‘Futures Week’ at The UCL Academy

In addition to the many long-established relationships our Academy has with prominent businesses from a variety of industries, we continue year on year to review and expand the list to include those that best support our curriculum, students, and their future in the professional world. All students participate in various events throughout their education focussed on preparing them for life after the Academy, in terms of further study and careers.

One such event is ‘Futures Week’, a 5-day long array of visits from employees representing leading companies in industry, interspersed with exciting activities and tasks throughout. This time was the turn of Foundation students; Dr James Paskins, Deputy Director for UCL’s Grand Challenges programme kickstarted the week with a lecture on the major topics of the programme.

‘Grand Challenges focuses on macro-level world problems that are often very complex and rarely fall into a single academic discipline. Some of the foremost experts at UCL work on a huge range of subjects that fall into six big themes: ‘Global Health’, ‘Sustainable Cities’, ‘Human Wellbeing’, ‘Cultural Understanding’, ‘Justice & Equality’ and ‘Transformative Technology’. Dr James Paskins

After learning about the UCL Grand Challenges and how they might shape the future and inform their ambitions, students embarked upon the rest of their week, listening to and learning from a variety of experts in their field. 

An enlightening and inspirational talk by a Camden STEAM ambassador from Morgan Sindall championing diversity in the construction industry was avidly watched by many of our students. Unsurprisingly for us, many of our students interested in pursuing a career in this field are from backgrounds currently woefully underrepresented in the construction industry. Suffice to say, these visits are pivotal in ensuring all students feel they have equal opportunities in all sectors of the professional world.

Continuing on the construction theme, students were equally enthralled by their session with a representative from Mace. Although computers have greatly altered the construction industry over the last 20 years, improving the 2D and 3D drawing process and allowing complex structural calculations to be performed more efficiently, physical model-making clearly still offers many advantages. Not only does it result in a tangible representation of a design, but as seen in this image, it’s clearly fun to construct. Students used this exercise and medium to learn how building bridges and large-scale engineering projects are planned and implemented.

Still based within the construction industry, but leaning more towards the world of real estate, Lambert Smith Hampton (one of the UK and Ireland’s leading, and most progressive, property consultancies) encouraged our students to think about what makes a good place to live. How ‘balancing a budget’ is important in all sectors of the property industry, be it as a tenant/owner, project manager, estate agent or any of the many other roles in the private and/or commercial sectors. Learning about careers in real estate with a team from Lambert Smith was greatly enjoyed by many of our students, with many of them now aware of roles they never knew existed. 

Yet more invaluable preparation for their future outside of the Academy was given by a team of role models volunteering for ‘Inspiring the Future’. This Camden-based group spoke to students on an individual basis, encouraging them to face their fears and talk about their greatest achievements. These discussions with relatable role models with different life experiences are aimed at helping students see the relevance of classroom learning to their futures, boosting their motivation and attainment, and broadening their horizons while giving them first-hand practical advice about the world of work.

Last, but not least was the Sustainable Careers Fair by The Camden Clean Air Initiative, whose work aims to increase awareness of air pollution and educate residents, schools, and businesses on the associated dangers. 

Our sincere thanks to all those involved in making ‘Futures Week’ at the Academy the roaring success it was. All visits, as always, were greatly appreciated by students and staff alike and have already positively impacted the way in which our students are considering their futures in the professional world.

F1 Technical Director lectures at the Academy

Whether you’re an F1 fan or not, there is unarguably much to admire in the intricate details that make this car racing series a juggernaut in the world of Engineering and design.

Our latest and one of the most eagerly awaited lectures (part of the UCL Lecture series) featured an inspiring talk by Ben Hodgkinson BEM, MEng, FIMechE, Technical Director at Red Bull Ford Powertrains.

Ben joined Red Bull Ford Powertrains, the exciting new Power Unit (PU) division based at the Red Bull Technology Campus in Milton Keynes, as Technical Director in May 2022 following more than two decades in Formula 1.

Ben achieved his Masters in Mechanical Engineering from University College London, where he is now a visiting Professor, before beginning his career in motorsport as a design engineer working on racing engines for series such as World Rally Championship, Le Mans 24hr, Indycar and finally F1. Ben helped win eight constructors’ world championships for Mercedes AMG High Performance Powertrains where he held various roles including Development Team Leader, Design Team Leader, Mechatronics Team Leader, Mechanical Development Team Leader, Single Cylinder Project Leader, Top End Team Leader and ICE Team Leader.

