writing translation assessment, focusing on verbs and word order. Well done on this assessment. Next term we will complete our listening test on the family topic. We have also launched our school Spelling Bee competition. The Foreign Language Spelling Bee is a competition for students to practise and improve their vocabulary, spelling and memory skills. Our first, class competition will take place next term and will be differentiated so it is accessible to all students.

Year 8 students have worked diligently all term and have completed a reading assessment on the topic of town, shopping and the future tense. Well done on the excellent progress. They have really understood the future tense in German and are confident using it to discuss holiday plans. Well done on the reading assessment results, they have produced some excellent scores. Next term we will complete our reading aloud speaking test.

Well done Year 9, students have all worked extremely hard this term and should be proud. We have studied the topic of healthy living and have focused on modal verbs and the past tense. Students have successfully completed a writing translation assessment and have produced some excellent results. This is the first time they have completed a translation into German task and required students to annotate the task before completing the translation. This is a skill at GCSE so we hope you will consider optioning for German in Year 10.

Well done Year 10 for successfully completing both the listening and writing assessments this term. We have studied the topic of free-time. They have worked diligently and their results from these assessments are testament to this. Many students have achieved a higher grade from their target grade in the listening test. We are so proud of this success. We are currently studying our next module – the topic of family and relationships and focusing on three tenses. Keep up this excellent work and we look forward to seeing you progress even further.

Year 11, well done on your successes this term. Year 11 have been studying the topic of environment and have made excellent progress. We have been regularly revisiting our target grade structures and focusing on tenses. We have also completed FAR on our mock assessments and students have really understood what is required for the writing and speaking assessments in terms of grammatical structures and tenses. We were particularly impressed with the listening and reading assessment results. Next term, we will complete another speaking mock test to give feedback before the real examination in April. Keep up this excellent work and we are always here to support.

GCSE Spanish

Our GCSE Spanish students are working incredibly hard as we complete the syllabus and prepare for their upcoming speaking exams. Mock speaking exams will take place soon, providing valuable practice ahead of the real exam on 1 April. These assessments are a key part of their final grade, so we encourage students to continue revising vocabulary, key phrases, and exam techniques. Regular practice at home—such as answering questions aloud—will boost confidence. Thank you for your ongoing support in helping them succeed. Please contact us if you have any questions.

¡Buena suerte a todos!

Year 7: Expression in Music & Pitch in Music
Expression 

This unit of work focuses on music appreciation, composition and sequencing, exploring the use of musical devices to create ‘expression’ in music. Students have been provided with listening tasks to develop their understanding of how musical elements can be applied to enhance a story. Students were tasked with using music software to compose a musical soundtrack for a fairy tale to enhance the action, drama and emotion in the narrated text. Students have been developing their musical sequencing and editing skills alongside elements of composition and theory.

Pitch 
This unit of work focuses on performing written music. Students develop their practical music-making and keyboard skills alongside their understanding of pitch. Notated music challenges students to consider note placement and pitch in order to reproduce famous musical melodies, whilst developing their keyboard and collaborative skills. Students are encouraged to perform to the class for assessments and build confidence through shared music-making experiences. Resources are provided to offer students of all musical ability the opportunity to access the curriculum and develop musical understanding.

Year 8: History of Pop 
This unit of work focuses on music appreciation, listening, analysis and performance. We have listened to music from the 60s, 70s, 80s and 90s focusing on artists such as the Beatles, Queen, Madonna, The Spice Girls and Blur. Students have then been tasked with performing a selection of popular pieces to reflect their understanding and appreciation of musical styles and sounds from the past. The combination of historical, contextual and practical tasks has given students the opportunity to engage with artists and genres that continue to influence the popular music of today. 

Year 8: Sound and Animation 
This unit of work focuses on composing, sequencing and editing sound for a short, animated film clip. Students have been exploring the use of musical devices to create expressive musical motifs and effects to enhance the emotion and action happening in different scenes of the film. There has been an emphasis on attention to detail and timing alongside developing editing and sequencing skills to produce an effective and appropriate soundtrack for the scenes throughout the film. As preparation the students have watched and analysed cartoons and animated film clips from different eras to develop their appreciation of music and sound in film.

Year 9: Musical Styles
Performing/Composing/Sequencing

Composing & Sequencing 
This unit of work focuses on students collaborating in pairs or small groups to compose and produce three musical examples that demonstrate an understanding of the key features associated with Rock’n’roll, Reggae and Latin music. Students have been using their knowledge of sequencing software to compose and record examples of these musical styles. To broaden their understanding of the instrumentation, composition techniques, structure and features associated with different types of music, students have been encouraged to analyse a range of pieces through listening tasks, identifying the key terms and musical devices used to create music in a certain style.

Performing (Mr McIntyre)
This unit of work focuses on students collaborating in pairs or small groups to perform examples and elements of Rock’n’roll, Reggae and Latin music. Students are encouraged to develop their practical, technical and collaborative performance skills, practising and performing challenging notated music. They have also been encouraged to consider the three genres and apply genre-specific stylistic or musical features to their performance. Students are encouraged to demonstrate a disciplined approach, review their work, monitor progress and identify areas for development.

Year 10: BTEC Music Level 2: Component 1
Students have been working towards the completion of Component 1 of their course. During these components, students have been learning about a range of musical styles and will be tasked with performing, reproducing and composing pieces to demonstrate their practical/instrumental/music-making skills. Alongside their practical work students have produced written analysis and reviews to demonstrate their historical, contextual and theoretical knowledge.  

Year 11: BTEC Music Level 2: Component 3
Students have been working towards their PSA for Component 3. This unit is focused on students developing and demonstrating their music composing skills using a combination of music software tools, live techniques and instrumental skills to explore, compose and realise their creative ideas. They are tasked with planning, preparing and recreating a popular piece of music in a contrasting style, providing written analysis/reviews to record their progress and demonstrate their knowledge.

Year 12:BTEC Music Level 3:Unit 1
Students in Year 12 have been developing their knowledge of music theory by completing performing and composing tasks. They have continued to build on their current understanding of western musical traditions and notation with a view to consolidating their knowledge in the form of a presentation and musical examples for assessment during February.

Year 13: BTEC Music Level 3: Units 40 and 33
 Year 13 have completed their ensemble performances for unit 40 and are currently in the process of compiling a programme of solo music. They will perform their music in a 30 minute recital in March 2025.

