Head Teacher's Message

Dear Parents/Carers

As we reach the end of another successful academic year and prepare for the summer break, I would like to take a moment to reflect on all that our school community has achieved together. Throughout the year, our values of Commitment, Opportunity, Respect and Excellence (CORE) have remained at the heart of everything we do, shaping not only academic success but also the personal growth, character and aspirations of our students.

This week, we publish our full End of Year Bulletin, celebrating the many achievements, experiences and opportunities that have enriched school life over the past twelve months. I encourage all parents and carers to take some time to explore the bulletin. It provides a wonderful snapshot of the breadth and quality of learning across every subject area and highlights the incredible talents, dedication and accomplishments of our students.

I would like to thank our Year Leaders, Tutor and subject teams for their thoughtful contributions to the bulletin and, more importantly, for their unwavering commitment to supporting our young people throughout the year. Their care, guidance and encouragement play a vital role in helping our students thrive both academically and personally.

As we close out the year, I am pleased to announce that the final data report for student attainment and Attitude to Learning, including progression examination results for Years 10 and 12, is now available on Go4Schools. As always, you will have received an automated email from Go4Schools containing a direct link to your child's report. Simply click the link, log in to Go4Schools, and the report will appear on screen. Alternatively, you can access the report by logging into Go4Schools via the website rather than the app. Once logged in, click on the Reports section, where you will be able to view and open your child's latest report. I encourage you to take the time to review and discuss these reports with your child over the summer break, helping them to reflect on their achievements this year and prepare for their next steps when they return in September.

In addition, student timetables for the next academic year will be available on Go4Schools from Tuesday 1 September, ahead of students returning to school on Thursday 3 September. Please take a few moments to review the timetable together before the start of term to ensure a smooth and successful return. To support organisation and independence, students will once again be issued with pocket-sized timetable cards alongside their student identification cards and lanyards.

Congratulations to Blackdown College, who were crowned this year's College Competition Champions. This year has marked a significant milestone in the development of our College system, culminating in the inaugural NLS College Cup which all students will have seen awarded in Tutor time today. The competition once again provided students with countless opportunities to contribute, compete and demonstrate College spirit. The overall result was decided in the closing stages of the year, with Sports Day providing a fittingly exciting finale. Well done to all four Colleges for their enthusiasm and commitment throughout the year.

As always, I encourage families to visit our school website over the summer for information regarding uniform expectations, equipment requirements, term dates and curriculum information for the new academic year. I would also draw your attention to the Safeguarding section of the website, which contains important guidance and contact details should support be needed during the holiday period.

Finally, I would like to thank all parents and carers for your continued support and partnership throughout the year. I would like to acknowledge the number of positive responses to the letter I sent last week supporting the view that we all must work respectfully together even when at times we may disagree on aspects of policy. The relationships we build between home and school are fundamental to the success and wellbeing of our young people.

On behalf of everyone at NLS, I wish you and your family a safe, restful and enjoyable summer break. We look forward to welcoming students back on the 3 September for another year of opportunity, achievement and success.

Warm regards

Mike Lowdell
Head Teacher

This term has seen Croft top the leaderboard for Reward Points, with Manor a very close second.

College Cup

This year has marked a significant milestone in the development of our College system, culminating in the inaugural NLS College Cup.

Throughout the academic year, students have represented their Colleges with enthusiasm and pride across a wide range of activities, including sporting competitions, attendance challenges, academic events, charity initiatives, the Winning Streak competition and Celebration Evening.

Every student has had the opportunity to contribute to their College's success while developing our CORE values of Commitment, Opportunity, Respect and Excellence.

The competition remained incredibly close until the very final event of the year, with the Year 7 Maths Bee deciding the overall outcome.

We are delighted to congratulate Blackdown College on becoming the first ever winners of the NLS College Cup.

Their success reflects the collective effort of every member of the College community, while the achievements of Croft, Park, Binswood and Manor throughout the year have demonstrated the positive culture of participation, teamwork and healthy competition that continues to thrive at North Leamington School.

All the Colleges were victorious in different events this year, and it will be all to play for again next academic year. 

Following the appointment of our Senior Student Leaders last term, we are pleased to confirm the appointments of the Assistant Senior Student Leaders (ASSL):

Well done to all – we look forward to all your achievements in the upcoming year!

Student Leadership opportunities across all other years are currently in progress and we look forward to sharing the appointments in the next bulletin.

Year 12 – students have been investigating growing economies around the world in preparation for Year 13 Theme 4: Globalisation and International Trade.  Students have been analysing a range of economic growth indicators, including Gross Domestic Product (GDP), literacy rates and the Human Development Index (HDI), to compare the development of emerging economies with that of the UK.

They have also been evaluating opportunities for Foreign Direct Investment (FDI) in emerging markets, with a particular focus on the East African Community.

Students considered how abundant natural resources, including cobalt and lithium, have attracted international investment, while also examining the wider factors that contribute to globalisation, economic growth and international trade.

This topic helps develop students' analytical and evaluative skills, enabling them to apply business theory to real-world global markets and contemporary economic issues.

 Year 10 students have enjoyed studying the Marketing Mix (Topic 2.2) this term. They have explored how multinational businesses adapt their marketing mix to gain a competitive advantage in different markets around the world. 

Following their work experience placements, students have reflected on their experiences and considered how these relate to the business concepts studied in lessons, helping them make valuable links between theory and practice.

Congratulations to all our Year 11 and Year 13 students who completed their GCSE and A Level Business courses this term. We are incredibly proud of your hard work, commitment and resilience throughout your studies, and we wish you every success as you await your results and take the next step in your education or career.

Key Stage 3

Key stage 3 support
There is a wide range of support available to support 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 developing their own web pages using HTML. 

They have also been writing code for their Micro:bits.  The Micro:bit is a small, single board computer with simple input/output devices.  Although they are small, they have a wide range of uses.  Students can enhance their classroom work using the online simulators that are also available at home via the Raspberry Pi Foundation website. 

The self-guided projects might be an excellent idea during the summer break.  

Year 8

Year 8 have working on the binary number system and exploring how text, images and sound are represented digitally.  They can practice converting to and from binary using the “Binary Breakout” game online.  They have also been studying key historic figures in computing, such as Alan Turing and George Boole, to understand their contribution to computing.

Year 9

Year 9 have been developing their own web pages using HTML and CSS.  They have also been using Twine to develop their own text-based adventure game.  While this encourages creativity and literacy skills, this set of lessons also builds their abstraction and decomposition skills.  They have also had a chance to reinforce their HTML and CSS knowledge while formatting each page in the adventure…as an added bonus it’s been very popular and great fun!

An excellent example of what students have been producing can be seen with Jessica’s Zombie Apocalypse story game.

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
In addition to their programming development students have been preparing for and completing progress assessments. Students have revised key topics, practise exam-style questions, and used SmartRevise to develop their confidence in applying their knowledge under exam conditions. We are proud of the resilience and determination they have shown throughout this demanding period, and we look forward to building on this foundation in Year 11. Students will move into year 11 investigating the use of algorithms and pseudocode in creating computation solutions to problems.

Year 10 Additional Support

Students can access all their work via OneNote and all lesson resources are available on the DLH; the curriculum overview is available on the school website and can be used to guide your child so that they can work more independently at home. 

Please continue to encourage your child to regularly access their Smart Revise platform and complete their weekly goals. This revision platform automatically generates a set of videos that accurately targets weaker areas for each student.  This can make effective use of personal revision time.

Intervention sessions will commence in the new school year, these will be on a Tuesday after school. More information about these in September.

Key Stage 5

Year 12 – A Level Computer Science
Students have been looking at the cultural, legal, ethical and environmental impacts of technology.  Students are continuing to develop their project ideas and have begun analysis for their independent project. Student should work on this over the summer, ready to focus on developing a coded solution in the first term of year 13.

Year 12 Additional Support

Year 12 students are expected to use the SmartRevise platform to support them with their studies, and as a minimum they should complete the weekly goals. This revision platform automatically generates a set of videos that accurately targets weaker areas for each student.  This can make effective use of personal revision time. Your continued support in encouraging your child to engage with this at home is much appreciated.

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 term we have seen Daisy, Willow, Fraser, Damian, Zara, Esther, Defne, Betsy, Abby, Alfie and Archie achieve their Bronze certificate … well done!

These certificates are an invaluable addition to CV’s, references, College, 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:

Year 7 Drama
Exploring Comedy

This half term, students turned their attention to comedy, taking part in a practical exploration of its key elements. They studied stock characters from Commedia dell'Arte, experimented with slapstick techniques and non-verbal communication, and explored how status can be used for comic effect.

Students then used these techniques to devise and perform their own original comedy pieces. Working in groups, they chose scenarios and developed characters, using performer skills and the elements of comedy to enhance their storytelling. The unit not only helped develop their creativity and collaboration but also built their confidence as performers.

Year 8 Drama
Exploring Practitioners

Year 8 Drama students explored the work of a specific theatre practitioner, focusing on Splendid Theatre Company. Students worked collaboratively to create and devise performances in the style of the company, continuing to develop their understanding of practitioner-led theatre and strengthening their collaboration and ensemble skills.

Year 9 Drama
Exploring Text: An Inspector Calls

This term, Year 9 students explored the play An Inspector Calls through either a Performer or Designer Pathway. Those who chose the Designer Pathway focused on the role of the theatre designer, investigating how Costume, Set, Lighting and Sound could be used to interpret and enhance the text. Students developed their creative ideas and applied their knowledge to practical design tasks.

Meanwhile, students on the Performer Pathway worked collaboratively to develop and rehearse their own interpretations of key scenes. They explored characterisation, directing techniques and performance skills, bringing the story to life through their own creative lens.

The unit offered a fantastic opportunity for students to deepen their understanding of theatre-making and to express their ideas through both performance and design.

