q Sixth Form News

Support for Oxbridge hopefuls

Both Year 12 and Year 13 have been busy with university preparation.

On November 30th we were able to welcome representatives from Peterhouse, part of the University of Cambridge, who gave an informative talk to 42 Year 12 students about applying to Oxford or Cambridge. Although this may seem a long way off for the Year 12s there are a number of things they can begin doing now to ensure they have a really competitive application, particularly researching which course they would like to study at university and then completing related super-curricular activities. This year we have a record-breaking 214 students applying to university through UCAS and it has been wonderful to see all of the offers start to come in. Twenty-five Year 13 students have applied for a place at Oxford, Cambridge or for medicine this year and we are hugely grateful to a number of parents who volunteered to give those students a mock interview over Teams this term. Despite some nerves the students found this to be a really useful experience and great preparation for their real interviews, which have been taking place in the

EXPERT ADVICE: Staff from one of the Cambridge colleges offers tips on how to submit a really competitive application for Oxbridge.

lead up to Christmas. CSF students receive support for all their Post-18 pathways, from university student to apprenticeships and employment.

Ellie Jenkins, Deputy Head of Sixth Form — Additional Studies Return to theatre is simply magnificent

It has been just over two years since the Drama and Theatre Studies students have had a trip to the theatre to support their studies — and at last it was possible. Year 12 and 13 students travelled to the Troubadour Theatre in Wembley Park to see the magnificent stylistic adaptation of Mark Haddon’s bestseller The Curious Incident of the Dog in the Night-Time. What was amazing was the fact that the play follows the book so closely, leaving out or adding virtually nothing, yet managing to capture the full flavour of the story, if not enhancing it. The novel itself tells the story of Christopher Boone, a 15-year-old boy who, after the vicious killing of his neighbour’s dog, embarks on a investigation to solve the mystery of who the killer was; but this in itself reveals further mysteries that Christopher is far more connected to. It is as much comedic as it is tragic, but all wrapped up in the most intense technical cube emblazoned with kaleidoscopic lighting and projections that took our breath away. The tragedy of the story is bound up in so much charm, whimsy, good humour and virtuoso staging that we only occasionally felt saddened for Christopher, who — convinced his dad is dangerous — embarks on an ill-advised journey to London to find his mother. Overall, the students were in awe of the exquisite performances by all the leads, as well as the dynamic physicality and versatility of the ensemble; not to mention being wowed by the breath-taking technical elements of the production. Three words they summed up the production were: dazzling, imaginative and ingenious. A great night to back at the theatre.

Jez Frost, Deputy Head of Sixth Form /Head of Drama

LONDON CALLING: Sixth formers finally had the chance to see live theatre to support their studies.

The Prom is on again

Year 13 Leavers Prom is back! And it promises to be a really fabulous experience. It will come as no surprise for you to hear that the Sixth Form has not been able to celebrate with the Year 13 students the end of their courses for what will have been three years. Now 2022 will see the return of the Prom for the present year group, hosted at the new and luxurious Cambridge Country Club in Bourn on Thursday 30th June 2022. The evening will offer the students a drinks reception, meal and speeches topped off with a late-night disco. The Sixth Form Council have worked so hard to get the evening up and running and are excited that it has finally been booked and confirmed. We are now looking forward to a great evening of fun and celebration.

IN THE FIELD: Students collect their primary data in town or on the coast depending on their choice of topic. Collecting data proves fun

From 6th-9th October 2021, as A-Level Geography students at Comberton Sixth Form, we visited Swanage in Dorset.

For our A-Level Geography course, two of the topics we study are ‘coastal systems and landscapes’ and ‘changing places’ . For part of our course, we carry out an individual practical investigation, focusing on either coasts, and going to Studland or Swanage, or on place and visiting Boscombe or Corfe Castle. We were able to choose which of these we focused on depending on our personal interests. We must produce a unique investigation and report, for which we need primary and secondary data — the focus of the trip was to collect the primary data for this. We arrived at Leeson House on the Wednesday evening, excited to be in a new place and to explore the area the following days. On the Thursday morning, we spent some time in the classroom finalising whether we were going to do coasts or place for our investigations. We set out mid-morning to spend most of the day in the locations for the topic we had chosen. This was a great opportunity to see the places before starting to collect our data the following day; it allowed us to gain ideas on what the focus of our project titles could be. For example, the regeneration scheme in Boscombe was a key area of interest for many who chose the topic of place. Furthermore, we were taught the skills and techniques in order to collect our primary data, such as how to measure the groynes along the Swanage coastline, or how to carry out an effective environmental quality survey at Boscombe or Corfe. Later that evening, after a nice dinner and a chance to refresh, we spent some time in the classroom creating our investigation title and hypotheses based on all we had learnt that day. By the end of the

