The Dragon - Summer 2022 by FSE Design

St. George’s Catholic School ‘Inspired by Gospel Values to Learn, Achieve and Excel’ Summer 2022

The

Dragon

Dear parents, There is no doubt that we are living in interesting times and that the last couple of years have been turbulent: Brexit, the impact of the pandemic, the Ukrainian Russian conflict, the climate emergency, the deteriorating economic situation and the prospect of a new Prime Minister and the third Education Secretary in as many weeks! However, we need to be optimistic, put our trust in the Lord and take the opportunity to work together as a community. Things will get better and we will support each other as best we can. The parable of the Good Samaritan in Sunday’s gospel reminds us that everyone is our neighbour. The last few weeks have possibly been the busiest of our school year to date. I listened in Staff Briefing as we were told about the Geography Field Trips, the exceptional performances of ‘Running with Wolves’ in conjunction with Mousetrap Theatre, the Year 11 prom, the start of work experience for Year 10, end of year exams for the whole school, Taster days for year 5 pupils from Catholic feeder primary schools and a number of local trips including a visit to the Houses of Parliament – clearly we are not winding down quietly at St George’s. Overall we are pleased with the way that the year has gone. Although Covid is still with us (increasing numbers are testing positive), the operation of the school has gone back to normal and we are pleased that the vast majority of the pupils have caught up. Thank you to parents for all the help and support you have given your child. We are looking to complement this with extra interventions and bespoke support. As always at this time of year, a number of school staff make the decision to leave the St George’s School community to move to pastures new. So this year, we are sad to say goodbye to Mysti Downes in Student Services and thank her for her work over her short time with us. We say goodbye to a number of teaching staff who are moving on and we wish them every best wish with their future pathways: Ms Harrild and Mr Abad are leaving the English Department, together with Ms Hickmore and Ms Chandler, who are moving to our sister school Salvatorian College; in Maths, we say goodbye to Ms Bisping and Ms Kegel. We are grateful for the efforts of Ms Ihm, Mr Thomas and Mr Barbara in the Science Department. Ms Chatburn has contributed much to the Music Department in her time there and we wish her the best as she moves on. Thanks too to Ms Keane and Ms Avery who have contributed so much to the Geography Department and to Mr Manning who is moving on from our History Department. After 7 years with us, Ms Hadden is leaving St George’s as Head of History and Acting Assistant Headteacher. The MFL Department is very grateful for the efforts of Ms Lorabi and Ms Dubois during their time with us. Finally, in Business, we are sad to say goodbye to Mr Bangari and again thank him for his hard work there. Finally, the RE Department is losing Mr Andrews, Ms Williams and Mr Saxby, who are all moving on to new challenges. Mr Narisetti is moving to be Head of RE in a new school after a very successful period of 7 years with us here. The following members of staff have worked at St George’s for almost 75 years between them and after such a long time, deserve a rest! Ms Catherine O’ Donnell has decided to retire after many years in our school community. Ms Khatlan has added her creative flair to the DT and Art departments over the years, in addition to spending time working in the SEN Department and is also retiring this summer. Madame Derdabi has been a familiar face as a teacher and a governor of St George’s and has also made the decision to retire at the end of this academic year. We, as the community of St George’s are greatly appreciative of the efforts of all our colleagues who will be leaving us soon, either to move to another profession, part of the country – or, indeed, another country, or who are choosing to take a well- deserved break from the world of work and we wish them all every blessing and future success. I remind parents again that if they feel their child is falling behind or they have concerns, they should contact Mr. Buckley, Head of Teaching & Learning to see what extra support can be provided. Can I take this opportunity to thank you for your ongoing support? I wish you a good summer and the chance of some rest and relaxation with friends and family. I remind you that the whole school is back on Wednesday 7th September 2022 With my best wishes

Martin Tissot Executive Headteacher

Catholic Life at St George’s “In education dwells the seed of hope, a hope of peace and justice, a hope of beauty and goodness; a hope of social harmony” Pope Francis