Year 10 GCSE Drama
Component 3: Theatre Makers in Practice
Section A: An Inspector Calls

Students have explored An Inspector Calls from both a performer’s and director’s perspective. They also practised a range of exam-style questions, helping to build confidence and establish a strong foundation for the written paper.

Section B: Live Theatre Evaluation

Students focused on preparing for the Live Theatre Evaluation section of their written exam. They produced detailed notes on a live production of Blood Brothers, supporting their ability to analyse and evaluate performance in line with GCSE expectations.

Component 2

Students read a selection of plays and have chosen their extracts for their practical examination in Year 11.

Enrichment in Drama
VIBE Drama Club presented The Girl Who Loved Books   

Our VIBE Drama Club proudly presented their original production, The Girl Who Loved Books, inspired by Matilda by Roald Dahl.

The play told the story of a bright young girl who discovered the power of books, courage and imagination as she overcame the challenges posed by the adults around her, proving that even the smallest voice can make a big difference.

Students from Years 7–10 worked incredibly hard to bring the story to life through our weekly VIBE Drama club rehearsals. This culminated in performing to an audience of parents and carers before taking to the stage again for our visiting Year 6 pupils during Transition Day. Behind the scenes, our Year 9 Student Leaders demonstrated outstanding leadership, supporting the production through set design, lighting, sound, costumes and assistant directing.

The performances were a fantastic celebration of creativity, teamwork and confidence, and we are incredibly proud of every student who took part, both on stage and behind the scenes. Thank you to all the families who came to support the production. VIBE Drama Club will continue in the Autumn term next year, with more information to follow in September.

Highly Sprung Physical Fellowship 2026

Our Year 8 and Year 9 Drama students recently took part in the Highly Sprung Physical Fellowship Festival 2026, where they showcased their creativity, commitment and performance skills.

As part of the programme, students participated in an intensive two-day artist residency led by a professional creative practitioner from Highly Sprung. Working collaboratively, they devised and performed a powerful 20-minute physical theatre piece inspired by this year's theme, "United." The theme challenged young performers to question whether true equality exists and explore how divisions in society and throughout history might be overcome. Their original performance, The Mutants, was set in the fictional farming community of Trerag, where perfection was essential for survival. As the story unfolded, Emily and her friends struggled to protect a secret that had the potential to change their lives forever, encouraging audiences to reflect on themes of acceptance, identity and unity.

Throughout the residency, students gained valuable experience of the devising process while developing their understanding of physical theatre techniques. Through practical workshops and creative exploration, they worked alongside the director to transform their ideas into a cohesive and dynamic performance.

Mrs Hill praised the students' achievements, saying:
The group demonstrated outstanding dedication and creativity throughout the residency. They pushed their physical limits and embraced teamwork, making the most of every opportunity to learn and grow. It was a fantastic experience for them to collaborate with professional artists and apply new techniques in such an inspiring environment.

Students also had the opportunity to watch Highly Sprung Advanced perform their production, Sykes. One student described the performance as "gobsmackingly good," while another reflected: Participating in the Physical Fellowship was an amazing experience! I loved the piece we created this year and how we could use our bodies to tell a story in such an expressive way. It was challenging, but we learned so much, and I feel proud of what we created together.

The festival was an inspiring experience that celebrated creativity, collaboration and the power of theatre to explore important social issues. We are incredibly proud of all the students who represented the school with such enthusiasm, professionalism and imagination.

Royal Shakespeare Company Playmaking Festival

On Monday 6 July, 10 NLS students proudly took part in the Royal Shakespeare Company's annual Playmaking Festival. This inspiring event celebrates young people's theatre-making, bringing together schools from across Warwickshire to create a collaborative performance based on the rehearsal processes used by professional RSC actors.

Since January, our students have been rehearsing an extract from King Lear by William Shakespeare, developing their performance through rehearsal-room techniques that focus on storytelling, ensemble work and characterisation.

At the festival, each participating school performed its own section of the play in sequence, with every performance combining to create one complete production. It was a fantastic opportunity for our students to collaborate with other young performers, showcase their hard work, and experience the excitement of being part of a  Shakespeare production.

Mrs Hill said, "I am incredibly proud of the dedication, creativity and teamwork our students have shown throughout this project. They embraced every challenge with enthusiasm and confidence, and it was wonderful to see them perform alongside other schools as part of such a unique and inspiring celebration of Shakespeare. They were excellent ambassadors for NLS and should be very proud of their achievement."

Year 7:

Following their exploration of identity and culture, Year 7 have developed their non-fiction writing skills through a travel writing unit, learning how writers use language to inform, persuade and inspire their readers.

Students explored a range of engaging travel texts before identifying the persuasive techniques that make destinations appealing to different audiences.

A particular focus was placed on the DAFORREST framework, enabling students to confidently incorporate devices such as direct address, rhetorical questions, emotive language and statistics to create convincing and engaging pieces of writing.

Students applied these techniques in two substantial pieces of extended writing. For their first assessment, they selected a destination of their own choice, showcasing their creativity while demonstrating an increasingly secure understanding of persuasive writing. Their final assessment challenged students to transform perceptions of Salem, drawing upon its infamous history of the witch trials while rebranding the town as an exciting and welcoming tourist destination. This task encouraged students to think carefully about audience, purpose and viewpoint, combining historical knowledge with imaginative and carefully crafted persuasive writing.

In the first half-term of Year 8, students will begin our Prejudice and Discrimination unit through the powerful novel The Bone Sparrow by Zara Fraillon. As they follow the experiences of Subhi, a young refugee growing up in an Australian detention centre, students will explore themes including identity, belonging, prejudice and compassion. Alongside developing their analytical skills, they will consider how writers challenge discrimination and encourage empathy, building thoughtful discussions around fairness, equality and the importance of understanding different perspectives.  

Year 8:

This half term, Year 8 have been developing the confidence and communication skills needed to become effective public speakers through a mock Speaking and Listening endorsement. Designed to prepare students for the formal assessment they will complete at the end of Year 9, the unit has encouraged students to think carefully about how speeches are written, adapted and delivered to engage and persuade an audience.

Throughout the unit, students have explored the features of successful public speaking, refining both their verbal and non-verbal communication. They have practised using purposeful body language, effective eye contact, varied tone, controlled pace and appropriate volume alongside a range of rhetorical devices to strengthen the impact of their speeches. Their final task challenged students to persuade the government to improve the lives of children exploited during the Industrial Revolution, combining historical understanding with carefully crafted arguments to present convincing and thought-provoking viewpoints. Through planning, rehearsing and performing their speeches, students have developed greater confidence as communicators while strengthening skills that will support them across all areas of their learning.

Towards the end of the term, students have also explored a more creative approach to poetry through the creation of their own blackout poetry. This activity encouraged them to consider the power of individual words and phrases, demonstrating how meaning, tone and emotion can be transformed through careful selection while reinforcing their understanding of poetic language and craftsmanship.

At the beginning of Year 9, students will return to literary study with a new unit entitled Science and Experiments, centred on Mary Shelley's Frankenstein. Through this Gothic classic, students will explore ideas surrounding scientific ambition, responsibility, prejudice and humanity, while continuing to develop the analytical skills that will prepare them for the increased demands of GCSE English Literature.

Year 9:

Having successfully completed their study of their first GCSE Literature text, An Inspector Calls, Year 9 have turned their attention to the GCSE English Language Speaking and Listening Endorsement. Throughout the unit, students have planned, drafted, refined and delivered persuasive speeches on topics of personal interest, before responding thoughtfully to questions designed to extend discussion and demonstrate their ability to think critically under pressure. We have been incredibly impressed by the maturity, resilience and courage students have shown, particularly when presenting to their peers, with many stepping well beyond their comfort zones to deliver engaging and persuasive speeches.

Alongside their spoken language work, students have begun preparing for the unseen poetry element of the GCSE Literature course. Revisiting the poetic techniques introduced in Year 8, they have explored how writers use language, structure and form to communicate ideas, emotions and viewpoints. Students have shown increasing confidence when analysing unfamiliar poems, producing thoughtful interpretations and beginning to consider the intentions behind a writer's choices with growing independence.

In September, students as Year 10s will begin studying the Power and Conflict poetry anthology, one of the core components of the GCSE English Literature course. Through a diverse collection of poems, students will explore themes including war, identity, memory and the power of nature, while continuing to develop the analytical and comparative skills that will underpin their success at GCSE.

Year 10:

Throughout this half term, Year 10 have been preparing for their English Language Paper 1 mock examination, consolidating the core reading and writing skills required for GCSE success. Students revisited the key reading assessment objectives, developing their ability to retrieve information, analyse a writer's methods and evaluate the effectiveness of language and structure with increasing confidence. Alongside this, they refined their creative writing, focusing on crafting ambitious vocabulary, establishing atmosphere through tone and mood, selecting effective figurative language, and using a range of structural techniques. Particular emphasis was also placed on technical accuracy, with students editing and improving their work to ensure secure spelling, punctuation and grammar.

Following the completion of the mock examination in late June, lessons have been dedicated to revisiting key GCSE Literature texts, including the Power and Conflict poetry anthology and An Inspector Calls. These revision sessions have strengthened students' knowledge of characters, themes and writer's methods while encouraging them to recall and apply the analytical skills developed throughout the course in preparation for their next round of assessments.

In September, as students begin Year 11, they will continue consolidating both their English Language and English Literature knowledge ahead of their October mock examinations. Following this, they will move into focused preparation for their December mocks, which will assess English Literature Paper 1 and English Language Paper 1, ensuring they continue to build confidence and familiarity with the demands of the GCSE examinations.