evening, a fun games night was a great way to end the day — we did a pub quiz, and played card games and Connect 4, which Mr Aitken was VERY good at! Over the next two days, we collected all the data we needed by working in small groups, utilising various equipment that we had learnt how to use on the Thursday. Although we spent a long time collecting data for our fieldwork investigation, it was definitely a lot more fun than we thought it would be! As well as being with our friends all day, we had a large amount of freedom and were able to do things like going to get food in the towns wherever we wanted. At Swanage, we even went and played minigolf when we finished. After working hard to collect our data all Friday and Saturday, we then headed home for Comberton on Saturday afternoon.

Chloe (13-SC) and Bethany (13-HH)

International collaboration over play!

Throughout this term, Year 12 and Year 13 students have been collaborating with students from Colegio María Rosa Molas in Zaragoza, Spain, to put on a multilingual play. The play, ‘Aquellos días azules’ (‘Those blue days’) is based in the early 20th Century and revolves around three characters: the Spanish poet Antonio Machado; Irish poet Oscar Wilde; and French novelist Émile Zola. The project aims to reflect on the cultural framework in which the writers’ lives took place, while also challenging the xenophobia, anti-Semitism and homophobia at the time. Due to the international collaborative nature of the project, Zoom was always going to be essential. Microphones were turned on for translating activities, cameras turned on for presentations of our ideas, and, of course, the customary Zoom background filters activated as we worked closely with our Spanish counterparts. During the October half-term, we took part in a translation workshop put on by professional translator and former CVC teacher Katrina Barnes. We first looked at the differences between translation and interpretation, with translation being written work (often literary texts) and interpretation spoken work. We focused on the detail-oriented nature of translation to make our translations as accurate as possible and a lot of research can be put into making sure a writer’s meaning and their literary style is communicated. The approach of good translation was a four-step process of: decode, translate, research, create. We then focused on some sentences and a poem to see the range of options there are when trying to translate a text. Overall, the importance of background research before attempting translation was important for us as it underlined how our research into the play’s themes could then help our translation be as effective as possible. These skills will equip us with the technique to tackle the multilingual production that will be performed in March 2022, in Zaragoza. A few weeks into the project, we split into groups to research different aspects of the play. We made presentations on various themes such as identity and Oscar Wilde, Europe as a cultural framework, Emile Zola and the Dreyfus affair, and Antonio Machado and the Spanish Civil War. This research helped to increase our understanding of the context of the play, and it was brilliant to work with the Spanish students in conducting our research. They were extremely helpful in teaching us about aspects of Spanish culture that we were unfamiliar with, and we hope that we could impart some of our knowledge as well. By the time that you are reading this, we will have welcomed the Spaniards to Comberton for a week in December, taking part in drama workshops, crafting the text for our very own multilingual play, while they also visited important cultural sites in Cambridge such as the Fitzwilliam Museum, and experienced our changeable winter weather! The Comberton students can’t wait to visit Colegio María Rosa Molas in March, where we will be performing our joint play, and, of course, reuniting

with our friends from Zaragoza! Barney (12-JD) & Tom (13-JM)

WORKING TOGETHER: Students from Comberton and Colegio Maria Rosa Molas got together in person last week.

Never give up!

Aged 16 I would have seizures most days, several times a day.