At first glance and to the unknown, F1 cars all look pretty much the same, but close-up there are differences in every single area of the car. These cars are works of art in the engineering world and as such are developed by those most proficient in their field, such as Ben. 

Ben was extremely generous with the level of information he shared during his lecture, which students and staff were clearly captivated by. As a UCL alumni, Ben’s progression into the top echelons of his profession gives not just those with aspirations in Engineering, but all students at the Academy inspiration and belief that abundant opportunities and future success lie within their reach.

UCL Academy’s exciting curriculum further enriched thanks to a unique partnership with Google Deepmind.

Chess as a platform to teach the importance of AI in the contemporary world.

The ancient game of Chess is played worldwide, allowing all age groups from a plethora of backgrounds to play one another in a strategic battle of the minds. It is well known for its ability to develop Mathematical, Concentration, Resilience and Soft skills, as well as Cognitive function, through forcing players to make situational decisions while planning for potential future choices, or moves in the case of chess. As a long and ever-popular element of our SDL (Self Directed Learning) programme, this year, we look forward to implementing it further via a programme provided by the partnership of Chess in Schools and Communities and Google DeepMind. With deep-rooted connections to Computer Science being taught at the Academy, the programme will use chess and its application within AI to inform students of AI-related subjects available in higher education and the ever-growing societal demand in this field, with the ultimate aim of the programme being to nurture young people towards degrees in AI or subjects that can lead to careers in AI. 

The one-year programme will pilot the delivery of a bespoke 30-week course in AI and chess at UCL Academy that will include academic study, practical exercises, and guest speakers on subjects from machine learning to AI ethics and creative applications. Starting later this month, the AI and chess programme will also include mentoring for the cohort to assist them with university applications and offer them opportunities to volunteer with the Chess in Schools and Communities charity.

Malcolm Pein, CEO and Founder of Chess in Schools and Communities said:

“We are excited to be working with Google DeepMind and UCL Academy to deliver an innovative AI course to students. Delivered by teachers at UCL Academy and CSC, the course will go beyond the standard A-level computer science curriculum and connect state school students with AI experts in academia and industry to help them build knowledge, skills and confidence to follow their passion for AI at university.”

Obum Ekeke, OBE, Head of Education Partnerships at Google DeepMind, said:

“At Google DeepMind, we have a long-term vision to support the next generation of AI creators, ensuring they truly represent the wider world. This vision starts with education. By focusing on education at an early age and making science and AI feel relevant and accessible to all, we can help break down the barriers that are leading to underrepresentation in this field. We hope that through using chess as a vehicle to learn more about AI and develop relevant skills, this education programme can help instil confidence in students from all backgrounds, and eventually play a part in creating a more inclusive and accessible global AI ecosystem.”

Robin Street, Co-Principal of UCL Academy said:

“Everyone, everywhere is rightly talking about how AI will change education and indeed the wider world. Schools work hard every hour, every day to provide the best education they can to prepare their students for the modern world. For us to be working with CISC and Google Deepmind on such an important and innovative project is a game changer. We believe the work we will all be doing will help not only a generation of our own. Students be inspired by AI, but also create a programme that can be shared more widely across many schools as a way to build this vital content into their curriculum.”

Chess is a game of perfect information and has been described as a ‘petri dish’ for AI research. Google DeepMind’s involvement in Chess dates back to 2017 when the research lab introduced AlphaZero, the first computer chess entity to use the AI technique of reinforcement learning. By playing itself 49 million times, AlphaZero created its own data and surpassed the playing level of any previous chess engine based on brute force calculation or software. AlphaZero has since inspired new research breakthroughs and AI applications.

Google DeepMind is collaborating with a number of education partners to tackle school-level barriers to underrepresentation in AI and develop the next generation of AI creators.

To learn about this exciting programme and our wider curriculum, please join us at one of our upcoming Open Events.

Foundation Open Events: 22nd & 29th, September, 6th October (morning events), 25th September (evening event).

Sixth Form Open Event: 6th November (evening event).

Click here to book.

Many Reasons to Celebrate on
GCSE Results Day

The UCL Academy is delighted to announce another excellent set of GCSE results. 

We are once again extremely proud of the students whose hard work and diligence have been rewarded. This cohort in particular has been deeply affected by Covid and all that it presented, with many of them returning to begin their GCSEs as the pandemic was first announced. However, their stoicism has carried them through, and today all their hard work has been duly rewarded.

A large number of students arrived early this morning to collect their results and as the day progressed, they were joined by friends and family members to celebrate their achievements. Many of these students have now also enrolled; the process that signifies the next part of their education and journey with The UCL Academy is beginning.  