It is really important that year 10 re-read all of their English Literature texts over the summer holiday so that they are ready for year 11. These texts include: 

• Romeo and Juliet or Macbeth (students will know which text they have already studied)
• An Inspector Calls
• A Christmas Carol or The Strange Case of Dr Jekyll and Mr Hyde (again, students will know which text they have already studied)

Year 12 – English Literature

This half term, Year 12 English Literature students concluded their study of Owen Sheers' Skirrid Hill, exploring the collection's nuanced presentation of twenty-first century relationships, masculinity and femininity, national identity, and the physical and metaphorical barriers that shape human experience. Through close analysis of Sheers' language, form and structure, students have continued to develop the sophisticated analytical skills required for A Level, while considering how poetry reflects both personal and wider societal issues.

Alongside this, students completed a Love Through the Ages mock examination, drawing upon their study of the pre-1900 poetry anthology, The Great Gatsby and unseen poetry. The assessment challenged students to synthesise their understanding of enduring themes such as desire, romance and separation, while demonstrating increasingly confident comparative analysis and independent interpretation. Students approached the examination with maturity, building upon the knowledge and essay-writing techniques developed throughout the year.

In September, students will begin their study of Shakespeare's Othello, completing the final text for the Love Through the Ages component of the course. Through this tragic play, they will explore themes including love, jealousy, power, race and manipulation, while continuing to refine the critical, comparative and evaluative skills that will prepare them for their final A Level examinations.

Year 12 – English Lang/Lit

This half term, Year 12 English Language and Literature students completed their Paper 1 progress examination, drawing together their learning from the AQA Paris Anthology, The Handmaid's Tale and the selected poetry of Carol Ann Duffy. The assessment provided students with an opportunity to demonstrate their growing confidence in analysing the connections between language and literature, while applying the comparative and analytical skills developed throughout the course.

Alongside their examination preparation, students have continued making steady progress with their Non-Exam Assessment (NEA) coursework. Lessons have focused on refining ideas, strengthening analysis and developing independent academic writing in preparation for the submission of the final draft in December 2026. As this is an examination board deadline, it is non-negotiable, and students are encouraged to use the summer months productively to continue planning, researching and refining their work where appropriate.

Looking ahead to Year 13, students are expected to read The Great Gatsby and A Streetcar Named Desire over the summer holiday to ensure they are fully prepared for the next stage of the course. The required editions of both texts have been published on Go 4 Schools, and we ask that students purchase these specific versions to support teaching and annotation in lessons from September

Congratulations!

Earlier this year, four students from Creative Writing Club entered the Rotary Young Writer Competition, writing beautiful poems focusing on the theme of nature.

We recently received news that two of our students, Erica M and Finlay M came runners-up in the West Fife club which is a phenomenal achievement considering the winner has progressed to the national final.

Both students received certificates and a £10 book voucher as their prize, with two other students receiving certificates for their highly commended entries. Well done all for participating.

Year 10 Media students have worked diligently in preparation for their progression examination, which they completed at the beginning of July. Throughout their revision, students consolidated their understanding of key media concepts, applying their knowledge of representation, audience, media language and industry to a range of set products while developing the analytical skills required for GCSE success.

Alongside their examination preparation, students have made excellent progress on their Non-Exam Assessment (NEA). They have continued designing original DVD covers and film posters, applying the conventions of their chosen genres alongside appropriate media terminology and design principles. Students will continue refining these products during the Autumn Term, with the expectation that all coursework is completed to a high standard.

As Year 10 draws to a close, students have also begun exploring additional examined set products, focusing on the Quality Street and NHS 111 advertising campaigns. Through these case studies, they are developing their understanding of how media products communicate messages, target specific audiences and construct representations, providing a strong foundation for the next stage of the GCSE course in Year 11.

During the final half term of this year year 7 have then been investigating the relevance of Geography in today's world.

They have also been carrying out some fieldwork in the school grounds to produce “Messy Maps”.

These are examples of  maps of the school ground to show what items they collected, how they felt in the areas and what sound and textures there were in the areas. 

They have also completed other fieldwork activities around school such as environmental quality surveys, experiments to explore what happens to water when it reaches the ground as well as investigating how much carbon is found in different trees.

Year 8 have been learning about some of the fastest changing nations in the world and the importance they now have, e.g. China, India and the Middle East. They have produced some really interesting news articles on the country of North Korea.

Year 9 have been investigating urban areas of the world with two main cities examined; Mumbai which as a school we have a link with a school based in Mumbai and much closer to home Birmingham.

In the penultimate week of the term year 10 Geographers visited Ragley Estate Farm. Students were investigating how sustainable the farm ecosystem is. They carried out a range of data collection methods from questioning the farmer, to carrying our hedgerow surveys, species diversity surveys as well as soil analysis. All of the data collected will be used as part of their answers in  the year 11 paper 3 exam for Geography. They were a pleasure to take out and represented NLS really well. 

During the week commencing 8 June, Year 12 Geographers spent three days in the lovely seaside town of Southwold, Suffolk. They researched a range of Geographical issues in the town from physical Geography such as coastal processes and the impact of sea defences, as well as the impact of climate change on the town, and for human Geography they examined the impact of second home ownership on the settlement.

A few students even had a go at using a drone to investigate the town and the beach.  It was a very worthwhile residential fieldtrip with students collecting a wide range of data for their coursework project.

The tutor at the fieldwork centre commented on how “despite the students working in some challenging conditions they were consistently motivated, focused and a general credit to our school.

Many conducted interviews of local businesses, residents and even local councillors. They listened and contributed well in presentations, conducted themselves maturely in public and were courteous and polite throughout.  

Year 10 have now had their results for Component 1:  Human Lifespan Development.  Students completed four tasks across six hours which contributed to 30% of their BTEC Health and Social Care qualification.  Well done to all the students for their excellent attitude to learning throughout the assessment.  They really showcased their writing stamina and ability to concentrate.

Students have been taught two tasks (out of five) for Component 2: Health and Social Care services and values.  Students will complete five written tasks at the start of November for this unit which will be scheduled across 12 hours and this will equate to a further 30% of their BTEC Health and Social Care qualification. Communication regarding the dates of commencing the coursework will be sent in the autumn term. 

This term, Year 10 have been looking at the different health and social care services people may need to access for different needs across the life stages that they are familiar with from Component 1. We have examined social care services for children, those with learning difficulties and adults who require residential or domiciliary care. Students also accurately estimated the cost of residential and nursing care in the UK per week – averaging £1300 per week! We have had some lively discussions about the ageing population of the UK and how social care services will need to adapt to include formal services, far beyond the informal care that currently exists. Students have shown great maturity when exploring service user’s needs and have been sensitive and creative in applying these needs to the individuals’ requiring these services.

Our Year 12 Health and Social Care students have worked exceptionally hard throughout this term and should be very proud of all they have achieved. They have successfully completed both their Unit 1 and Unit 2 examinations and have also begun exploring the key concepts that will provide the foundation for their coursework units, which they will officially begin next academic year.

In Year 13, students will complete Unit 3: Principles of Health and Social Care Practice and Unit 5: Promoting Health Education, the internally assessed units of the course. In Unit 3, students will develop their understanding of person-centred practice, effective communication, legislation and how health and social care services work together to meet the needs of individuals. In Unit 5, students will explore current health issues, evaluate the impact of health education campaigns and design their own health promotion campaign aimed at improving the health and wellbeing of a chosen target group.

Throughout the year, students have consistently demonstrated empathy, kindness and respect towards one another, particularly when discussing the sensitive and often challenging topics that are central to the course. Their maturity, thoughtful contributions and positive attitude have created a supportive learning environment and made them a pleasure to teach.

We are incredibly proud of the commitment and resilience they have shown this year and look forward to supporting them as they continue their Health and Social Care journey into Year 13. We wish them a restful summer break and look forward to welcoming them back in September.

Year 7 have been working on the Crusades, examining the Medieval relationship between the Islamic and the Christian world as they fought for control of the Holy Land. They have also looked at the War of the Roses which sets the scene for the Tudors, dominating the first term of Year 8.

Year 8 have looked at the social and political changes of the industrial age, 1700-1900. They have examined the horrors of slavery and the reasons for its abolition; at municipal reform with the Public Health Acts of 1848 and 1875; the impact of the railways on British life and political reform with the various Reform Acts and Chartism.

Year 9 concluded the year with a look at the British Empire. We focused on India and Ireland, looking at how any why these countries were colonised and how they gained independence. We then looked at migration into Britain after World War II, examining how the end of Empire and migration into the UK formed modern Britain.

Since Easter, Year 10 have begun the Cold War, which is the second half of Paper 2, having previously finished the first half Early Elizabethan England. Year 10 have been worked through a revision schedule, given to them in January, to prepare for their progression exam on Paper 1, Medicine Through Time.

Year 12  Historians have been concluding Paper 1 with a focus on Thatcherism. Students need to complete an interpretations question which looks at the positives and negatives of her time in office. For Paper 2 students have been looking at the politics and economics of the Reagan years in the USA. This can be a source or knowledge-based question.

Year 12 Politics students have been covering Paper 1 – British Politics, and Paper 2 – British Government. It has been fascinating to observe and discuss recent political events with the students. This process and its application was an integral part of their responses to Paper 1 and Paper 2 questions in their progression exam and their final exams next summer.

As always, it remains important for students to regularly engage with the news, both international and domestic.

Year 7 have had a brilliant year in Maths! The enthusiasm and curiosity they've brought to lessons has been a real joy to see, and their end-of-year assessments reflect just how much progress they've made.

Since completing their assessments, students have been getting stuck into the properties of shapes, and we'll be rounding off the year with a unit on statistics. It's been a fantastic year and we hope the students have enjoyed their Maths journey as much as we've enjoyed being part of it.

From everyone in the Maths department — have a wonderful, well-earned summer break. We can't wait to pick up where we left off in September!