When I was at sixth form, I couldn’t even walk down the corridor to class without being escorted by someone in case I were to have a seizure. A few weeks ago, I found something I’d written down during this time. It reads: ‘see the fire in my eyes, the hurt, the pain, the loss, the struggle — when will this end?’ I can remember scribbling these words early hours of the morning when I suffered with insomnia. I felt lost, angry and trapped in my own body. The reality was this was just the beginning of a difficult journey of diagnosis of an AVM (Arteriovenous Malformation) inside my brain, that would ultimately need brain surgeries to remove, followed by brain damage that resulted in left-sided hemiparesis and learning difficulties. I was told by neuropsychologists I would not be capable of achieving A-Levels, let alone a degree. The very teacher that worked with me thought it unrealistic for me to go to university, and the sports that I loved I could no longer play. And yet 10 years on, I no longer feel like those words I so profoundly wrote aged 16 — quite the opposite. I feel grateful for the struggles I faced because my joy now feels more real. I’m most grateful for having such a supportive family, through the challenges we faced together means we are closer than ever. I have achieved my A-levels, a first-class honours degree (in Equine Science) and I’m currently studying a Masters degree (in Strength and Conditioning). I have represented Great Britain in para dressage and found a passion for horse riding. By no means has it been without a challenge — I had to leave my first year of university after my seizures caused havoc, I lost the horse of my dreams and I’m currently without a dressage horse. What I have learned is the current reality of a situation does not define you or mean it will stay like that forever. I genuinely believe people had their best protective intentions when they told me I wouldn’t be capable of achieving my academic, work or sporting goals; but to me, fear of failure should not be the driving force behind the way we communicate to someone. We should all have hopes and dreams that are seemingly impossible to strive towards, no matter what the current reality is. I think it inspires us to become a better version of ourselves. A huge driving force for me was having an equestrian coach that believed in me in a way no-one else had before. His belief in me during my riding lessons refracted into nearly every other aspect of my life; it taught me the rebellious act of believing in myself when no one else did. We replaced ‘I can’t’ with ‘this is really hard but I’m going to try’ . This is something we can all do to overcome any obstacle. To overcome sounds somewhat magnificent and difficult; but overcoming is often lots of small acts accumulated — like getting out of bed and showing up when you don’t feel like it, turning up to class when you feel scared, or simply doing the work that you’ve been putting off. I still tell myself now ‘it is the courage to continue that counts’ . I love the work of researcher Brené Brown, who says ‘if you’re going to dare greatly, you’re going to get your ass kicked at some point. If you choose courage, you will absolutely know failure, disappointment, setbacks, even heartbreak. That’s why we call it courage. That’s why it’s so rare. ’ It takes courage to overcome and being courageous doesn’t even mean we will succeed straight away. But if we keep choosing courage, keep turning up, day by day we get a little closer.

Olivia Cornick spent five years at Comberton Sixth Form battling against the odds to take her A Levels. She has now completed a degree and is studying for a Masters. Now 26, she was asked to write an article to inspire parents of children with additional needs and kindly agreed to share it with News@Com.

COURAGE: Olivia Cornick overcame huge challenges to gain her degree. RIDING PASSION: Olivia’s challenges led her to horses and she has gone on to represent GB at para dressage.

Student shares story to help hospital

Sarah has never had things easy — but she has also never let that hold her back. Born with congenital hydrocephalus, Cerebral Palsy (a left-sided Hemiplegia) a cerebral visual impairment, with field loss on the left in both eyes and severe anxiety, she has had to work harder than most to get to Year 13 at Comberton Sixth Form. Then to add to her challenges, earlier this year she was diagnosed with epilepsy and within a few weeks lost her sight. However, she has been determined to share her story — as part of the Press Pack for the Cambridge Children’s hospital, which is due to open in 2025. The Press Pack has given her an outlet for her love of creative writing, but has also offered the opportunity to explain the barriers she faces. In an article written for the hospital’s website, she said: “I have had 11 operations so far: eight on my brain, two on my legs and one on my eyes. Although most of these were when I was much younger and I can’t remember them, many of these led to overnight stays. ” But she added: “Having multiple complex disabilities has made life harder for me than the average person. It doesn’t stop me from doing the same things as everyone else, but I just do them differently. Some of her observations are nothing to do with her medical history — she talks candidly about being caught between paediatrics and adult care, the distress and uncertainty of being in hospital when she turned 17 and suddenly having to cope with being told her mum could not longer stay on the ward with her, although she was able to stay in a side room. She is also looking at ways the new hospital can support patients with visual impairments. However, she is unfailingly positive and concluded her article by saying: “Regardless of the challenges I’ve had to face, nothing has stopped me from living life to the full. I’ve always had a love for creative writing, swimming and musical theatre. Each of these have made a difference to me in multiple ways. “My wonderful family aren’t the only people who have supported me. All of the staff at my sixth form have been absolutely outstanding, and their support is only one factor that has contributed to my sixth form experience being so enjoyable. “Everyone at my sight charity, Cam Sight, have always supported me. They have always cared about me so much and I’m so happy to be a part of such an inspirational charity. “My name is Sarah and I’m 17 years old. My life has been full of challenges, but I will never give up.