St George’s Day 22nd April 2022 A mass for Year 7s was held to celebrate the feast day of our school’s patron, Saint George. We came together to celebrate the feast day of St George the patron saint of England and our school. St. George is not only the patron saint of England but also for Portugal, Malta, Ethiopia, and Georgia. In many countries, such as Russia, Bulgaria, and Serbia, he has been venerated and praised as "liberator of captives, and defender of the poor and physician of the sick". We reflected on how we could strive to be like St. George? As people of God, we should be proud to serve others. Like St. George, we should have the courage of our convictions to be brave and determined to protect the weak and poor. A pupil of St. George’s is recognised as courteous, kind and always ready to serve. These gifts are a sign of our commitment to serve God by using our talents fearlessly in building a society of mutual respect for all. Thank you to Miss Savage and Mr. Chijioke for their support to organise this. In class, students created some beautiful pieces of writing and artwork to celebrate the day and every student also received a St George’s Day pen.

As well as Year 7s, students were chosen from each year group to attend who embody the qualities of the values of St George. One student said, “The St George’s day mass was a great time to reflect on the qualities that we, as people, have

which connects us to St George. Often we are too busy or scared to want to connect with our bravery and courage and this mass was a way for us to understand that it is important not to forget this. Not everyone can be like St George, but those who are ,really are great people. It was a great opportunity to reflect on ourselves.”

Grenfell Anniversary A minute’s silence was observed by the whole school on the 14 th June 2022 to mark the 5th anniversary of the tragic fire that claimed seventy-two lives and affected many more. Mr Patrick spoke before the silence. He said, “We have gathered today in solidarity with the people of Grenfell to mark the 5th anniversary of the tragic fire that killed 72 people. Today our thoughts and prayers are with those who lost loved ones, the survivors and the wider Grenfell community. We recognise the devastating effect this tragedy had on the community there, and it is our responsibility as Catholics to support however we can. But there were glimmers of hope amid the darkness five years ago: the firefighters who rushed into the tower, risking their lives to save others; the outpouring of support for the Grenfell community as volunteers flocked to offer food, shelter and clothing; and the strength of the survivors and residents who continue to show courage, dignity and resolve in their struggle for justice and improved public safety, while navigating their own personal grief and trauma. We will remain silent for one minute to show our solidarity with those who are still affected by the events five years ago.” One student commented, “Today my school observed a minute s silence in memory of those who died in the

Grenfell fire. I thought it was a significant thing to do as it ensured we had time to reflect and remember this tragic event. The silence made it easy to focus on Grenfell, those who died and all those who tried to help the situation to the best of their ability.”

Retreats The theme for Year 8 Retreats was ‘Answering God’s Call’. Students took time out to reflect and enjoy lots of different activities at the Marion Centre in Kilburn to reflect on vocation. There were some excellent role plays on answering God’s call.

Year 13 Leavers’ Mass It was with pride and sadness that we said farewell to our Year 13s on the 28 th June. Fr Tom said mass and spoke to students. The Year 13s eloquently read Bible readings and reflections as part of their leavers’ mass. It was a time to celebrate their journey at St George’s and we wish them all the best in their future careers and study. Thank you to Mr Morgan, Miss Ling, Miss Barnes, Mr Narisetti and all teachers and students who participated in this liturgy.

Year 11 Liturgy Our Year 11s returned with their parents, carers and siblings after completing their exams to take part in a special liturgy before their prom. Both students and form tutors read reflections and prayers and we were treated to musical performances by Izabella Repakis, Mayle Velasco and David Swaby Thomas. Thank you to Miss Mulligan, Mr Cawdery and all teachers and students who participated.

Liturgy Prefects:

Staff Reflections A big thank you to all the staff who deliver creative reflections before staff meetings. It really shows the diversity of faith and culture amongst our community.

The prefects have been busy supporting the Catholic life of St George’s. After their exams they are planning another campaign to support CAFOD. This is called ‘Step Up to the Plate’ and it will feature art work highlighting the issue of food poverty.

“If our world is to arise, it needs your strength, your enthusiasm, your passion,” Pope Francis 2021 World Youth Day

RE Trips National Gallery Visit Looking at art is a great way to explore Biblical stories and beliefs. The RE GCSE curriculum includes a section on religious art. It was with this in mind that 10y4 visited a church in Leicester Square and the National Gallery. Before we went on the trip, students looked at images of some paintings, including Caravaggio's 'Supper at Emmaus'. We were all excited to go, partly because we planned to have our lunch at JolliBee, but the real special moment on the day was sitting before the actual painting of the 'Supper at Emmaus' and being drawn into the naturalism and action of the story. As one student put it, "It was great to see the painting for real and it really helped me to understand the Bible story better." It's easy and free to visit the National Gallery. Why not go? If you do, please say hello to Caravaggio.

