Linked Learning 2026

For the third year running, our Linked Learning Days (March 24–25) transformed the city into a laboratory for discovery. Guided by our "London is our classroom" philosophy, students from Grades 6 through 10 spent two days engaging in cross-disciplinary projects that bridged the gap between theory and practice.

Whether they were analyzing animal behavior at the Zoo or exploring artefact conservation at the V&A, our students took ownership of their education in inspiring ways.

Keep reading for a grade-by-grade look at the 2026 Linked Learning experiences.

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Grade 6: IDU at the Zoo

Lola and Sarp, G6

In our IDU we combined both Mathematics and Science. In mathematics we learned how to analyse data and in science we learned how to convert the data into graphs. We had a very fun time because we were able to visit the London Zoo. We have been to London Zoo before but this time was different because we are able to bond with our classmates (and even some teachers!).

At the zoo we chose a specific animal and were split into 3 groups to collect data on our animal. We were with the animal for 5 minutes and every 15 seconds we noted down our animal's behaviors. In 15 seconds we could see changes in the actions of our animal. When we got back to school, we converted that data into charts. Once we had made our graphs, we were able to see a difference in our animals' behavior between 11 AM and 2 PM. We made some conclusions based off of this data and then made an infographic about our animal. 

We presented our infographics which was exciting, everyone enjoyed the presentations.   

When we got into the designated classroom for our IDU, we saw that the teachers had ordered backdrops, animal masks and fake leaves to make it seem like we were back in the zoo. This was something that we enjoyed a lot! And we brought animal toys like stuffies and little mini-figures.

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Grade 7: Crime and Punishment 

Sarina, G7

For our Crime and Punishment IDU we combined three subjects: English, Individuals and Societies, and Design. In Individuals and Societies we learned about three historical figures who were executed at the Tower of London: Josef Jakobs, Anne Boleyn, and Guy Fawkes. In English, we wrote a letter from the perspective of one of these people, as if it was the last thing they wrote before their execution. Our group chose Josef Jakobs and wrote a letter to his wife explaining everything that had  happened. In Design, we also created three short vignettes showing important moments from his life and acted them out, which helped us understand his story more clearly.

To bring everything together, we used an app called CoSpaces to create a digital scene connected to our character. Our group designed Josef Jakobs prison cell and the place in the Tower of London where he was shot. As part of the IDU, we also visited the Tower of London, where we learned more about its history and the different prisoners who were held there. During the trip we filmed parts of our project and had a tour of the tower, including seeing the Crown Jewels. 

My favourite part was visiting the tower and creating the CoSpaces room because it helped us explore our character in more depth and understand the history of the tower better. I also really enjoyed researching the topic since I was really interested in what we were learning.

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Grade 8: Complexity from Simplicity

Sophie, G8

On Tuesday and Wednesday, grade 8 took part in a fascinating IDU, focusing on maths and science. We were split into three separate groups where each of us took part in different activities across Wednesday and worked on our final individual presentations on Thursday. 

All groups looked at the formation of crystals, its properties and what kind of shapes these crystals iterate. We even had a go at creating our own crystals with sodium chloride! We then took part in a nature walk around the school and Hyde park to observe how simple patterns can be reiterated to form more complex patterns. 

With all this knowledge and new understanding of complex patterns and iteration, our main project was to recreate something in nature by making a code in scratch. 

This assignment challenged everyone to incorporate both aspects of maths and science to find ways to include the two in our code and final presentation. There was lots of trial and error, like when someone’s pine cone turned out more like a brown blob, however each of us created great final products.

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Grade 9: Conflict

Ms Dance

G9 participated in the “Conflict” unit, where they explored artwork by an artist from either Spanish or Chinese culture. The focus was on how the artist may have represented a specific scene with historical or political implications.

They investigated how the artist used particuclar devices in the work to communicate emotions being expressed to the viewer. The students then chose one character from the art and wrote a script in Spanish or Mandarin narrating the effects of the conflict. Students then made films including sound effects, music and drawings interpreting the character's experiences.

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Grade 10: What’s worth saving?

Grade 10 students step beyond the classroom this week into two of the world’s most iconic cultural institutions — The British Museum and the Victoria and Albert Museum. Their challenge? Curating a collection of cultural heritage objects that represent humanity.

Working as young curators, G10 students explored artefacts spanning centuries and continents — from ancient civilisations to contemporary design. They were specifically  tasked with selecting items that tell a story about who we are as humans: our beliefs, creativity, struggles, innovations, and shared values.