Extra-Curricular

Wind Band: Tuesdays 3:30pm – 4:30pm

Music Club: Wednesdays 3:20pm – 4:20pm

Steel Band: Wednesdays 3:30pm – 4:30pm

Pop Choir: Thursdays 3:30pm – 4:30pm

String Ensemble: Fridays 3:30pm – 4:30pm

There are a variety of extra-curricular music opportunities on offer at NLS. Many of the groups and soloists have performed at annual Winter Concert. We were very proud to showcase the skill and talent of our NLS musicians and we look ahead to our Summer Concert.

The start of spring term means a change in activities in PE lessons, with boys in KS3 doing Football, Gymnastics, Dance, and Table tennis and the KS3 girls enjoying Basketball, Netball, Badminton and Handball. KS4 boys moved onto Football, Handball and Table tennis, with the girls doing Badminton, Netball and Health Related Fitness.

Examination courses in the Spring term have involved Mock exams for Year 10 GCSE classes, practical moderation of their performance sports at Year 11 GCSE and mock exams for BTEC Sport classes at Year 11, 12 and 13. A-level PE students completed their mock exam this month.

Year 13 A-level students have also been preparing hard for the Evaluation and Analysis of Performance element of the course, this is worth 10% of their final grade  and is a verbal exam lasting 30 minutes.

New extra-curricular clubs have been running this half term, with Table Tennis and Fitness taking place on a Tuesday and Wednesday. Our Year 7 Football, Girls Football, Year 7,8, 9 10 Basketball, Netball (all years), Gymnastics (all years), Hockey (all years) and Dance (all years) have all remained really popular. Students have enjoyed taking part in a large number of fixtures and competitions during this half term.

Basketball

The Year 7 Basketball have started their season well, winning their first match against Southam 29 -10. They then welcomed Oakley School to NLS and after starting with a 16-0 run at the start of the game, kept their noses in front for the rest of the to finish 28-16 victors. Finally this term, they welcomed Aylesford, hoping to complete a hat-trick of wins. Aylesford superior height gave them an important advantage and at half time Aylesford led by a point, but the NLS well-drilled and skilful team demonstrated their superiority in the second half and pulled away to get their third win, 36 -19.

Our Year 8 team, who were looking to defend their league title, got off to a disappointing start and lost their first ever game 36 – 28 to Campion. However, they bounced back really well against a strong Aylesford School with a well fought 41 -38 victory.

The Year 9 team have continued in their campaign to qualify for the knock out stages of the National School Competition. Following their convincing wins against Bromsgrove School and Shireland Academy from Birmingham, they travelled to Leicestershire to face Twycross School. In another strong performance, NLS ran out 109 – 42 winners. In their final game they faced another Birmingham School, Holly Lodge. Both teams were unbeaten, but NLS had the more convincing wins. Sadly, despite their previous displays, NLS just could not get their offense going and get past the more experienced side, and narrowly lost 48-44. Despite the loss, the Year 9 team qualified for the next round and will face one of the favourites for the competition.

The Year 9 team have also been competing in the local Schools basketball competitions, hoping to retain their title from last year. Showing their strength in-depth, NLS were able to play eight different players from those involved in the national competition when they faced Campion and NLS won 32 – 24. They also faced off against Southam and secured a 74 -22 win, to keep their quest to win back to back District titles.

The Year 10 team join the year 7 and 9 teams in being undefeated in their local league campaign so far this year. They started with an impressive 73 – 41 win against Myton before facing off against Campion, last year’s champions. After struggling early on, and scoreless in the first six minutes, NLS settled down and slowly fought their way back to be just 1 point down at half time. But second half was all NLS and they managed to pull away to secure a 65 – 52 and keep the quest to win their first district title alive.

Cross Country

NLS were well represented at the recent Warwickshire Schools Cross Country Championships held at Princethorpe College. With a number of runners competing in a variety of age categorise the NLS runners achieved some fantastic results. These included:

• Dylan K from Year 9 - 3rd in the Junior Boys category
• Lola G - 3rd in the Junior Girls race
• Daisy G and Esther V- 7th and 10th respectively in the Inter Girls race
• Archie L won the Inter boys race with Jacob Smith finishing just behind in 3rd meaning two NLS runners on the podium together.

These students have been selected to represent Warwickshire at Cross Country at inter-county events and Ester has been selected as a reserve - Congratulations and Good Luck. 

This event was a fantastic display from all the runners - well done to all the North Leamington runners who took part.  

Football

The year 7 Football team travelled to Kenilworth School to take part in their first small-sided competition. In a ten-team competition, the boys beat: Arnold Lodge 5-0, Alcester Grammar 3 -0, drew 2-2 with Kenilworth, before losing 3-2 to Stratford to finish third overall.

The Year 9 Football team took part in a small sided tournament at Kenilworth, hoping to add another trophy to the League and Cup titles they won last season. They played extremely well in the group stage, dominating with a 3 -0 win against Kenilworth, a 3-1 win against Southam and a 6-0 win against Campion, with Jonah Page scoring 10 goals himself in 3 games. NLS then faced off against Alcester Grammar School, who they beat in the final of the District Cup last season. However, another trophy proved just beyond their grasp, as AGS prevailed in a narrow 3- 2 win.

Well done to all the students who have represented NLS so well at tournaments.

A trio of North Leamington students  have recently achieved fantastic individual success at Football.  

Firstly, Paulina (Year10) continues her successful and highly competitive career playing for the England U16 Lionesses, where she has climbed the ranks and is now Captain of the England team. She joined the U15 camps, following earlier success with Birmingham and Aston Villa and has impressed with her goal scoring record during international matches. Her next match is against Denmark, which she will be training for at St George’s Park – the FA’s state-of-the-art national football centre. Paulina’s aim is clear: to represent England in the World Cup and Euros.

Secondly, Esme, (Year 9)  has been a successful defender at county level and has played for Aston Villa for three seasons. Her talent also caught the eye of national coaches, and she is thrilled to be joining Paulina in the England camp. She has recently joined the England U15 Lionesses and is excited about what the future holds.

Finally, Max (Year 7) is thrilled to have been signed by West Bromwich Albion after an intensive eight-week trial period. He joins their development squad as a defender and is looking forward to playing against Manchester United soon. He has his sights set on progressing to the U17 team in the future but will also continue to watch and support Leicester City in his spare time.

Well done Paulina, Esme and Max - we are very proud of your success and look forward to following your progress.

Netball

This term has been an exciting and successful one for our netball teams, filled with progress, teamwork, and memorable performances. From the start of the year, our players have shown dedication and commitment, continuously improving their skills and working together as a team.

Training sessions have been well-attended at KS3, with players focusing on enhancing their passing, shooting, and defensive skills. Special recognition goes to our Duke of Edinburgh Leaders who have shown great leadership during training sessions in supporting PE staff with the running of games, drills and providing team tactics.