Year 8 have had a really strong year in Maths! Their positive attitude and consistent effort have been brilliant to see, and the results from their end-of-year assessments speak for themselves — a real reflection of how much they've grown this year.

Since finishing their tests, students have been diving into functions and graphs — a key building block for the GCSE work ahead. We'll be finishing the year on a high with a unit on statistics, and it's great to see how much they've developed over the course of the year.

From all of us in the Maths department — enjoy a well-deserved summer break. We're looking forward to welcoming Year 8 back in September as they step into Year 9!

Year 9 students have had a fantastic year in Mathematics and should be proud of the progress they have made. Throughout the year, students have successfully completed seven GCSE units of work, developing both their mathematical knowledge and problem-solving skills. Many students have demonstrated our CORE values throughout the year. Their Commitment has been evident through their perseverance in lessons and homework; they have embraced the Opportunities provided by a challenging curriculum and personalised learning resources; they have shown Respect for their peers and teachers through positive engagement in lessons; and many have achieved Excellence by consistently striving to improve and reach their full potential.

As we move into Year 10, students are well placed to begin the next stage of their GCSE studies, building on the strong foundations established this year. We look forward to supporting them as they tackle more advanced mathematical concepts and continue to grow in confidence, resilience and achievement.

Year 10 students have had a great year in Mathematics and should be proud of the progress they have made. Throughout the year, students have successfully completed 14 GCSE modules of work, developing their mathematical knowledge, problem-solving skills and exam confidence. With only one remaining module left to complete, students are in a strong position as they move into Year 11, where the final content of the GCSE Mathematics course will be taught.

Many students have demonstrated our CORE values throughout the year. Their Commitment has been evident through their perseverance in lessons, revision and homework; they have embraced the Opportunities provided through lessons, they have shown Respect for their peers and teachers through positive engagement and a willingness to learn; and many have demonstrated Excellence by consistently striving to improve and achieve their full potential.

As students prepare to enter Year 11, they do so with strong foundations and a wealth of GCSE knowledge already secured. We look forward to supporting them through the final stage of their GCSE Mathematics journey as they complete the course, prepare for their examinations and continue to grow in confidence, resilience and achievement.

Year 12 have sat their progression exams, and are making great progress through the specification, having covered some of the year 13 content already. Based on feedback from this all are aware of the skills they need to develop going forward.

Enjoy your holidays, year 12, you have earned them!

   French

Year 7 have had a fantastic end to the year in French! We have successfully completed our Sports and Free Time module, and students have become increasingly confident using je joue and je fais to talk about the sports and activities they enjoy. They have also developed their language skills by giving detailed opinions and exploring how sport is enjoyed in different cultures around the world. Students recently completed their final listening, reading and writing assessments, and we are delighted to report that everyone worked incredibly hard, with many students achieving above their target grades.

In the last few weeks, we have also caught World Cup fever, learning how to discuss and identify national flags, as well as describe football players using a range of vocabulary.

It has been wonderful to see students’ confidence and enthusiasm continue to grow, and they should be very proud of all they have achieved this year.

Bravo, Year 7!

Year 8 have had a brilliant end to their year in French and should be very proud of their achievements. We have successfully completed our Holidays module, where students developed confidence in describing past holidays using both regular and irregular verbs in the perfect tense. They also impressed us with their ability to give detailed opinions and explain their experiences with increasing accuracy and flair. Students recently completed their end-of-year listening, reading and writing assessments, and all prepared incredibly well. Their hard work and commitment have certainly paid off, with results reflecting the excellent effort they put in throughout the year.

To round off the term, we have been enjoying a World Cup-themed unit, learning how to discuss flags in detail and make predictions about matches and teams. Students have practised using a range of opinion phrases alongside the near future tense to justify their predictions.

It has been a fantastic year of progress, enthusiasm and achievement—well done, Year 8!

Year 9 have finished the year on a high following a successful Sports module. Students have become increasingly confident discussing the sports and activities available in their region using on peut and have enjoyed exploring what it takes to be a successful athlete through the structure il faut + infinitive. They have been able to express their ideas with growing accuracy and sophistication, demonstrating excellent progress in their speaking and writing. Students also completed their end-of-year listening, reading and writing assessments, and they should be very proud of their efforts. The results reflect the hard work and resilience shown throughout the year, with students performing well across all skill areas. It has been a pleasure to see their confidence develop as linguists.

We are especially excited to welcome back those students who have chosen to continue their French studies at GCSE. We look forward to supporting them on the next stage of their language-learning journey in Year 10.

Year 10 have continued to make excellent progress this term and have successfully completed their fourth GCSE module, En pleine forme. During this unit, students explored the topic of healthy living, learning how to discuss what they eat and drink, as well as the lifestyle choices they make to stay physically and mentally healthy. It has been wonderful to see students confidently expressing their opinions and justifying their ideas using an increasingly wide range of GCSE vocabulary and structures.

Students have also recently completed their end-of-year progression exams in reading, listening and writing, tackling full GCSE-style papers in each skill area. They prepared extremely well for these assessments, demonstrating dedication and maturity in their revision. Their hard work has certainly paid off, with many fantastic grades achieved across the year group. The results are a real reflection of the effort students have invested throughout the year.

We are incredibly proud of their achievements and look forward to building on this success as they move into Year 11.

 German

Our Year 7 German students have wrapped up the school year on a massive high! This term, the cohort tackled the topic of free-time, mastering various present-tense verb forms and learning how to confidently express and justify their own opinions. Their hard work has paid off. Fantastic Focus: The students put in exceptional effort ahead of their end-of-year listening, reading, and writing assessments. Smart Studying: By following our advice to create flashcards for vocabulary revision, their independent study habits paid off, yielding some truly amazing results!

Meanwhile, Year 7 students dived into German history and culture by studying the Berlin Wall. They completed a fascinating research project exploring daily life in East Germany and investigating the ingenious, often courageous ways citizens managed to escape to the West. The depth of historical curiosity and empathy shown by our youngest students throughout this project was truly impressive.

We are incredibly proud of their dedication and successes this year. Well done, Year 7! We are already looking forward to seeing you progress even further in your language-learning journey next year.

Year 8 students have recently completed their unit on the holiday topic, where they successfully mastered both the perfect and imperfect tenses in German. Throughout the module, students have made fantastic strides in developing their listening, reading, and writing skills. We have been incredibly proud of their engagement, with so many students actively participating in classroom games and conversational tasks. We were also delighted by the commitment shown towards vocabulary learning ahead of the assessments; students utilised excellent revision strategies, creating detailed mind-maps and flashcards to anchor their learning. This dedication paid off, resulting in superb performance in the listening and reading tests. Furthermore, in their writing exam, many students produced highly fluent pieces of work, showcasing extended answers, complex structures, and a secure understanding of the past tense.

Huge congratulations to Year 8 on this wonderful progress—we are thoroughly looking forward to continuing this momentum into Year 9!

Our Year 9 students have tackled some fantastic real-world topics this term, including navigating a youth hostel stay abroad, understanding directions, and exploring music festivals. Throughout this module, they have shown a mature grasp of combining different tenses, leading to highly pleasing progress. The classroom environment has been wonderful to witness; students have consistently supported one another and brought brilliant energy to our grammar-reinforcing speaking games. This dedication was clearly reflected in their end-of-year assessments, where Year 9 achieved fantastic scores in both listening and reading. We spent dedicated class time practicing how to spot and avoid exam "distractors," and the students' strategic approach truly paid off. Their regular vocabulary revision and excellent attitude towards learning have been exemplary.

We are particularly pleased to see so many of our Year 9s valuing the German language and recognising the immense power of a second language for their future career paths. To those who have opted to continue their German journey into Year 10, congratulations on choosing an exciting path ahead. We cannot wait to see you progress even further as we begin the GCSE course together!

Year 10  have been exploring the topic of healthy living. We have been extremely pleased with both the effort and progress they have demonstrated throughout this unit, and it has been wonderful to watch them go from strength to strength. Alongside mastering this new vocabulary, students have sharpened their exam skills and techniques in preparation for their end-of-year progression examinations. They recently sat listening, reading, and writing papers covering all the topics studied throughout Year 10, and the results have been incredibly pleasing. Every single student achieved their target grade or above in at least one (if not both) of the receptive skill areas. Furthermore, the students showed immense dedication and resilience when tackling the writing exam.

We are incredibly proud of their hard work this year and look forward to seeing them make even further progress as they step up into Year 11. Well done, Year 10!

Year 7: Structures in Music

12 Bar Blues

This unit of work focuses on performing written music, understanding the origins of blues music and how the 12 Bar Blues style is structured. Students have developed their practical music-making and keyboard skills alongside their understanding of the genre. The music challenges students to consider timing, counting, chord sequences and blues scales to reproduce the main elements of blues music, whilst developing their performing 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.

Rap and Hip Hop

This unit of work focused on composing rap and Hip Hop music, understanding the origins and how popular Hip Hop music is structured. Students develop their lyric writing and music-making skills alongside their understanding of the genre. The linked tasks have challenged the students to consider form and structure, writing lyrics and using music loops to create intro, verse, chorus and outro sections of a Hip Hop track, whilst developing their composing and collaborative skills. Students were encouraged to perform their rap to the class for the assessment to 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: World Music (Calypso)

This unit of work focused on performing and recording written parts alongside learning about the traditions of Calypso and steel pan music. Students have developed their collaborative music-making, keyboard skills and MIDI recording techniques using Mixcraft. Notated music in two parts challenges students to consider the importance of listening, timing and note placement to reproduce Calypso melodies and harmonies with their partner. Students were encouraged to share their music with the class for assessments, building 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: EDM (Dance Music)

This unit of work focused on using computer software to compose, sequence and edit loops to produce an effective piece of dance music. Students learned about the musical features associated with EDM and recreated elements of the genre using Mixcraft. They have explored the use of musical devices and technology to produce genre-specific loops and effects. There has been an emphasis on structure, texture and timing alongside developing editing and sequencing skills to produce the main components for their EDM piece.