Robin Street and Simon McBride – Co-Principals of the Academy said: 

“Results day must always be about celebrating and supporting individual students in equal measure. In the midst of an ever-changing national picture, for students and their year group, it is about celebrating the progress they have made from a range of starting points. For this cohort, individual achievements such as those outlined below are rightly celebrated. Just as much though, we must all celebrate the students who have overcome individual barriers and managed personal challenges. This year group has been a huge support for each other and have epitomised our motto of Learning to make a difference together. We are delighted to be welcoming many of them back in September. For those moving on elsewhere, we look forward to hearing about their future successes and welcoming them all back in years to come as UCL Academy Alumni.”

Some notable achievements:

As one of the Academy’s top achieving students, Junyou Zhang attained a high set of grades including 5 9s, 2 8s, 1 7 and 1 6. Junyou joined the Academy in January and spoke of how important the support of teachers was considering her late arrival. Moreover, how they were imperative to her success, enabling her to ‘quickly progress and prepare for exams’. Junyou will return to study at the Academy, although not completely decided, she is considering studying 4 A Levels in Economics, Mathematics, Further Mathematics and Psychology.

Another top achieving student and the sister of Junyou Zhang, Junyi Zhang achieved an equally impressive set of results, 7 9s, 1 8 and 1 6. Junyi also joined the Academy in January and spoke equally highly of the invaluable support and resources given to her by teachers, thus allowing her to ‘catch up’ with other students and be ‘exceptionally well-prepared for her exams’. Junyou will also return to study at the Academy for 3 A Levels in Mathematics, Biology and Chemistry.

Oscar Worrall has been awarded a hugely impressive 10 GCSEs, comprising 7 9s, 2 7s and 1 8. Oscar has been a student at the Academy since Year 7 and we are delighted all his hard work has come to fruition. Oscar is moving on to study for 4 A Levels in Mathematics, Further Mathematics, Physics and Economics. Oscar said ‘The maths department has been excellent and has really helped me achieve my grades’.

Ruqiya Hussein was delighted to achieve 11 GCSEs, including 2 9s, 3 8s and 5 7s. Later this year, she will continue her studies at the Academy, returning to take A Levels in Biology, Chemistry and Mathematics. Ruqiya spoke warmly of all those in the Mathematics Department who had helped her achieve her grades, saying ‘her hard work and their help had allowed her to succeed’.

Dario Velazquez – With 1 9, 8 8s and 1 7, Dario was quite rightly thrilled with his results. He spoke passionately about the diligence of Academy teachers, who he believes worked equally as hard as he did to ensure he reached his potential. Dario praised the student-teacher relationships he experienced throughout his A Levels, crediting his teachers as being ‘extremely approachable, friendly and professional’. Dario will continue his studies at the Academy in September, returning to take 4 A Levels in English Literature, Mandarin, Mathematics and either Further Mathematics or Spanish.

Aya Alzhmad was thrilled to collect her results this morning. She was awarded 10 GCSEs, including 1 9 and 6 8s. Aya will be joining us in September to study for her A Levels.

As one of the Academy’s high-achieving students, Edmond Hakaj worked exceptionally hard to attain his grades. With 10 GCSEs including 6 8s and 3 7s. Edmond expressed the importance of House Time each morning throughout his time at the Academy, specifically concerning ‘the help he received with revision and dealing with exam-related stress’. He will begin his A Levels later this year, studying Mathematics, Politics and Economics.

Harvey Nightingale has been awarded an impressive 10 GCSEs, including 6 8s and 3 7s. He will return to study in September for 4 A Levels in Biology, Chemistry, Economics and Mathematics. Harvey said he’d ‘absolutely loved his time at the school’ and that ‘there wasn’t any one thing that stood out, as it was all excellent!’.

Kwan Warner was delighted with his results this morning, having been awarded 8 GCSEs, including 2 9s, 2 8s and 3 7s. Kwan will begin studying 3 A Levels later this year,  in Economics, Mathematics and Psychology. Kwan singled out his Mandarin teacher for praise, saying how they’d helped him significantly improve his grades in the subject over the last year.

Jun Chen was extremely happy with his results today, after being awarded 10 GCSEs including 2 9s, 4 8s and 3 7s. Jun has been a student with us since Year 7 and we are absolutely delighted all his hard work has paid off. We are also very pleased that he will return to the Academy in September to study 4 A Levels. Jun said ‘the Maths and English department had been pivotal to his success’,. In particular, Mr Adamson and Ms Wintle, who he said were ‘excellent teachers’.