Year 7 and 8 students recently participated in the UK Maths Trust Junior Maths Challenge. The UK Maths Trust is a charity which aims to advance the education of young people in Mathematics. For the Junior Challenge, students must attempt 25 complex questions in one hour, with problems designed to encourage mathematical reasoning and to really challenge students to think deeply.

Many of our students achieved awards and special mention must go to Shanmitha Yeruva and Bishi Ratala in Year 8, who both received Gold awards. Shanmitha was also named as Best in School.  

Rustam Dzhomahul in Year 7 was commended as Best in Year and achieved a Silver award.            

Rustam Dzhomahul    Silver - Best in Year

Jakub Zawrotniak        Silver

Tudor Filiuta               Bronze

Prabjot  Khaneja          Bronze

Danvir Singh                Bronze

Zara Sultana                Bronze

Shanmitha Yeruva       Gold – Best in School

Bishi Ratala                  Gold

Nicole Freda                Silver

Abhayjit Bhangu          Bronze

Izabella Drescher        Bronze

Jagraj Gill                    Bronze

 

Bishi says: “When I got my results, I found out I had earned a certificate. I received this from the Maths department, who took a picture of all of us to celebrate our achievements. I really like the Maths design on my certificate.”

Shanmitha says: “The Maths challenge was difficult but this sparked my interest. I feel quite proud and happy. This was a wonderful opportunity to showcase my skills; it was based on logic and reasoning. In a single word, it was awesome!”

At Heston Community School, we are committed to fostering an environment where students can develop critical thinking skills and engage with real-world issues. Recently, our Year 10 and Year 12 students participated in a mock local election, an event designed to simulate the democratic process and encourage informed decision-making.

The mock elections were a hands-on opportunity for students to delve into the complexities of local governance and electoral processes. By limiting their choices to four candidates representing the four main political parties, we were able to provide a focused framework for students to analyse and compare different political ideologies and policies.

Prior to the election day, students were given time to study the manifestos of the four Sixth Form students who stood as candidates for the Labour, Conservative, Liberal Democrats, and Green parties. Each manifesto outlined key policies on issues such as education, healthcare, the environment, and economic development. Classroom discussions and debates were held, enabling students to ask questions, voice their opinions, and critically evaluate the feasibility and impact of each candidate's proposals. Candidates also delivered campaign speeches in assemblies to promote their parties.

On the day of the mock elections, our Sixth Form Centre was transformed into a polling station. Students experienced the complete electoral process, from registering to vote, to casting their ballots in privacy. This practical exercise not only familiarised them with the logistics of voting but also emphasised the importance of participating in democratic processes.

The mock local elections at Heston Community School were more than just a learning exercise; they were an empowering experience that highlighted the importance of informed and active citizenship. By engaging with the manifestos and participating in the voting process, our students gained valuable insights into the responsibilities of voters and the impact of their choices on the community.

We believe that such initiatives are crucial in preparing our students to be thoughtful, informed, and engaged citizens. The success of this event has inspired us to continue incorporating similar experiential learning opportunities into our curriculum, ensuring that our students are well-equipped to navigate and contribute to the democratic society.

At Heston Community School, we are proud to provide our students with the skills and knowledge they need to make a positive impact on the world. We look forward to seeing how these future voters will shape the community and beyond.

I am so delighted to find out that I have been successful in securing a Level 2 Apprenticeship at Savills. It has most definitely been a long process and draining at times, but it was so worth all the time and effort. Thank you very much to Miss Laing for helping me prepare for the interviews as well as Mr Naqvi for rooting for me throughout. I will forever be grateful for all the support and can’t wait to start my career journey.

Gabriella Ujma [13A]

I am happy to report that I am now an incoming apprentice as a Level 4 Associate Project Manager for Wilson James/Google. The process of getting this apprenticeship was long and tiring, but in the end, it was all worth it. I would like to say my thanks to the School for helping me and providing encouragement and support on this journey.

I want to say a special thanks to Mr Naqvi and Iman, who helped me improve my confidence, prepare for interviews, and review my CV. This enabled me to feel well prepared and I clearly had an edge over the other candidates.  I am so elated to have been given this opportunity.

This apprenticeship will help me grow in my career and it means that I will learn while I earn in the corporate world.

Ibrahim Irfan [13D]

Year 12 Biology A-Level students have been competing in the Cambridge University - Homerton Biology Challenge. They have submitted work linked to tasks such as 'Why do animals not have wheels?', 'Are Humans still evolving?' and 'What is the most complex organism in your local area?'.

Congratulations go to Tenay, Aisha and Moeeza who are currently in 8th position out of 450 teams across the UK. 

'The Homerton Biology Challenge was an incredibly rewarding experience for me and my friends to showcase our passion for biology and expand our knowledge. In addition, it gave us an insight into how life would be like at university- producing essays and doing individual research. 

These challenges pushed me to think critically and creatively, fostering a deeper understanding of biological principles beyond the classroom.

When it comes to submission, the possibilities are endless. You can write an essay, create a video or even compose a poem; there is something for everyone- whether you are a writer, scientist, or even a performer.

Moreover, the competition fostered a sense of camaraderie amongst participants. Interacting with peers from diverse backgrounds and regions allowed me to gain new perspectives and insights into biology. Therefore, it not only tested my knowledge and skills in biology but also provided an enriching platform to engage with like-minded individuals passionate about the subject.

The feedback received post-competition was invaluable. It highlighted areas for improvement and reinforced my strengths, encouraging me to continue pursuing my interest in biology.

Overall, the Homerton Biology Challenge was an exceptional opportunity to display my interest for biology and connect with a community of fellow enthusiasts. I would highly recommend this experience to anyone looking to challenge themselves and further explore the fascinating world of biology.'

Tenay Chak 12D, Aisha Hajiadam 12A and Moeeza Asim 12B.

The competition is open to Year 10 - Year 13 students.  Homerton Biology Challenge   

On a Friday afternoon we were Referee's for a Primary Basketball event to develop our sports leadership skills. We organised a 'bracket' system to have a series of play-offs until one team were the winners.

I really enjoyed teaching the students about the rules and seeing them learn new skills. I think I have now improved as a Coach and Referee. 

Daksh Arora [9B]