Church Visit As part of their GCSE study on church architecture and internal features, a selection of Year 10 students visited Sacred Heart Catholic Church on Quex Road, Kilburn. This was a great opportunity to see some beautiful Gothic architecture up close. Thanks to the Parish for accommodating us on this trip.

Philosophy Seminars This year, the Religious Education Department has run a series of Philosophy and Theology seminars where year nine, ten and eleven students showed their enthusiasm for discussing puzzling topics of consciousness, identity, utilitarianism and free will. Many opinions were discovered and debated, showing the skills of the students and their commitment to learning Philosophy and Theology!

On the 6th June, 12 students started their Jamie’s Farm experience, an exciting new environment for all students and staff involved. Throughout their time on the farm, students experienced herding sheep, milking cows, chopping logs and what the general day to day running of a farm is like. The students were given a lot of time to reflect on school and home life and how they can return to school with a renewed sense of self-awareness to help them to develop the social skills which will enable them to thrive academically and socially. The long evening walks provided a time of reflection and tranquillity, which was most definitely needed after the challenging tasks of cleaning pig pens and log chopping. Some students discovered their culinary skills in the kitchen, providing delicious meals for all staff and students, whilst others found their vocation working with the horses and dogs. The students were even lucky enough to see over ten piglets being born on their final day! The staff at the farm were extremely impressed with the efforts from the students and their willingness to attempt new experiences (including the terrifying chickens!). As always, I was overwhelmed by the kindness our students showed one another and have continued to show since coming back to school. Most have matured and demonstrated different attitudes and approaches to school since being at the farm. The trip could not have taken place without the generous donations made towards the cost by school sponsors, as well as Dr Horsburgh, Chair of Governors, and the Governing Body. The students and I thank you for your generosity. A final big thank you goes to Mr Chijioke and Mr Manning for their support, going above and beyond any expectations whilst on the trip.

Jamie’s Farm

THE DUKE OF EDINBURGH’S AWARD

Our DofE practice expedition wasn’t exactly what I expected. We were taught how to use a Trangia, (something I didn’t even know was a thing before DofE), and learnt how to put up a tent just in the first half an hour of being with the instructors. A fascinating thing I noticed was, no matter if you had been camping or not, putting up tents and getting a Trangia explained to us was an immersive experience. This is because we were doing it with friends; whether you were close friends or simple acquaintances, it was interesting to see how we worked together and how we communicated with each other. I will say the Trangia was a complicated little thing and it was definitely nerve wracking having to put out an open fire. Although, putting up the tent and Trangia made me much more excited to be able to do it without instructors, just me and my team on the real expedition because I just knew I would feel a sense of independence when I did. Once we began walking, it was to my surprise our group didn’t argue nearly as much as I thought we would. To be completely honest, I was sure there would been some difference of opinions that would’ve led to some small arguments, but whenever we would reach a point where we didn’t exactly know where to go, we would pause and just work it out. There was no intense arguing because I think on some level, we all understood arguing would get us nowhere so making compromises is what we had to do. This worked out amazingly and we quickly got the hang of working our way around a map and compass and eventually we were fully able to take in the beautiful scenery without having to panic too much about where we were or where we were going. That was one of the things that really pushed me to do DofE: walking through the fields and having such a different experience to the city gave me an unexpected motivation to keep going. I think it really is an amazing, genuine experience and a good thing to consider taking part in.

St. George’s School Library/Learning Resources Centre As another school year is approaching its end, I would like to thank our students for being such enthusiastic library users this academic year. It has been great to see so many of you coming to the resource centre to study, complete homework, revise for exams, read and borrow books. Many of you have been fantastic readers and have managed to read regularly from our great library collection of fiction as well as non-fiction.