Our teams have competed in various league matches and tournaments, demonstrating resilience and sportsmanship. We have celebrated some fantastic victories and learnt valuable lessons from challenging games using each experience to grow stronger.

All year groups have progressed to the semi-finals in either the Plate or Cup competitions.
Our Year 9 netball team unfortunately lost their semi-final match (22-11) but played amazingly well and should be very proud with their performance.
Our Year 7 and Year 10 team face Campion in the Cup and Plate semi-finals, retrospectively, and our Year 8 team face Kings High in their Cup semi-final. Good luck to all of our girls representing NLS!

Our Year 8 Netball teams both played fantastically well at a recent  tournament. The B team played Kenilworth & Oakley and came second overall despite having players playing out of position. The girls worked well together winning 2 games and losing 1. 

The A team played Kenilworth, King's High, Myton, Oakley and Southam and won five games convincingly displaying fantastic movement around the court, brilliant shooting and some great turnovers by our defence. The final game against Kenilworth was tough but the girls kept themselves in it going goal for goal, finishing in a 6-6 draw.  
The tournament went down to goal difference. NLS took the win over Kenilworth by 3 goals (50 in total!) 

Well done to all students involved. Your commitment to netball so far this year has been brilliant to see.

The Year 7B netball team delivered a brilliant performance in their latest tournament this week, securing overall victory after beating Myton, Campion, Oakley, Kenilworth, and Arnold Lodge.

Throughout the competition, the team demonstrated fantastic teamwork, resilience, and determination, showing great progress with each match. Their ability to communicate effectively and support one another was great to see.

A huge congratulations to all the players, and to player of the tournament, Nancy. 

Off the court, our Netballers have displayed excellent teamwork, supporting and encouraging one another. Their dedication to the sport has been truly inspiring, and we look forward to building on this progress.

Squash
North Leamington has been actively involved in the National Schools Squash competitions this term. Seven students represented NLS in the Year 7, 8 and 9 competition and travelled to the lovely Edgbaston Priory Club to play Edgbaston School, located next door. With two teams from Years 7, 8 and 9, the boys all played a number of games against a strong Edgbaston team. The boys played brilliantly and managed to come away with a convincing win 452 pts to 374.

The Year 10 and 11 team hosted Aylesbury School and Balcarras School from Gloucestershire in the second round of the National Schools competition at Leamington Lawn Tennis and Squash Club. NLS started strong, beating Balcarras School. Sadly, Aylesbury School proved too strong and edged the group to advance to the quarter finals.

The Sixth Form team travelled to Gloucestershire to compete in the second round of the England Schools National Squash competition after a successful display in the previous round. The team faced Wycliffe College, and two other schools and whilst the NLS team put up a good fight, it was the host school who topped the group after all the matches and progressed to the next round of the national competition.

Well done to all the pupils that represented the School in the competition, particularly those who played well above their age group.  Its great to see so many students representing NLS so well.

Dance 

Our Year 11 BTEC Dance students enjoyed a trip to Warwick Arts Centre on Thursday 6 February to watch the world premiere of Hidden by Motionhouse dance company.
Students have recently been studying Motionhouse so they were all very excited to see the live performance.

They also met some familiar faces including Kevin Finnan (seen in picture) who is the founder and artistic director of Motionhouse where the students found out a little bit more about the piece and the meaning behind it.
 

Motionhouse put on a thrilling performance as the dancers performed acrobatics, lifts and impressive circus work.

After their recent workshop with the dance company, this was a great opportunity for the students to experience live theatre work and talk to those who work behind the scenes and on stage for the company. The trip will also help students prepare for their Component 3 assessed choreography which is part of their BTEC Dance course as it will support with their performance skills and understanding of how to apply these to their assessed group choreography.

Well done to all the dancers for your brilliant manner and focus throughout the performance!

Dance Recital - March 26 
Our annual dance recital is approaching next term,  set for Wednesday 26 March and will involve dance club and class performances from students across Year 7 to Year 13. They have been rehearsing relentlessly since the start of the year, and we look forward to showcasing all of the students performances. Tickets will be available shortly after half term to reserve on ParentPay so keep a look out.

Year 7 have been looking at strategies for dealing with bullying in person and online. I really enjoyed popping into lessons and watching some of their role-plays as they tried to demonstrate when banter becomes bullying and the role that everyone has to play in tackling this.

Our Year 8 students have been have been exploring issues of prejudice and discrimination in society and the importance of challenging this and celebrating diversity. Next half term we will look at emotional health and issues that can impact this. We will cover some potentially challenging topics such as bereavement and body image. If you feel your child might need some extra support during these session please don’t hesitate to contact us.

Year 9 have been looking at issues relating to family life and conflict at home. We have been looking at different scenarios that could potentially lead to conflict with friends and family and strategies managing and de escalating situations before they become more serious. Year 9 have engaged really in class discussions and have shared some thoughtful suggestions.

Year 10 have examined some of the pros and cons of living in a society so heavily influenced by social media. They have been suggesting strategies to prevent becoming reliant on mobile phones and other devices. We will move on to explore issues relating to drugs and alcohol misuse and warning signs of addiction next half term.

Year 11 have been studying features of healthy relationships and red flags that we might start to see when a relationship becomes unhealthy. Year 11 have shown a great deal of maturity when discussing exploring issues such as harassment and stalking.

Year 12  have been working through our relationships unit and have been looking in particular at importance of communication in intimate relationship and strategies for ending relationships sensitively and safely. It has been lovely to hear the advice they have offered during class discussions on how to manage emotions after a relationship has ended.

Year 13 - as a continuation of our relationships unit Year 13 have been examining issues relating to fertility and some of the potential challenges of becoming a young parent.  It’s been great to see Year 13 engaging so well with this making links to their own lives and the impact this could have.

Year 12 students have successfully completed the Memory unit this term. As part of their studies, they unknowingly participated as eyewitnesses to a staged incident, designed to demonstrate the impact of leading questions on eyewitness testimony. This exercise highlighted how such questioning can contribute to wrongful convictions, as seen in notable cases like that of Ronald Cotton. (Ronald Cotton was exonerated in 1995, after spending over 10 years in prison for crimes he did not commit. His convictions were based largely on flawed eyewitness identification procedures used by police at the time.)