Year 9: Performing and Composing Popular Music

Composing & Sequencing Original Music

This unit of work focuses on students collaborating in pairs or small groups to compose a piece of ‘original’ music. Students have been encouraged to apply basic music theory knowledge to their work to write chord sequences, basslines and drum rhythms with the use of sequencing software to compose and record. 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 Popular Music

This unit of work focuses on students collaborating in pairs or small groups to learn and perform elements of popular music. They have been encouraged to make use of online resources and rehearsal techniques to promote the development of self-discipline and independent learning skills. They have also been encouraged to consider their 

chosen musical genres and apply genre-specific stylistic or musical features to their practice. Students are asked to review their work, monitor progress and identify areas for further development.

Year 10: BTEC Music Level 2: Component 2

Year 10 students successfully submitted their finished products for Component 1 and have been preparing for Summer Concert alongside introductory tasks for Component 2. This component provides students with the opportunity to reflect on their strengths and areas for development as a performer and composer. They are then asked to produce a commentary and two musical products to demonstrate the development of the skills identified in a ‘skills audit’. Students have been asked to link their musical choices to the theme of ‘Unity’.  

Year 11: BTEC Music Level 2

We have finally bid farewell to the Year 11 Music students. We congratulate them on their achievements over the past two years, thank them for their positive contributions and wish them all well on their future pathway.

Year 12: BTEC Music Level 3: Unit 2

Students have completed their externally assessed Unit 2 work this term. This was focused on developing students’ professional skills linked to the wider music industry. Students were tasked with producing a proposal, plan, budget and presentation in response to a hypothetical professional brief. The specific scenario involved students organising a ‘Battle of the Bands’ event, considering the many aspects involved in delivering a successful and profitable product. During this component, students have been learning about a range of jobs, industry links, roles and responsibilities associated with organising a public event. 

Year 13: BTEC Music Level 3

We have also bid farewell to the Year 13 Music students. We congratulate them on their achievements over the past two years, thank them for their positive contributions and wish them all well on their future pathway.

Extra-Curricular

Orchestra: 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

Summer Concert
Once again, students were superb in the Summer Concert this year. We had a diverse mix of high-quality items for the audience to enjoy from piano soloists to rock bands to the Orchestra. We are incredibly proud to showcase the talents and commitment of our musicians at NLS and delighted with the way our students represent the music department and school each year. Thank you to all parents, carers and staff for your ongoing support.   

Summer 2 term sees the culmination of the exam season. The Year 13 A-level Students have taken their final exams, making up 70% of their final grade. Year 11 GCSE PE students also completed their final exams, which will make up to 60% of their final grade. Good luck to all those who are awaiting their results.

The summer also sees the culmination of the College system competition with its flagship event of Sports Day.

All students in years 7 to 10 had the opportunity to take part in events, with year team events such as Football, Netball, Tennis, Rounders and Dodgeball, before the whole school took to the Field in the afternoon for Athletics and Tug-of War.

When all the scores for the events were totalled it was Binswood who proved victorious.  Congratulations! 

School fixtures have continued with more successes to add to an impressive set of results this year. NLS attended two district competitions held at Leamington Tennis and Squash club. The first, a year 7 and 8 tennis event against five schools and the second a combined Racket sports team event for year 7 and 8, where students competed in Tennis and Squash. NLS proved victorious in both, to come away with two more district titles this year!

Yr 7 and 8 District Tennis and Squash winners

We took Year 7,8, 9 and 10 boys and girls teams to the District Athletics Championships, held at Edmonscote Track. Throughout both events, all students demonstrated enthusiasm, determination and excellent sportsmanship, making the most of the opportunity to compete. We are incredibly proud of everyone's efforts and commitment. Many students delivered outstanding performances, with several achieving top-three finishes in their events.

Overall NLS performed brilliantly with team results, out of eleven schools competing:

•  Year 7 boys 1^st Overall
•  Year 7 Girls 2^nd
• Year 8 Boys 5^th
•  Year 8 Girls 3^rd

Individual success included

Year 8 Boys;

• 3^rd High Jump – Ollie T
• 3^rd Discus – Leo C

Year 8 Girls

• 2^nd 200m – Molly F
• 2^nd 300m – Avnii B
• 1^ST 800m – Eva H
• 3^rd 75m Hurdles – Avnii B
• 2^nd 1500m – Alice K-W
• 3^rd High Jump – Avnii B
• 1^st Relay

Year 7 Boys

• 2^nd 100m - Alkis P
• 3^rd 800m – Seb O
• 3^rd 1500m – Freddie F
• 1^st High Jump – Evan T
• 1^st Shot – Seb O
• 2^nd Discus – Seb O
• 1^st Javelin – Alkis P
• 2^nd Relay

Year 7 Girls

• 1^st   200m – Frankie P
• 2^nd 800m – Amelia F
• 1^st Discus – Lyra S
• 1^st Shot – Hattie R
• 3^rd Javelin – Hattie R

Congratulations to all those who took part and represented NLS so well. Your hard work, positive attitude and support for one another made it a fantastic day of athletics.

These fantastic performances follow on from another successful year in Sport for NLS, with 12 District titles, one regional title and the school’s first National Champions

Year 7 and 8 Boys District Tennis Champions

Year 7 and 8 District Rackets Champions

Year 7 Boys District Athletics Champions

Year 7/8 Tennis – District Winners

Year 8 Netball – League Cup Winners

Year 8 Netball – Warwickshire Schools Tournament Winners

Year 8B Netball – 3rd at Warwickshire Schools Tournament

Year 8 Basketball – District League Winners

 Year 9 Netball – League Cup Winners

Year 9B Netball – Warwickshire Schools Tournament Winners

Year 9 Football – District Cup Winners

KS3 Dance Group – Warwickshire Schools Dance Competition Winners

KS4 Mixed Squash – National Cup Champions

U15 Girls Football – Regional 6 a side Tournament Winners

Year 10 Basketball – District League Winners

A massive thank you to all those  who have represented the school teams this year and to all the parents who have provided support.

Year 7:

Year 7 have been looking at money management and effective ways of budgeting. Hopefully they will put these skills to good use over the summer!

Year 8:

Year 8 have been developing their digital literacy skills and have focused on strategies for staying safe on line. We have had some interesting and insightful contributions from students on this important area of their lives.

Year 9:

Year 9 have been exploring career options and the skills and qualifications they need to move on to the next stage in their own career journey. During their final lesson they interviewed one another for their dream jobs. We look forward to seeing some chefs, teachers, lawyers and of course many professional footballers in the future!

Year 10:

Year 10 have examined different forms of abuse in relationships and warning signs of coercive behaviours. Students have shown a lot of maturity in the way they have discussed these issues.

Year 12:

Year 12 have been looking at the impact of gangs and organised crime on communities. They have been discussing possible strategies for tackling this.

This term, students have completed their learning on clinical psychology, focusing specifically on phobias and Obsessive-Compulsive Disorder (OCD). They explored how these disorders are explained by different psychological approaches and examined a range of treatments used to support individuals experiencing them.

Students have also made an excellent start on their independent research projects. Many have chosen fascinating topics, including how music can influence sports performance, whether the gender of political leaders affects our perceptions of them, and how physical attractiveness can impact levels of trust. It has been encouraging to see students engage with these topics and begin developing their research skills.

Its been a highlight of the year  watching the year 12 students grow in confidence and enthusiasm for psychology. Their willingness to contribute ideas, ask thoughtful questions, and engage in discussion has made lessons both rewarding and enjoyable and we look forward to seeing their progress into Year 13, where they will have the opportunity to further develop their knowledge, independence, and critical thinking skills through more advanced topics and research. It will be exciting to see how their confidence and passion for psychology continue to grow.

Students have approached the revision and mock examination period this term. They have shown maturity, resilience and a fantastic work ethic, engaging positively with lessons and independent study throughout what is always a demanding time of year.

We have now completed our study of the Approaches in Psychology topic, providing students with a strong foundation for understanding the different perspectives that explain human behaviour.

At the start of the Autumn Term, we will complete Paper 2 by studying Biopsychology, followed by Issues and Debates in Psychology. These topics encourage students to think critically about how biological processes influence behaviour and to evaluate some of the biggest debates within psychological science.

For students wishing to keep their minds active over the summer, we recommend the following reading:

Recommended Summer Reading
Accessible introductions

• The Psychology Book (DK) – An excellent visual guide to key psychological theories and studies.
• The Little Book of Psychology – Emily Ralls & Caroline Riggs – A concise and engaging overview of major psychological concepts.

Biopsychology

• Behave – Robert Sapolsky (selected chapters on the brain, hormones and behaviour)

• Why Zebras Don't Get Ulcers – Robert Sapolsky (stress, the nervous system and health)

• The Tale of the Dueling Neurosurgeons – Sam Kean (fascinating real-life case studies about the brain)

Issues and Debates

The Gendered Brain – Gina Rippon (nature versus nurture, sex differences and critical thinking)

The Biology of Belief – Bruce Lipton (an interesting text that students should read critically, considering the evidence behind the claims)

The Psychology Book (DK) – Particularly the sections on free will, determinism and psychological perspectives.

Students may also enjoy listening to psychology podcasts such as The British Psychological Society's PsychCrunch, which explores contemporary psychological research in an accessible way.

We hope everyone has a well-deserved and restful summer break and look forward to welcoming Year 12 back in September as we begin the final year of the course and prepare for the exciting challenge of A Level examinations.

 We wish our Year 13 students the very best of luck on A Level Results Day.

Year 12:

Year 12 are now over half way through the A-level and have covered 38 topics! We have been very impressed by the hard work and commitment they have shown this year, particularly the work they have done outside of lessons. It is important that students spend some time over the summer reviewing their notes and addressing any areas where there might be gaps in learning so that they have a positive start to Year 13.