SPEAKING OUT: Sarah has shared her story for the new children’s hospital.

Lowering carbon footprint

Members of the sixth form’s enrichment environmental group have been looking at ways to lower your carbon footprint. Charlotte (12 PG) and Jess (12CR) share their findings after using the WWF carbon footprint calculator questionnaire: https://footprint.wwf.org.uk/#/

Clothing

l Consume less and consume sustainably We live in a culture of disposable fashion which is taking its toll on the environment. Try to consume less and consume responsibly by buying from sustainable and high-quality brands or secondhand shops, rather than constantly replacing clothes with cheaper alternatives. This will stop the waste of resources in manufacturing, it also cuts down the transport costs and carbon cost of the supply chain too. Fewer clothes being transported means fewer emissions and trucks on the road. l Buy secondhand A shift to more sustainable shopping practices requires us to appreciate what we already have. Shopping secondhand is an excellent way to act with our wallets and change the economy for the better. Charity and secondhand shops have excellent product control procedures, which means the clothes within them are of the highest quality. You can get the clothes you want for a fraction of the cost — both economic and carbon costs.

Food

l Eat ‘in season’ Everything you buy has a footprint, so try to choose products that have been sustainably sourced. Buying seasonally produced food supports your local agricultural economy but it also helps the environment by cutting down on the packaging, transport and high intensity farming process needed for out-of-season foods. Seasonal food is often also cheaper. l Eat less meat and dairy One of the most important changes you can make to the environment is changing your diet. The production of meat and dairy products is one of the major causes of greenhouse gas emissions. So why not cut meat from your diet and have a more carbon friendly dinner. l Add some variety The way a food is farmed is a hugely important part of how sustainable that type of food is. Constant farming of the same crop types will drain nutrients from the soil. Then farming this crop all year long will give no time for the soil to recover. By having a colorful plate, we will be ensuring a more nutritious, natural, flavourful and exciting meal — one that is in sync with your ecosystem.

Travel

l Cycle The most eco-friendly mode of transport is cycling, it creates no emission, uses no resources, and keeps you fit and healthy. And if all that doesn’t sway your opinion — you will save money while helping save the environment. By cycling more, you are also taking cars off the road that would otherwise cause congestion and pollution. l Use public transport Public transport is a great alternative to driving and will reduce your carbon footprint dramatically. By taking the train or bus, it means fewer cars on the road overall, resulting in less carbon dioxide being produced. And the cars that remain would have quicker journeys due to decreased congestion on the roads, again resulting in a CO2 reduction. It will also give you added time to read or listen to music on your journey. l Drive smarter If you must use your car, then use it properly. There are some bad habits people have that make the impacts of cars a lot worse. Smarter driving can help limit some of the emissions of car usage. Removing excess weight from the vehicle will also help improve fuel efficiency. Having the correct air pressure in your tyres results in better petrol mileage, better handling of the car, cheaper maintenance costs and a smaller environmental impact. This simple step can make a big difference. By slowing your travel speed by 10km/h, you could improve your car’s fuel consumption by 25%.

Appliances

l Switch energy providers Changing your energy provider is an excellent way to influence your environmental impact on a national scale. Ask your parents about your current energy provider. Renewable Energy companies have been driving changes in the energy market and are now providing cheap and sustainable energy. By choosing one of these providers, you are limiting your own footprint, and supporting our shared future. l Make the switch Energy efficient bulbs can last up to 25 times longer than traditional bulbs, they also use 80% less power to provide the same light. They are a better option in terms of product cost, energy cost and will limit the amount of time you waste changing bulbs. Making the switch really is a bright idea. l Embrace new technology Your home can now be controlled by the touch of a button, one usually found on your phone. While this may sound like a gimmick, it is a great way to monitor your energy usage and adapt to a more environmentally friendly way of living. Why power and heat rooms no-one is in? This SMART technology can help limit the impact your home is having on our shared home.

Pro fooball insight

Level 3 BTEC Sport students took part in a performance analysis session this term with Head of Performance at Cambridge United, Matt Walker. Matt introduced the students to the range of recovery technology options available to first team players as well as the GPS vests used to monitor their performance. They used these within a practical session of football, tracking their maximum speed, speed endurance and ground coverage and comparing these to the averages of players at Cambridge United. Matt also discussed career pathways and options into professional football, allowing students to consider the range of roles available to them. The content covered by Matt supports the work the students have been doing in their Level 3 units, including practical sports performance, sports injury management and professional development.

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