Additionally, Year 12 have explored the ‘Approaches’ unit investigating how Psychology emerged as a science and the fundamentals of behaviourist psychology. Students were challenged to apply their psychological research knowledge to design and deliver their own experiments and we had a fantastic time as every student group experiment was unique and varied in their approach. Examples included: an experiment assessing whether we were ‘right’ or ‘left’ brain dominant in our cognitive processes, whether working in a group or individually can generate more ideas and a modern spin on an emotional intelligence assessment, interpreting emotions just from various eye expressions and a challenge to spot which picture, of the same individual, was photo shopped and which was real. Examples of some of the imagery are below:

Guess the emotion

Which smile is real left or right?

Students have also engaged enthusiastically with the wider reading this term, including a chapter from Before I Go to Sleep, a psychological thriller about a woman who loses her memory each time she falls asleep. Many students were so captivated by the story that they chose to read the entire book.

Students have been diligently preparing for their mock exams, which assessed Social Influence, Memory, and Research Methods. They demonstrated excellent revision strategies creating high-quality resources such as flashcards, mind maps, and practising exam questions—all valuable tools in honing their exam techniques.

We are incredibly proud of their hard work and dedication and look forward to seeing their continued progress as they continue to study Approaches and begin their numeracy-based Research Methods units next term.

(Answers to the images above - the emotion is cautious and the smiles in the left hand pictures are 'real')  

Year 13 students have successfully completed their study of Schizophrenia, gaining a deeper understanding of the disorder beyond common societal misconceptions. They have explored the symptoms, challenges associated with diagnosis, and the various treatment options available. Throughout their studies, they have demonstrated great empathy with insights into the experiences of individuals living with schizophrenia.

Students particularly enjoyed the wider reading for this topic, choosing between a chapter from Hidden Valley Road—a compelling account of an American family in which six of twelve children were diagnosed with schizophrenia—or I Never Promised You a Rose Garden, a powerful memoir by an author who has lived with schizophrenia for many years.

In addition, students have made excellent synoptic links between Schizophrenia, Forensic psychology and the Issues and Debates topic.

For example, they have critically examined the ethical implications of attributing schizophrenia to parental influence and have discussed the complex trade-offs in treatment—acknowledging that while antipsychotic medication can alleviate symptoms, it can also lead to serious side effects such as tardive dyskinesia and life-threatening blood disorders.

During the Forensic Psychology topic, students explored offender profiling techniques, various explanations of criminal behaviour and how offending behaviour is dealt with. This unit has allowed classes to have complex and in- depth discussions on opinions of the causes that can lead to offending behaviour and analyse popular case studies like that of Jeffrey Dahmer, the Yorkshire Ripper and the case of James Bulger.

We are incredibly impressed with their thoughtful engagement and critical thinking throughout these more complex Year 13 topics and look forward to their continued progress as we conclude Research Methods with statistical analysis techniques and Cognition and Development.

Interventions and Homework in Spring 2:

A reminder all students are invited to join us every Thursday for revision where  students complete an exam paper and the following week mark. This helps to experience timed conditions alongside revision – an important skill to master!

Weekly homework will continue with exam questions being set to further the application element helping students in their Summer exam season preparation whether that be the actual or mock exams.

The 2025 exam dates are below - we look forward to the exciting season where all our students’ hard work pays off:

• 16 May: Paper 1 (Social influence, Memory, Attachment, Psychopathology)
• 21 May: Paper 2 – (Approaches, Biopsychology, Research Methods)
• 9 June: Paper 3 – (Issues and Debates, Schizophrenia, Forensic Psychology, Cognition and Development)

Year 13 have worked extremely hard preparing for their mock exams and it has been lovely to see their dedication through attendance to after-school intervention sessions and completing extra essays at home. We hope their hard work has paid off.  Next half term we will complete the final topics of A-level RE. We will then revisit some of the more challenging topics so as always, attendance to lessons is crucial. 
Please remind your child that revision sessions are taking place every Tuesday from 3.20pm in H118 and H214. We will be setting regular revision tasks and practice essays to support students in their preparation for the final exams so it’s important that your child checks Go4schools regularly.

Year 12 have started to look at the idea of religious experiences and some of the challenges that arise when proving their existence. Students are growing in confidence when discussing their own views which is great to see. Please encourage reading around the topics studied so they develop their knowledge of the views of key thinkers.

A-level revision guides can be purchased for all three components. Contact the RE team if you would like further details on this.

Year 10 students have just finished studying Islam practices which is the final topic of the GCSE course. We will be reviewing previous topics and refining exam skills next half term to support students as they prepare for the final exams.

It was lovely to see so many students attending the after-school revision session before the mock. We hope their hard work and dedication has paid off.

We will be sending out an after-school revision timetable next half term. Revision sessions will run on a Wednesday or Thursday after school every week until the final exam so if your child needs some extra support, remind them to come along. There is also the option of a breakfast club revision session on a Tuesday morning before school in H118.

If you have any queries about this or how to support your children to revise at home, please contact the RE team.  

Year 9 students have explored issues of life and death during the spring term. It has been really interesting to hear their views on topics such as abortion and euthanasia. They have shown a great deal of maturity and sensitivity during class discussions. Please remind your child of the importance of revising thoroughly for end of unit assessments. Revision resources for assessments are uploaded onto Go4schools beforehand so it is important that students check this regularly. If you need any advice on helping your child to revise at home please contact the RE team.

We introduced Year 8 students to Humanism this half term. We have focused in particular on how humanists might respond to different ethical issues and their approach to the afterlife. Students have been comparing humanism with other belief systems as well as their own. They have particularly enjoyed examining the views of some famous humanists and sharing their own opinions on ethical dilemmas.  

Year 7 have just completed our first philosophical unit focusing on creation, causation and various arguments for and against the existence of God so you can look forward to answering some of life’s big questions over the half term break! 

Year 7 have explored acids and alkalis and really enjoyed testing different substances with universal indicator to determine whether they are acidic or alkaline. They found the colour changes fascinating and were especially engaged in the challenge of creating a perfectly neutral green solution by carefully mixing an acid and an alkali. As part of their investigations, they have also been learning how salts are formed in neutralisation reactions. They developed key practical skills such as filtration and crystallisation while making copper sulphate crystals.

Year 8 students have been exploring the fascinating world of metal reactions and their properties in science this term. They have learnt how different metals react with acids, water, and oxygen, as well as their placement in the reactivity series.

To make their revision more engaging, students took on an exciting challenge—designing their own educational games to reinforce their learning. From board games and quizzes to interactive card games, they showcased their creativity while applying key scientific concepts and helped consolidate their knowledge in a fun and memorable way.

Students revised important material & developed teamwork and problem-solving skills. It was fantastic to see their enthusiasm and originality in action!