Year 10:

Year 10 have been exploring issues relating to the death penalty, social media  and use of AI AS A way of working on their reasoning skills. They have shown a great deal of maturity and empathy and it has been interesting to hear their views on this.

Year 9:

Year 9 students have been working on Paper 1 Theme 3 (Good and Evil). They have been examining causes of crime, aims of punishment and arguments for and against the death penalty. Students are now over half way through the GCSE. A big well done to all students for the hard work they put into their revision for the recent mock exam. This will really help them to understand what to expect when they face their final year of GCSE in September. 

Year 8:

Year 8 students have been studying the Five Pillars of Islam this half term. It has been lovely to see the creative pieces students have completed when they focused on the Pillar they felt was particularly important to the Muslim faith.

Year 7:

Year 7 students have been exploring Sikhism.  They have particularly enjoyed developing their understanding of the Five Ks and how they impact the lives so some Sikhs. We have been very impressed by the quality of work we have seen on this and look forward to seeing the same high standard and enthusiasm in Year 8.

Year 7 Science – Exploring Space
Year 7  have enjoyed exploring the fascinating topic of Space. They have developed their understanding of our Solar System by studying the planets and comparing their sizes, features and distances from the Sun. Students investigated why we experience seasons on Earth, learning how the tilt of our planet’s axis and its orbit around the Sun affect daylight hours and temperature throughout the year.

They also explored the phases of the Moon, explaining how the Moon appears to change shape as it orbits Earth. Additionally, students learnt about solar and lunar eclipses, discovering how the alignment of the Sun, Earth and Moon can create these spectacular celestial events.

Throughout the topic, students have developed key scientific skills, including modelling, observation, data analysis and scientific explanation. It has been wonderful to see their enthusiasm as they explored some of the most intriguing phenomena in our universe. Well done, Year 7, on your excellent engagement and progress this term.

Year 7’s have been exploring acids and alkalis and have 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 – Polymers
This term,  Year 8 students have learnt about polymers and how they are used in everyday life. Students worked initially in small groups to research the following:-

• Modelling the structure of polymers
• Examples of common natural and synthetic polymers
• Properties of different polymers and linking this to their uses
• Environmental impact of plastic waste and ways to reduce, reuse, and recycle polymers
• Compare natural polymers with synthetic polymers
• Evaluate the advantages and disadvantages of using plastics in the future

They demonstrated key skills such as distilling, summarising relevant information, delegating tasks and roles for each member of the group,  active listening, analysing and evaluating data. Each took on responsibility and worked collaboratively to come up with a solution to a problem. This approach raised interest, improved retention, critical thinking and literacy skills. Students were able to put their learning into context and appreciate the real importance of polymers in everyday life – for today and the future.

Year 8  have been taking part in an exciting end-of-year project, celebrating the knowledge and skills they have developed throughout the academic year. They have reflected on the wide range of topics explored, including learning fascinating facts leant about the human body and digestive system, the structure of the Earth and its atmosphere, and electrical circuits in Physics.

Using their favourite topic as inspiration, students created engaging posters and informative booklets to showcase what they have learnt. This creative project gave them the opportunity to revisit key scientific concepts, present information in a visually appealing way, test their creativity skills and demonstrate their understanding through their own unique designs. Alongside developing their scientific knowledge, students strengthened important transferable skills such as communication, creativity, teamwork, and collaboration by sharing ideas and working alongside their peers.

Revisiting topics will help prepare them for building on these topics for next year as they enter year 9!

This reflective project has been a wonderful way for students to celebrate their achievements, recognise how much they have learnt over the year, and take pride in the progress they have made. It has been fantastic to see their enthusiasm, imagination, and confidence shine as they look back on a successful year of scientific discovery and exploration.

Year 9 – Exploring Electricity and Electrostatics
This term, students have been exploring the exciting world of electrostatics and electricity through a range of engaging, hands-on practical activities.

One of the highlights of the topic was using the Van de Graaff generator, where students investigated static electricity and observed the fascinating effects of electric charge. They also built and tested both series and parallel circuits, allowing them to explore how current and potential difference (voltage) behave in different circuit arrangements.

Through these practical investigations, students developed their understanding of the advantages and real-life applications of both series and parallel circuits, making links to how electricity is used safely and efficiently in everyday life.

It has been fantastic to see students approach each lesson with enthusiasm, curiosity, and a willingness to investigate scientific ideas. Their excellent engagement, teamwork, and hard work throughout the term have been commendable, and they should be proud of the progress they have made.

This term, Year 9 students have been studying acids, alkalis and neutralisation reactions. They have explored the properties of acids, alkalis and neutral substances, learned how to use the pH scale, and investigated how neutralisation reactions occur. As part of their practical work, students safely used universal indicator and pH probes to measure and compare the pH of a range of solutions, developing their skills in making accurate observations, collecting data and interpreting results. These activities have helped to build both their scientific understanding and their confidence in carrying out practical investigations using laboratory equipment.

Year 9 have been developing their statistical skills by collecting and analysing real data from their own classes. As part of the lesson, students measured class heights and recorded eye colours before organising the information into frequency tables.

Using this data, students selected the most appropriate types of graphs to display their findings, including bar charts for eye colour and histograms for height data. They discussed why different graphs are suitable for different types of information and learnt how clear presentation makes data easier to interpret.

students have been developing their statistical skills by collecting and analysing real data from their own classes. As part of the lesson, students measured class heights and recorded eye colours before organising the information into frequency tables.

This term, Year 9 worked extremely hard, which meant that we completed the Year 9 curriculum. This outstanding effort allowed us, as a team, to revisit and repeat practicals from the start of the year. As a result, students developed a stronger understanding, which will support them in Year 10 as they apply their knowledge to their GCSEs. In the photograph, the students were working on the osmosis practical. They developed practical skills including accurate measuring, recording results, calculating percentage change, and presenting data in graphs. Pupils also strengthened their ability to analyse patterns, draw evidence-based conclusions, and evaluate the reliability of experimental methods.

Year 10s Reporting from HMS Beagle!
Our Year 10 Triple Science students stepped back in time to become Victorian journalists, embarking on an unforgettable voyage aboard HMS Beagle alongside one of history's greatest scientists, Charles Darwin.

Rather than simply learning about Natural Selection from a textbook, students immersed themselves in Darwin's famous expedition, imagining they were reporters documenting his groundbreaking discoveries as they unfolded. Their challenge was to produce a newspaper article capturing the excitement, mystery and scientific significance of the voyage.

The classroom was transformed into a bustling nineteenth-century newsroom, with students reporting on Darwin's observations of the incredible wildlife he encountered, particularly the famous finches of the Galápagos Islands. Through their writing, they explored how these observations eventually led to the development of the Theory of Evolution by Natural Selection.

Students also investigated the fascinating story behind Darwin's collaboration with Alfred Russel Wallace, recognising how both scientists independently developed remarkably similar ideas. Their articles explored the professional respect between the two men while considering why Darwin ultimately became the name most closely associated with the theory.

To bring their reports to life, students included beautifully illustrated sketches inspired by Darwin's notebooks, showcasing both their scientific understanding and their artistic creativity. The quality of the work produced was exceptional, with imaginative headlines, engaging interviews and detailed illustrations that reflected the excitement of scientific discovery.

Most importantly, the lesson allowed students to develop a much deeper understanding of Natural Selection by placing themselves at the heart of one of the most significant scientific journeys in history. By experiencing the expedition through the eyes of a reporter, students were able to connect with the evidence, appreciate the process of scientific enquiry and understand how revolutionary ideas develop through observation, collaboration and perseverance.

It was fantastic to see our young scientists so engaged, combining creativity with scientific thinking to produce work of an exceptionally high standard. We look forward to seeing this curiosity and enthusiasm continue on their GCSE journey.

Year 10 students have explored refraction and reflection developing their understanding of how electromagnetic waves behave, as part of the P4 unit. Through class discussions and demonstrations, they investigated how waves change direction when travelling between different media and how they bounce from surfaces. In practical work, students directed light rays through glass blocks and onto plane mirrors, carefully tracing incident, reflected and refracted rays. Using protractors, they measured the angles of incidence, reflection and refraction, then compared their results with theoretical predictions, including Snell’s law. Students also recorded changes in ray direction, helping them identify patterns and explain wave behaviour across different materials.

A Spark of Success: Year 12 Master the Basics of Electrochemistry
Having successfully completed all of the Year 12 content,  Year 12 Chemistry students began making the transition to Year 13 topics this half term studying electrochemistry. Although this is one of the more challenging areas of the A-level specification, students approached it with enthusiasm and resilience, making excellent progress in developing their understanding of the fundamental principles. They demonstrated impressive confidence in applying their knowledge to electrochemical cells, electrode potentials, and redox processes, providing a strong foundation for the year ahead.

As part of this topic, students also completed the required practical investigating electrochemical cells. This gave them the opportunity to apply their theoretical understanding in a laboratory setting while developing the practical skills and analytical techniques needed for success in their A-level examinations.

They performed exceptionally well throughout both the practical work and the accompanying analysis.

Year 12 Physics students have been working on the exciting topic of Thermal Physics. Students developed their understanding of Physics and made links. Students completed two required practical investigations to verify two gas laws, Boyle’s Law and Charle’s Law, and used their data and understanding of pressure and temperature to estimate a value for absolute zero using a graphical analysis. Huge well done to Eva H and Claudia C who got a value remarkably close to the value of -273 °C, the best result I have ever seen!

Science Club have taken part in an exciting science escape room challenge, where students worked in teams to solve a series of practical and scientific puzzles before the time ran out.

The challenges included safely using a Bunsen burner to reveal clues, carrying out pH tests to identify mystery substances, discovering an invisible code using scientific techniques, and investigating which food sample had been "poisoned" by testing for the presence of starch.

Students applied their scientific knowledge, problem-solving skills, and teamwork throughout the activity to unlock each stage of the escape room.

It was fantastic to see all students working collaboratively, communicating effectively, and supporting one another to complete the challenges.

The winning teams were awarded certificates and R3 points in recognition of their excellent teamwork and scientific thinking.

Well done to everyone who took part for their enthusiasm, resilience, and outstanding teamwork throughout the session!

Year 12 Sociology students have continued to make excellent progress across the Summer term.  Students have been studying Paper 3: Crime and Deviance, exploring sociological explanations for why individuals from working-class backgrounds are statistically more likely to commit crime, alongside examining labelling theory and why some individuals are more likely than others to receive a criminal label.

Alongside this, students have completed the first topic of the second half of Paper 2: Beliefs in Society, investigating the different types of religious organisations and movements, including churches, denominations, sects, cults and New Religious Movements, and considering their role within contemporary society.

Students also completed their Year 12 Sociology Progression Examination, providing an opportunity to review and consolidate their learning from across the year. A huge well done to all students who prepared thoroughly and approached the examination with maturity and determination. Their hard work and commitment to revision were evident, and they should be proud of their efforts.

Looking ahead to the new academic year, students will have the exciting opportunity to take part in an enrichment visit to Warwick Justice Centre. During October, groups of up to 14 students will spend a day at the court, where they will:

• Observe live court proceedings and watch real trials.
• Meet with a judge to gain an insight into the justice system.
• Learn about how the courts operate and the different roles within the criminal justice system.

This is a fantastic opportunity to bring students' learning from the Crime and Deviance topic to life.  Parents and carers are kindly asked to provide consent via ParentPay by Friday 17 July.

It’s been a fantastic term with  students producing brilliant  outcomes in all year groups.

Recently, samples of work from both our Year 11 and Year 13 students have been moderated as part of the exam process.  We are delighted with the outcomes and incredibly proud of the high standard of work our students have produced. Which showcased their creativity, commitment and technical skill.

Our year 13 students have produced fantastic work over the course of a very high standard. Students complete two components over the course.  Component 1 is a personal project the student’s research. This component is worth 60% of their final grade. During Component 2, outcomes were produced in the 15 hours as part of the external set task. This component is worth 40% of the student’s final grade

They have demonstrated sustained creativity, experimentation and refinement and produced an impressive variety  of paintings, drawings  - we cant wait to show you their work next term once the results have bene published in August.

Likewise our Year 11 students have also produced strong artwork. To get to their final outcomes, students spend eleven weeks researching, drawing and testing out materials and techniques in their sketchbook. We are proud to say our Art Students work very hard and generate art that is personal and creative. The final exam is an externally set task produced in 10 hours in exam conditions

We are so impressed by the quality of work students have produced and their ability to look at and respond to the world around them. It’s exciting to see how students evolve and develop, and how they choose the materials they believe suits their style of art. Well done to all of you!                                                                

Year 7- Seascape Paintings Mixed Media

This term, students have been painting seascapes in the style of the Artist Kurt Jackson. Jackson is known for his mixed media paintings, where he applies sand and found materials into his paintings. Our year 7 have taken their colour theory knowledge one step further, delighting us with their ability to explore mark making with different tools including sponges and pipets.

Here are some of the brilliant pieces our year 7 have created.

We are always impressed with our students in year 7 and this year is no exception. They have taken risks, explored many ways to use sand and tissue for texture and created some fantastic mark-making, whilst retaining knowledge learnt about monochromatic tones of blue. What a brilliant year group 😊

Year 8  have been busy exploring the many ways they can use cogs, lines and patterns, after looking at the abstract artwork of Ruth Piper. Her colourful compositions have inspired our students to create their own abstract masterpieces. Our curriculum allows students to understand artists' ways of working, and research helps them understand the processes of creating art. Below are some fantastic examples of sketchbook studies involving collage and colour mixing

Year 9 have researched the illustrative artwork of Teesha Moore, who combines portraits, words and images to create stories. Some students have used themselves for the portrait, whilst others have selected their favourite celebrity. Focus has been on planning a successful composition which they have traced and then applied materials too. Students have had freedom in the selection of materials being used, whilst using their portrait drawing skills previously learnt. It’s been really enjoyable talking with students and and listening to the story they want to portray.

Year 10 students have completed their progression exam which comprised of one of three responses in the two-hour exam.  Students have been busy researching and learning from a new Artist, so that they could create outcomes that utilise the key features of the practitioner. The work you see is generated in a sketchbook and shows how our students learn about their chosen Artist, which helps them become stronger practitioners. We have been amazed by such fantastic artwork our students have created so far and look forward to seeing more fantastic work in year 11.                

Year 12 have  planned and tested out a final piece for their progression exam. Below are some of the student’s art and research pages from their sketchbooks.

Students choose their own projects, research artists, visit galleries and museums, take photographs, draw and create their own responses. A lot of time and effort goes into their sketchbooks.

This is just a flavour of some of their fantastic work.               

As we reach the end of another successful academic year, it is a wonderful opportunity to celebrate the creativity, commitment and achievements of our Photography students. Throughout the year, students across all year groups have produced an impressive range of photographic work, demonstrating increasing confidence in both their technical skills and creative ideas. It has been fantastic to see so many students developing their own visual style and experimenting with a variety of photographic techniques.

This term has been particularly busy, with our GCSE and A Level students completing their terminal practical examinations. These exams provided an excellent opportunity for students to showcase everything they have learnt throughout their courses. We have also held two excellent moderation exhibitions, displaying very high standard of work that reflected the hard work, imagination and resilience of our students. We can't wait to show you their work next terms once the results are published. 

Year 9

Our Year 9 students have now completed their Foundation Year in Photography. Over the course of the year they have explored a wide range of photographic skills, from learning how to use a DSLR camera effectively to experimenting with composition, lighting and image editing. Their final project focused on the creative use of light, encouraging students to capture striking photographs featuring shadows, silhouettes and dramatic contrasts. The results have been incredibly impressive, with students showing real creativity and confidence behind the camera.

Exploring Shadow Portraits

To celebrate their progress, we asked students to select some of their favourite photographs from this year's work. Below are just a few examples that showcase the talent and enthusiasm within our Year 9 cohort.

Year 10

Year 10 students have been working hard to complete the first stage of their GCSE Component 1 portfolio. During their mock examinations they produced their first sustained outcome, bringing together their research, experimentation and photographic investigations into an outcome. This has given students valuable experience of working under examination conditions whilst developing their personal ideas.

Next year they will complete this project, refining and extending their work as they continue to build their GCSE portfolio. We look forward to seeing how their ideas evolve and develop throughout Year 11.

Year 12

Our Year 12 students have also reached an important milestone in their A Level course, completing the first major phase of their Personal Investigation. They have produced a wide variety of thoughtful and ambitious work, demonstrating increasing independence and originality in their approach.

To ensure they make the most of the summer break, students have developed detailed shoot plans and research tasks to continue building their portfolios. We encourage them to take advantage of the longer days and varied locations available over the holidays to capture new images, experiment with different techniques and gather exciting source material ready for the start of Year 13.

Finally, I would like to thank all of our Photography students for their enthusiasm, creativity and dedication throughout the year. We are incredibly proud of everything they have achieved and look forward to seeing even more inspiring work in the next academic year.

Year 11 and Year 13 students have now had their work moderated and will receive their final grades in the summer.​

I would like to wish them every success as they await their results. They have worked incredibly hard throughout the year to complete both their NEA coursework project and their exam project, and I am immensely proud of everything they have achieved.​

To celebrate their efforts, I have included a small selection of highlights showcasing the outstanding standard of work produced this year.​

Year 7 – students have been busy completing final pieces that include a pop art inspired 3D doughnut and a small Jon Burgerman style keyring. Showcasing their skills in hand stitch, applique and embelishments.

​Year 8 – have brought together all of the techniques they have learnt through the cultural patterns project such as dot painting, batik and press print to complete a design and make a table placemat.

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Year 9 – have been busy creating their final pieces based on designs inspired by Jean-Michel Basquiat, Keith Haring and incorporating the theme of New York City. Using a range of techniques including; stencil printing, embroidery, drawing with fabric pens and applique.

​Year 10 have been working on completing studies for both artist 2 and 3. They have also recently completed a mock exam that involved them planning a practical piece to complete in timed conditions, this was a valuable learning experience that will help them moving into year 11.​

Year 12 students have also completed a progression exam practical piece, developed from their personal themes and informed by their artist research.

They have challenged themselves to produce imaginative, thoughtful work, successfully bringing together their ideas in a cohesive and meaningful way.

Year 7 – Design Technology

This term, Year 7 students have worked hard to design and manufacture their own personalised pencil holders, developing a wide range of practical and creative skills throughout the project.

They have practised accurate measuring, marking out, cutting, shaping and finishing techniques, while building confidence in the safe use of a range of power tools under supervision.

Students have also been introduced to CAD/CAM (Computer-Aided Design and Computer-Aided Manufacturing), using digital design software to create personalised features that were then manufactured with modern technology. This has given them an insight into how traditional workshop skills and digital manufacturing work together in today's design and engineering industries.

The project has encouraged creativity, problem-solving and resilience, with students taking pride in producing a high-quality finished product. The knowledge and skills they have developed this year provide an excellent foundation and will prepare them well for the more challenging design and manufacturing projects they will undertake in Year 8.

This term, our Year 8 students have built on the skills developed in Year 7 by designing and manufacturing a personalised wooden key holder. The project introduced them to the angle dowel joint, giving students the opportunity to develop greater accuracy when measuring, marking out and drilling to ensure a strong and precise construction.