Year 8  - The Faraday Challenge -we were delighted to host the Faraday Challenge on 23 January here at NLS and have two teams take part. The Faraday Challenge is a STEM competition, run by IET, that gives young people the opportunity to experience life as an engineer, working in teams to solve real-world challenges. Both teams were brilliant and, competing against Kenilworth,Campion and The Westwood Academy, one of the NLS teams were chosen as the winners.  You can read more details about the event in the Latest News section earlier in the Bulletin.

Year 9 Cell Biology
Year 9 have been exploring the fundamental concepts of cellular biology, focusing on the structure and function of both animal and plant cells. This involved students engaged in practical investigations observing cells under a microscope. 
For the animal cells, they used liver tissue and applied methylene blue stain to make the cells' structures more visible. The stain enhanced the clarity of the cell membrane, nucleus, and cytoplasm. In the plant cell investigation, students used thin layers of onion skin, staining them with iodine to highlight the cell wall, vacuoles, and chloroplasts, allowing for detailed examination of plant cell structures.
Students demonstrated excellent use of the microscope, following step-by-step instructions to prepare their slides, adjusted the focus, and carefully observed the specimens showing great attention to detail while making accurate observations and recording their findings. Their enthusiasm and dedication to the task was evident, with many asking insightful questions and demonstrating a strong grasp of the concepts involved.

Helping Year 10 Students Understand Mitosis Through Model-Making
Year 10 students have been studying mitosis, which is the process of cell division that results in two identical daughter cells, involves several stages: prophase, metaphase, anaphase, and telophase. They can benefit from activities, like creating models, to deepen their understanding of this biological process

These activities develop problem-solving skills, reinforce memory retention, and prepare students for further studies in biology. Through hands-on learning, mitosis becomes more than just a concept—it becomes an experience!

By building models—using materials such as playdoh—helps students visualise each stage, reinforcing key concepts beyond textbook diagrams.
This interactive approach helps them grasp how chromosomes align, separate, and distribute into new cells.

 

Encouraging creativity in model-making  enhances comprehension and makes science more engaging. These activities develop problem-solving skills, reinforce memory retention, and prepare students for further studies in biology. Through hands-on learning, mitosis has become more than just a concept—it became an experience!

Year 10 investigating metal displacement reactions
This term Year 10 students have begun to learn about chemical reactions of elements. Lessons have involved students predicting if a metal would displace another metal from its compound salt and then conducting an experiment to test their predictions. Students typically started with four metal solutions or compounds and four metals to add which differ in their reactivity.

For example, if a piece of zinc metal is placed in a copper sulfate solution the zinc will displace the copper because zinc is more reactive than copper.

As a result, zinc sulfate forms and copper metal is deposited on the zinc. 

Key observations made by students during such reactions included the appearance of a solid metal being deposited or the colour change of the solution as the displaced metal is replaced by the more reactive one. 
Students measured the reaction time, temperature change, or mass of the metals involved, depending on the specific experiment.

These experiments help students understand the reactivity series of metals, which ranks metals based on their ability to displace others from compounds. The practical aspects also allow them to explore concepts like oxidation and reduction and key skills are further developed such as making observations during a chemical change, applying knowledge in order to make predictions and then analysing their findings.

The Concept of Evolution
Year 10, students have also been exploring the concept of evolution by natural selection through an activity focused on camouflage. By colouring and hiding paper moths against different backgrounds, students observed how certain 'moths' were more easily spotted by 'predators' than others and helped to illustrate how camouflage plays a vital role in survival and think how species adapt to their environments over time. The students had the opportunity to test how quickly a 'predator' (their peers) could find the 'moths', learning how evolution shapes an organism’s ability to blend into its surroundings to avoid being eaten. 

Year 12 Biologists Explore Cell Membrane Permeability

Year 12 Biology students have investigated the factors that influence the permeability of cell membranes. This area of study helps students understand how substances move in and out of cells, a fundamental biological process.

Through practical activities, such as testing the effects of temperature, pH levels, and different solvents on membrane permeability, students  further developed their analytical and scientific reasoning skills. These experiments enhance their understanding of cellular biology and prepare them for future scientific investigations. 

Year 12 – Food Test Practical

As part of the Biological Molecules module, students conducted a series of food tests to identify the presence of lipids, proteins, and reducing/non-reducing sugars in various food items. This practical exercise provided an opportunity to apply theoretical knowledge and follow a detailed method to ensure accuracy in testing. Students tested several food samples, following specific procedures for each type of molecule:

The presence of lipids was tested using the Emulsion test. A sample of the food was mixed with ethanol, then shaken and the solution poured into a test tube containing water. A milky-white emulsion indicated the presence of lipids.

The Biuret test was used to identify proteins. A few drops of Biuret reagent were added to the food sample; a colour change to lilac or purple indicated the presence of protein.

The Benedict’s test was conducted to detect reducing sugars.

The food sample was mixed with Benedict’s reagent and heated in a boiling water bath. A colour change from blue to green, yellow, or red indicated the presence of reducing sugars.

For non-reducing sugars, the sample was first boiled with hydrochloric acid to hydrolyse the sugar. After neutralising the acid with sodium hydroxide, the Benedict’s test was repeated. A colour change confirmed the presence of non-reducing sugars.

Each food sample was tested with the methods described. The results varied depending on the type of food and the molecules present. For example, some foods showed a positive result for lipids, while others tested positive for proteins or sugars.

The food tests were successfully carried out and students were able to identify the presence of lipids, proteins, and sugars in various food items. The accuracy of the tests was dependent on careful following of the method, which students executed with attention to detail. This practical experience reinforced the importance of precise procedures when testing for biological molecules in food.

 Biology and Chemistry Olympiads

We are delighted that Year 12 students have participated in the prestigious Biology  and Chemistry Olympiads this year. 

This competition this week provided an excellent opportunity for our students to challenge themselves, deepen their understanding of biological concepts, and showcase their knowledge on a national stage.

We are incredibly proud of their dedication and hard work in preparing for this event, and we are confident that they represented our school with distinction.  

The UK Chemistry Olympiad  competition, run by the Royal Society of Chemistry, challenges students with advanced problem-solving questions that extended beyond the school curriculum, encouraging them to develop their analytical and critical-thinking skills. Taking part was a fantastic opportunity for students to stretch their knowledge and gain valuable experience that will benefit them in their future studies and careers

The competition also provided excellent preparation for university-level chemistry and helped develop resilience in tackling complex problems.

The first round of the Chemistry Olympiad took place on Thursday 23 January, where students completed a rigorous written examination. Those who performed exceptionally well may be invited to further national and international rounds, representing the school at a higher level. We will let you know.

Year 13 Organic Chemistry-Synthesis of Aspirin

Year 13 Chemistry students have been deepening their understanding of organic chemistry this term, including a focus on the synthesis and analysis of important compounds. They completed a Required Practical where they prepared, purified, and tested the purity of aspirin, one of the most widely used medicines in the world!

Students synthesized aspirin by reacting salicylic acid with ethanoic anhydride in the presence of a catalyst. They then purified their product through recrystallisation, using a Buchner funnel, which was new to students - a key technique used in pharmaceutical chemistry to ensure a pure and effective medication. To assess the purity of their aspirin, students conducted melting point analysis, comparing their results to known values to determine the success of their synthesis.

This practical reinforced key organic chemistry concepts further developed essential laboratory skills, including precision, analytical thinking, and problem-solving.

Such experiences are invaluable for those considering future studies and careers in chemistry, medicine, or related scientific fields.

Well done to our Year 13 chemists for their dedication and enthusiasm in the lab!

Year 13 Chemists have also been looking at Acids and Alkalis. Tasks included investigating how weak acids and their salts can create Buffer solutions. These solutions are able to absorb the addition of small amounts of acids or alkalis minimising changes in pH. Buffers help maintain a stable pH in a solution. This is crucial in many biological, chemical, and industrial processes where a specific pH is needed to ensure proper functioning.

In biological systems, enzymes, proteins, and cellular functions often depend on a precise pH range to work correctly. In labs and industrial settings, buffer solutions ensure that reactions occur efficiently and predictably, making them indispensable for experiments and manufacturing processes.

We started the year with our second Year 13 group visiting the Justice Centre. The students were greeted by the district judge who talked to the students about how the court system works.  The judge shared his journey in becoming the district judge informing the students on all the different strands of law there are to specialise in.  Students were invited to sit at the judge’s bench and get the full scope of what it feels like to lead a courtroom and ask any questions they had. 

Joe shared his experience of visit to the Justice Centre

"The court trip on Wednesday 8 January was an amazing and enlightening experience into the hard work and dedication of our justice system. The judge we met was welcoming, kind and very interested into our career choices and spent the time to give us a tour of the courtroom as well as encouragement to watch his case. The staff around were also very helpful and welcoming despite the fact we were likely an inconvenience. The knowledge and the experience itself was so worthwhile and valuable; it was an eye-opening experience and a big thank you to Miss Howard and Ms Holland for organising and accompanying us."

Students are now into their final topics of their Year 13 content where they are finishing looking at Paper 2: Beliefs in Society & Paper 3: Crime & Deviance. In paper 2 students have begun to cover a range of knowledge looking at the patterns and trends in religiosity, how religion has created social stability and change and the changing patterns of religious participation. 

In the Crime and Deviance unit students have explored the patterns and trends in criminal behaviour across different social characteristics and how crime and deviance trends have changed as a result of globalisation. Students have explored ethnic victimisation and looked into more contemporary cases of the fake grooming scandal and the George Floyd case. 

Year 12 students have finished all five topics in Education for Paper 1. They have produced detailed and thorough revision resources which have improved with each topic, as the students take greater ownership for their learning and use creativity in resources to help them prepare for assessments and examinations. Most recently they have been covering educational policies, and have been exploring the changes that have, and could take place, and how these might affect social groups, with regard to equality in particular.

We look forward to sharing the mock results after half term with students and analysing these with them to help give clear actions for development as we move through Year 12. As the students know, applying their knowledge to likely exam questions is excellent preparation and something they should be doing weekly in study periods and in preparation for assessments and full papers.

After half term we will start learning about Research Methods, exploring the practical, ethical and theoretical considerations sociologists have to grapple with before they conduct any research. This is a critical part of the course, to understand the evidence-base for the patterns we study across the subject and what goes behind the ‘names’ and references we ask the students to use in their exam questions.

Recommended watches for half term include ‘The Great Schools Robbery’ (Amazon Prime) and Idris Elba ‘Our Knife Crime Crisis.’ (BBC iplayer)  These may help the students to review content and explore other issues within the Sociology curriculum.

It’s been another fantastic term with all students consolidating their learning into much stronger outcomes.

Year 7 students have been exploring materials and techniques and have studied the mixed media techniques of Jim Dine’s tools series ( the artist has created a wide array of paintings, sculpture and prints involving tools.)

Students have enjoyed exploring splatter techniques, stencil making and used a variety of materials, including biro, charcoal and watercolours to create a variety of art in their sketchbooks. 

Here are just a few pieces in this topic that show how students have utilised their learning to create interesting compositions, reinforcing previous knowledge of shape, tone and form to create impressive title pages.

Year 8 have been refining materials and techniques into strong outcomes. They have completed their final pieces for the natural form project, exploring new materials and techniques, whilst building on their knowledge in year 7 of shape, tone and form.  They have created some wonderful final pieces following their work  planning, and testing out compositions and practising their best one. Students are very proud of their work and the quality has been outstanding. Here are a few examples of their fantastic work. 

Year 9 students have been developing essential research skills learning how to pick out the key features of their chosen artist, good preparation for any student wishing to take GCSE Fine Art, Textiles or Photography. By studying the key features of an Artist, they are creating a checklist, which they then use to create their own artwork.

The Artist we have been studying this term is Loui Jover. His style of work is more abstract pattern, balanced with line and colour blocking. Below are some lovely examples of the responses created by our students with the focus on celebrity and composition with balance of colour. Students have selected their own resources. 

Year 10 students have chosen one of six starting points for their sustained investigation for Non-Examined Assessment (NEA)  Component 1, completing research, drawings and responses based on the key features of the Artist. There are some fantastic sketchbooks created and students are working independently making choices in imagery and materials to explore.

Students have been using SCAMPER, a design technique,  on their  favourite response to further improve it ready for a final piece after half term break.

Year 12 have concluded their ‘Structures’ project, testing and refining their ideas in preparation for their Mock last week. They have explored new techniques including card construction, clay, acrylic and oil painting.

The examples show a variety of pieces that capture the maturity and sophistication required by them to achieve refined outcomes.

Our Photography students have got off to a good start in 2025 with some interesting explorations and images being produced. This is always a busy time of year as our Y11 and Y13 students complete their Component 1 coursework and start their externally set assignments which then result in their practical exams.

This term Year 9 students are continuing their investigation into Formal Elements with a focus on ‘Colour’. They have researched into different colour theories and now are completing still life photoshoots based on this. They are also using the work of Stephine Gonat as inspiration both for her use of colour and composition. Here are some images of the students in action.