Throughout the project, students refined their practical workshop skills by safely using a range of hand and power tools, while continuing to improve the quality of their finishing techniques. They also developed a greater understanding of how careful planning, precision and attention to detail contribute to the successful manufacture of a high-quality product.

The project encouraged students to think carefully about function, aesthetics and precision, while developing problem-solving skills and resilience when overcoming manufacturing challenges.

The confidence and technical ability they have gained this year will provide an excellent foundation for the more advanced design and engineering projects they will undertake in Year 9.

Year 9 students have taken on the challenge of designing and manufacturing their own personalised phone stand.

This project has encouraged them to apply the practical skills and manufacturing techniques developed in previous years while placing a greater emphasis on the design process, accuracy and independent problem-solving.

Throughout the project, students have produced a range of design ideas before selecting and refining their final solution. They have used a variety of hand and power tools safely and confidently to shape, assemble and finish their products, paying close attention to quality and precision throughout the manufacturing process.

As well as developing their practical workshop skills, students have considered the needs of the user, ensuring their phone stands are both functional and aesthetically pleasing. They have demonstrated creativity, resilience and perseverance, adapting their designs where necessary and overcoming manufacturing challenges along the way.

The finished products reflect the excellent progress students have made in both their technical ability and confidence. The knowledge and experience gained from this project will prepare them well for the increasingly demanding design and manufacturing challenges they will encounter in Key Stage 4.

Year 10 students have begun their GCSE Design and Technology coursework, an important stage in their journey towards completing the qualification. Students have selected their individual project topics and have started carrying out detailed research into the different areas that will influence the development of their final designs.

The research phase is a crucial part of the coursework, allowing students to investigate existing products, identify user needs, explore materials and manufacturing techniques, and develop a deeper understanding of the design problems they are aiming to solve. Students are encouraged to be independent, thoughtful and thorough in their approach, as the decisions made at this stage will have a significant impact on the quality of their final outcomes.

This coursework is a major component of the GCSE qualification and represents 50% of their overall grade. As a result, students are being supported to produce work that demonstrates creativity, technical understanding, effective research and strong design thinking.

The commitment and effort students put into this project over the coming months will be essential in helping them achieve their full potential. We look forward to seeing their ideas develop as they progress from research and planning through to designing and manufacturing their final products.

This term, our Year 12 A-Level Design and Technology students have been working hard on the development of their major projects, building on their initial ideas through detailed research, experimentation and practical testing. Students have been exploring a range of design possibilities, investigating new materials, processes and developments within their chosen areas to help inform and refine their final solutions.

A key focus of this stage of the project has been the importance of testing and evaluation. Students have been producing prototypes, trialling different approaches and using the results to make informed improvements to their designs. This iterative process is essential in developing products that are not only visually successful but also functional, well-engineered and suitable for their intended users.

The commitment shown by students has been excellent, with many demonstrating independence, creativity and resilience as they overcome challenges and refine their concepts. The research and development work completed now will provide the foundation for the manufacture of their final products, where students will showcase the advanced design, practical and problem-solving skills they have developed throughout the course.

We look forward to seeing their projects continue to progress as they move towards the final stages of development and production.

Food

Year 7 and 8 and 9 

As we end a very busy year for our KS3 classes I would like to thank parents for their ongoing support in providing ingredients for our fabulous students.  We cannot run food practical lessons without your co-operation and it is truly a wonderful sight to see so many of our students truly engaged in learning.

This has been a truly great summer term with some fantastic dishes being made despite the very hot temperatures over the last few weeks when we had to cancel practical lessons as the rooms really were too warm to be able to work safely.

Year 7 made some fantastic spring rolls, sweet and sour chicken and flapjacks.  Year 8 have cooked risotto and enchiladas, whilst year 9 have made a homemade stir fry and jambalaya.

Year 10 Food

Students will starting their NEA at the start of Year 11, so recently year 10 have been practising the NEA by choosing a dish suitable for a specific task.  These are some images of the swiss rolls that students made. 

The first task will be released to students in their first lesson back after the holiday, which consists of an investigation style assessment.  The second NEA will begin after the October half term with far more practical related assessments contributing towards their GCSE.   The NEAs combined is worth 50% of their GCSE so every mark can really make a difference to their overall grade next year.  Students will also be completing a mock in July so its important that they start revising for this – students can use the list for year 11 to support them.

We will be offering after school support in September to ensure students can keep up to date with these assessments.  If students are absent, it is important that they refer to the missed learning guidance that will be on our learning hub and GO 4 School.

During this term students have taken part in the third Digital Literacy Week of this year. Each year group follows the core Digital Literacy Curriculum as well as additional session on Artificial Intelligence. These sessions across all year groups included:

Year 7 - using websites and APPS to support learning and using QR codes

Year 8  -  Digital Footprint, what it is, how to manage it, how to build a positive digital footprint and Social Media Apps

Year 9  - Created  Emails for work experience to help prepare for this in  Year 10. This also included how to write a covering letter or email to prospective employer.

Year 10  - looked at IT Tools for revision, not only websites and apps but also for down time and discussed the Pomodoro method which actively encouraged to take short breaks…and discussed  what you can do in those short breaks

Year 12 - sessions focussed on Managing your online presence  & Social Media which followed from the last session managing their digital presence to help revisiting this as it is really important that your socials and online presence are showing you in your ‘best light’ before you start your UCAS/Apprenticeship/Job interviews for the summer and beyond.

All year groups also completed a Student voice on general digital skills and AI Knowledge and use.

Students engaged well in all sessions and again sparked a lot of great discussions and much to think about.

These are crucial topics in today's digital age, and engaging students in these discussions can empower them to use technology responsibly and effectively. We are also aware that students need to be well-prepared for the challenges and opportunities of the digital world.

As part of our student leadership opportunities we have appointed two year 12  Digital Literacy leaders, and currently recruiting new Year 8 Digital Leaders for the team. They will help to promote and support the wider NLS community in their use of DL additionally setting up competitions and drop in sessions.

AQA Celebration Event
During the Summer Term, 43 students achieved AQA Unit Award Scheme accreditation for successfully completing a range of curriculum and skill-development interventions.

We celebrated their achievements at a special AQA Celebration Event, where students received certificates in recognition of the progress they have made.

Awards were achieved across a variety of areas, including Outdoor Learning, the adapted RE curriculum, and social skills development.

We are incredibly proud of their commitment, resilience, and success.

During our outdoor learning sessions this term, students have developed their communication and team-building skills. They have built confidence by sharing facts about themselves and have engaged in a range of group activities and discussions. Students have explored the school grounds, identified different animals and trees, while developing their observation skills.

They have also developed resilience and creativity by designing, making and painting clay sculptures. In addition, students have strengthened their research and literacy skills through observing the changing seasons and compiling information to create animal fact files.

All students achieved AQA Unit Award Scheme accreditation in developing confidence, creating animal fact files, and designing, making and painting a clay model.

International Schools 

Year 5 Eco workshops

North Leamington also hosted its annual Year 5 Eco-Workshops, where children from five neighbouring primary schools took part in a range of hands-on, sustainability-themed activities.

A particular highlight was the hedgehog house building session, where students learned about local wildlife conservation and worked together using natural and recycled materials to create safe shelters for hedgehogs.

The student leaders excelled at showing independence leading and supporting these sessions. 

Assembly at Telford

Our Fairtrade Leaders recently visited Telford Junior School, where they planned and delivered an engaging assembly for Year 5 and 6 pupils. The assembly helped children learn about the importance of Fairtrade and how their choices can make a positive difference to farmers and producers around the world. Pupils also took part in an exciting taste test, sampling Fairtrade chocolate and sharing their opinions. Our leaders did a fantastic job presenting confidently and encouraging thoughtful discussion throughout the session.

Fair Trade bake sale 

Following this, the leaders also organised and ran a successful Fairtrade bake sale, raising awareness of Fairtrade products while demonstrating excellent teamwork, organisation and leadership skills. We are incredibly proud of their enthusiasm and commitment to promoting Fairtrade within our wider community.

Students in Year 10 have completed a module on Physical Wellbeing and have been learning about the importance of physical activity, taking part in as many different activities as they and learning about the risks and benefits associated with each of them.

Our Year 11 students have worked on their units for three years now (with many completing six units) and most entered for the Level 1 Certificate.

We congratulate those students for all of their hard work and wish them well as they move forward, knowing that the King’s Trust will always be somewhere they can find support in their future careers.

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

Congratulations to our year 9 who completed their Bronze DofE expedition in the Cotswolds.

For this, students planned and walked their routes for two days – walking for six hours and carrying everything they needed for the weekend including all of their camping equipment.

They put into practice map, compass and navigation skills as well as camping and cooking skills.

The trip was a great success, with staff impressed by the significant progress students made since the training weekend.

Their confidence, resilience and expedition skills were evident throughout the weekend

A special shout-out to Nepal Team (Pink), who exceeded our expectations with the incredible progress they made since the training expedition!

A huge thank to the staff who gave up their weekends to ensure students had the opportunity to complete this section. Those staff are: Grace Sears, Daniel Cole, Alyssa Checkley, Helen Long, Tim Bamber, and Charlotte Taylor.

Our ex-student volunteers: Will, Lucy, Ruby, Emma, Evan  and Sophie. 

And our Year 13 student volunteers: Jess and Lauren.

  If you wish to have any more information about The Duke of Edinburgh’s Award, please contact jbarrett@northleamignton.co.uk

Information regarding upcoming national changes to Free School Meals can be read here Apply for free school meals: Apply for free school meals (FSM) - Warwickshire County Council

A special edition newsletter has also been sent to anyone who subscribes to Warwickshire County Council Family Information Service Newsletter which is also available to read here at this link:

Welcome to a special edition Family Information Service Newsletter - Thursday 2 July 2026 (sign up link is at the bottom of the newsletter)