Our Year 10 students are well into their Component 1 project with themes fully decided on, initial shoots completed and now there is a focus on responding to the work of other Photographers. Students complete in depth Photographer Research that will inform their next set of shoots.

Moving forward they will then explore various physical manipulation techniques to enhance and distort their images.

At the start of the term our Year 11 students received their GCSE exam paper. They have chosen their titles and are now using their lesson and homework time to explore their titles in depth. Again, after their initial shoots they are now preparing Photographer research and shoots in response to this. Students are working independently to progress through their preparation work in order to complete their 10-hour exam at the start of May.

Over the last few months, Year 12 students have been working hard on their ‘Tell me a Story’ project where they independently develop their theme and refine the skills they have learnt through workshops and their PhotoTask lessons. This is resulting in some really interesting outcomes which will be shared in the next Parent Bulletin. After half term they will start their Component 1 coursework project which is part of the overall A Level assessment.

Year 13 have just recently completed their Component 1 coursework and have now been given their Externally Set Assignment paper from the exam board. They will spend the next few months investigating their chosen theme in readiness for their practical three day exam in May.

Years 11 and 13 have started their external set exam preparation ready for the  GCSE  exam which takes place on 10 & 11 April & the A Level exam on 28, 29 and 30 April. 

Students in both year groups must ensure their sketchbook preparatory work is completed prior to the first day of their exam and have this with them. A list of tasks to complete to ensure students achieve the best outcomes can be seen inside the sketchbooks we have provided.                                                                       Intervention for students continues for KS4 and KS5 students. These take place Tuesday after school, Wednesday lunch and Thursday break and after school.

Year 7 – students have been working on the  pop art inspired art textiles project, learning new decorative skills such as different embroidery stitches, couching and applique.
We had some wonderful homework this term.

Year 8 –have been working on a cultural patterns project and most recently created textiles samples based on aboriginal dot painting and Japanese repeated designs

Students have really enjoyed the press print work onto fabric. 

Year 9 – have been working on their Jean-Michel Basquiat fabric samples, bringing together a range of techniques (fabric pens, embroidery and applique)before moving onto their fashion designs 

Year 10 are working on their own personal projects for component 1 which is worth 60% of their final GCSE grade. They have been selecting artists that link to their chosen theme and creating samples based on this. They will continue to look at more artists to help with inspiration and develop their own ideas that will lead to more refine pieces of work.  

Year 12 have just completed their mini projects and are now working on their own chosen theme for their component 1 coursework project. They have got some great ideas for this already and I can't wait to see how this develops over the course of this year. Work from the mini projects.

Our second NEA is well underway with Year 11 students cooking a range of dishes to suit the tasks of ‘prepare a range of dishes suitable for a school canteen with a multi cultural theme and ‘prepare a range of dishes suitable for someone who is lactose intolerant’  Students will undertake their final cook in March where three products are produced in four hours.

Students revision should focus around –

• Food Science
• Nutrition
• Food Provenance
• Food Safety and Hygiene

Resources to support students in their revision and the NEA are available through the Digital Learning Hub.  Students will be completing their next practical for their GCSE 24 February and their final cook will be 10 March.

Year 11 Design Technology

The DT students are also fully engaged with their NEA.  All students have a deadline of 4 April and we would expect a fully completed NEA including all the different sections completed before this time.  The details of these sections are available on the Digital Learning Hub and should include –

• Research
• Designing
• Planning
• Making of the model
• Evaluation

Students should be using the AQA DT specification to aid them in their revision and continue to come to after school intervention to support them in their preparation for the exam.

Students should be concentrating their revision on the following topics –

• new and emerging technologies
• energy generation and storage
• developments in new materials
• systems approach to designing
• mechanical devices
• selection of materials or components
• forces and stresses
• ecological and social footprint
• sources and origins
• using and working with materials
• stock forms, types and sizes
• scales of production
• specialist techniques and processes
• surface treatments and finishes.
• materials and their working properties.

Year 7 and 8 and 9 DT classes

Classes in the technology rotation have recently moved. Students in Art Textiles moved to Food; Food students moved to DT; and DT students transferred to Art Textiles.

Students will have shown you some of the lovely items they have made in the workshop or in the food room. 
Thank you again to parents for supporting us by providing ingredients for the food lessons. 
If any of you have spare containers such as empty sweet containers or ice cream tubs we would greatly appreciate having these to support students who may at times forget to bring the correct container for their food.

Year 9 will be able to opt for GCSE Food or Design Technology and will begin these courses in September of Year 10.  With parents evening approaching it would be super if students who are interested in taking one of these courses books in to speak to one of us so we can discuss students options.

Some of the fabulous products KS3 have been making are shown below.

Year 10 DT

The classes have also been focusing on hand tools and using a range of tools to create specific joints.  Many of the tasks and projects that Mr Batchelor and Mrs Long are teaching the students are skills that are so essential to life beyond the classroom and the current projects are certainly supporting this skill building aspect of the course. Students have been making a wooden shelving unit this term and working with our 2D design.

Year 10 Food

Students have completed some new complex dishes over the past term. Some of these have been themed towards the season or event that is approaching.  Cooks that have occurred throughout the past few weeks include viennesse whirls, butter chicken curry, Genoese sponge and, as we approach Easter, we look forward to giving the students a little more freedom with themed cooks.

Students have also been concentrating on the theoretical aspect of the course by looking at food science and heat transfer.

A Level Product Design

Students in year 13 have now completed their NEA and have had theoretical lessons in preparation for their written examinations. 
Year 12 are currently working on their NEA and it is imperative that these students work towards the deadlines and ensure that they are completing ongoing revision.

Rebecca and Archie made a prototype based on their chosen task.  Rebecca has created a dance storage unit and Archie concentrated on a golf storage unit.

The Design and Technology Department would like to extend a big thank you to Daniel from Elegant Bespoke Living, a local business, for his generous donation of materials to the department.

Enrichment Activity Opportunity

We have had several Sixth Form enrichment activities.  Students have been coming after school to make shortcrust pastry and have enjoyed reliving some of their younger years back in food now that they are completing their A Levels.

We are looking to offer Y8 and Y9 some new opportunities after school in the next term.  Year 11 are also encouraged to use the after school revision sessions on a Monday each week to support them in their NEA completion or for additional revision.

Our International Schools work continues to thrive, with students across different year groups making fantastic contributions! Some highlights this term have been

Year 7 Eco Leaders have launched an exciting pen recycling scheme, helping to make our school more sustainable. Well done to all involved in this important initiative!

Year 8 International Leaders have been busy preparing for an upcoming call with our partner school in India. This is a great opportunity to build connections and learn from one another.

Year 7 students have produced some outstanding videos to send to our partner school, showcasing their creativity. A huge congratulations to 7CT02 and 7BD01, whose incredible efforts in the International Schools Competition have earned them joint first place! Well done to everyone who took part.

Our Year 9 and 12 students are making preparations to visit our partner school in India in March. They are looking forward to taking part in lessons and working with student leaders in India.

Lat week (3-9 February), NLS supported Children's Mental Health Week - the theme this year was “Know Yourself, Grow Yourself”.

In Tutor Time students took  part in activities such as Emotions Charades and Islands of Personality, using the Inside Out 2 characters as inspiration.

Additionally, students were reminded of the support they can access here at NLS as well as externally.

Understanding Your Teen Workshop
Our recent Understanding Your Teen workshop was a great success, with a fantastic turnout and incredibly positive feedback from parents. We truly appreciate your input. 
In response to requests for more accessible session times we are now offering evening virtual workshops to help  better accommodate busy schedules. These sessions will be promoted on the Family Support page of our website, and we will also send out reminders in our newsletters. Stay tuned for upcoming dates and we look forward to supporting you on your parenting journey!

At NLS, we utilise the schemes of learning and opportunities that The King’s Trust (formerly The Prince’s Trust) offers to enable some of our most vulnerable pupils to achieve.

Students in Year 10 have completed a module on Managing Money and another on Teamwork so far.

After half term, as part of their next module Sustainability, they will be building and installing bird boxes in the school grounds – we look forward to sharing pictures of their work.

Our Year 11 students have continued working on their units (with many completing six units) and are on track to achieve the Level 1 Certificate at the end of their Year 11 – recently they have  completed modules in Careers and Well-Being.

If any students have any outstanding work that has not been entered into their folder, please ask them to submit it, either to me at the address below or to their teacher for KT.

If you wish to have any more information about The King’s Trust, please contact jbarrett@northleamignton.co.uk

We have a range of  Extra-Curricular clubs available and details can be found on the website  Extra-curricular information on the website and details are also on the digital screens around school.

Year 7 Science Club
As part of the Year 7 Science Club, students had an exciting time performing flame tests! Using different metal salts, they dipped splints into solutions and held them in a roaring Bunsen burner flame.

The results were amazing—copper produced a stunning green-blue and lithium burned a bright red!

Students were fascinated by how different metals create unique colours, just like the ones used in fireworks! It was a fun and colourful experiment that made chemistry come to life.

Ther DofE year is progressing as planned and it will not be long before we are, once again, into expedition season. In anticipation of that, the activities need to be logged that they have been completing (or going to be) for the Volunteering, Skills and Physical sections of the Bronze, Silver or Gold DofE Award at  Welcome to eDofE | eDofE.

Once a section has been completed  the assessor needs to complete the report in their DofE books and then upload a picture to edofe or use the link Choosing Assessors - The Duke of Edinburgh's Award to upload the report directly onto the site.

A reminder welcome packs  can be downloaded for the applicable award at Duke of Edinburgh Welcome Packs

Our Year 12 students undertaking the Gold Award have also been completing their Skills, Volunteering and Physical sections since the start of the academic year. 

For Gold the level of demand is higher still and students’ commitment to the Gold award looks like this:

Specific to the Gold Award, Year 12 students must have completed the Residential section by March 2026 if they want to receive their award in May 2026, as planned. As holidays get filled very quickly we encourage them to give it some serious thought over the next few months. More information about the residential can be found here Doing your Residential section - The Duke of Edinburgh's Award.

In preparation for our expeditions, Year 12s have been completing the training during their enrichment each Wednesday afternoon. To enhance this learning, we have a Training Day to White Peak in The Peak District on Thursday 6 March. The Practice Expedition will take place  27 – 29 March 2025 with the Qualifying Expedition for Gold on 15 – 18 May 2025.

Last years Gold cohort, completed their expedition last year and have been working towards all of the other elements to ensure completion before March of this year. Once done, they will be invited to Buckingham Palace to receive their awards from a member of the royal family. I look forward to sharing this momentous occasion with you in future bulletins.

 Students in Year 10 who are undertaking the Silver Award have also been completing their Skills, Volunteering and Physical sections since the start of the academic year.

For Silver the demand is a little more and students’ commitment to the Silver award looks like this:

In preparation for our expedition dates, your child must complete the training that is taking place on 15 – 16 March and further details will be sent out nearer the time. The Practice Expedition will take place on 5 - 7 June  and the Qualifying Expedition for Silver on the weekend  11 - 13 July 2025.

For Bronze students, their commitment to the award looks like this:

Students in Year 9 who are undertaking the Bronze Award have been completing their Skills, Volunteering and Physical sections since the start of the academic year and many are coming to the end of at least one of these

In preparation for our expedition dates, the training that is taking place on 5 – 6 April must be completed. Further details of this will be sent out nearer the time. The Qualifying Expedition for Bronze will take place on the weekend 4 – 5 July. 

If you wish to have any more information about The Duke of Edinburgh’s Award, please contact jbarrett@northleamignton.co.uk and more information can be found on our website. Extra Curricular -Duke of Edinburgh

We currently have opportunities available to join our team of Exam Invigilators.

Our Exam Invigilators are highly valued and an integral part of our team, critical to the running of examinations at North Leamington School.

This is a great role for those looking for part-time work close to home with flexible hours.

The main duties involve supervising students in exams, preparing exam rooms, distributing and collecting exam papers. Previous experience is not necessary as full training will be provided.

Exams are held throughout the school year.  In addition to formal  GCSE and A Level exams during May and June we hold mock exams and internal exams from October to December and again in February and July. 

We can therefore offer flexibility, with half day availability, hours being mutually agreed with our Exams Manager in advance of scheduled exams.

If you, or someone you know, would like to join our friendly, supportive teams, please take a look at the information on the school website or you can apply via the following  Exam Invigilator Application Form and Details.

We welcome your application.

The HR Team

Holiday Activities & Food (HAF) Programme

The Holiday Activities & Food (HAF) Programme has been extended for a further year, and Warwickshire County Council have advised they will be running HAF activities during Spring, Summer and Winter 2025.

HAF does not currently run during half term holidays, so the next HAF programme will take place over the Easter holidays.

The Holiday Activities and Food (HAF) Programme is funded by the Department for Education (DfE) to provide young people who are in full-time education (Reception to Year 11) and eligible for benefits-related free school meals with access to enriching activities and meals, for free, during the three main school holidays. 
 

If you have any questions at all, please contact Warwickshire County Council at: hafprogramme@warwickshire.gov.uk