Reading Stars of the Year Grace Ng’Ang’a, 7P Rahia Mehari, 7A Skye Jones, 7M Samuel Owczarek, 8C Nathaniel Medhanie-Tewolde, 8M Luana Polido-de–Moraes, 8J Chimkasinma Emeka-Ezenwanne, 9A Daria Gurchenkova, 9A Olivia John-Baptiste Cook, 9B Sofia Salgado-Smylczyk, 9P Mercy Awad, 9P Travis Cordero, 10T

You are a Champion-Book Review I got very excited and curious when I found out about Marcus Rashford’s new book, so I read a few pages of the book online. When I got hold of the whole book, I went straight into reading it and I really enjoyed every page of it. The book is an autobiography, meaning this is a non-fiction book. It has many interesting facts about Marcus Rashford’s life, his childhood and about becoming a footballer. At the same time, the book has useful tips and advice for children. You may know that Marcus is a famous footballer; he is 24 and he is currently playing for Manchester United. People also know him for his charity work, as he has been campaigning to end child poverty and homelessness and he has received an MBE for his work. As a black footballer, Marcus has faced a lot of bullying, but he tries to overcome that and carries out his amazing work ‘on and off the pitch’. In his book, Marcus encourages young people to never give up, and achieve your best no matter who you are and where you come from. Throughout the book, Marcus gives some tips and tricks, not on football, but on achieving your own goals. He encourages readers to be yourself and stay positive even in difficult situations in life, stand up for yourself and others. I noticed that after finishing reading the book I felt much more positive and confident and all my problems faded away. Reading it had a positive effect on me and it made me believe in myself. I also notice that Rashford wants not only boys to read his book; indeed, he encourages girls to read it too. One of the most common stereotypes is that ‘girls can’t play football’. I disagree with that, because I am currently participating at St. George’s girls’ football team and I like football a lot. Marcus aims his book at children age 9 to 11, but I think that the book is suitable for everyone, as people of different ages will find something new for themselves in his book. Why don’t you look for the book in the library and read it? I hope you will enjoy it as I did. By Rahia Mehari 7A

GA R D E N I N G C L U B After a successful first delivery of gardening equipment, our students have been enjoying planting, sowing and learning where our food comes from as well as brightening up the playground. Students are currently growing: Lettuce, Sweet Peas, Runner Beans, Nasturtiums, Cress. Carrots and Potatoes will be planted soon. We are grateful for the initial £500 grant from London Children’s Flower Society

www.londonchildrensflowersociety.org Any donations would be most welcome. We would love seeds, tools, compost, bulbs and large planters/plots . Please contact Ms Averill-Hampshire at h.averill@stgeorgesrc.org

‘Untitled’ by Ryan Drackett His eyes had no shine Even under the bright moonlight. He sat on the kerb. The loud noise from the pub Didn’t disturb his peace. The alcohol’s fumes invaded his nostrils, Laid next to him was his black suitcase. His light blue hair shifted from the vibrations of the Loud bass. His bright yellow coat stood Out from the crowd. The blue denim trousers shrivelled on his legs Beaten down by the rain. On his white shoes, a blood stain But that didn’t show the depth of his pain His pain of being kicked to the kerb. His eyes met with no others. Try as he might, the eyes of passers-by Played hide and seek with his. They kept their distance. Even the drunkards sensed the danger he emitted. The boy sat cloaked in darkness, He tried but could not harness The courage to trespass Into the lives of others. So he sat waiting for his saviour. By morning, his saviour had not come, The crowds of workers on their way to work had. His eyes were still neglected by others. As the clock struck 9am, you may be surprised to discover, The boy had disappeared only to appear again at night. The search for his saviour, his light, had not ended. Yet again

YEAR 12 AS Product Design Trip

What is a smart material?

Go and visit the Design Museum this summer. Its free!!!

How do we define a modern material?

224-238 Kensington High Street London W8 6AG

Why should we reduce the use of non renewable materials?

A2 Product Design – NEA Final Outcome

In Year 13, A2 Product Design students have to set their own contextual challenge/ theme. They also develop a specific brief that meets the needs of a user, client or market. The brief must be of an appropriate level of complexity and contain a degree of uncertainty in the outcome so that students can engage in an iterative process of designing, making, testing and evaluating. They must also produce a final prototype based on the design brief they have developed, along with a written or digital design folder or portfolio. Below are the final outcomes of the amazing 11 students from this years. I wish them all the very best and I am sure they will ALL be successful designers in the future, Ms Vadgama

‘Second Take Hugs’ Sleeping bag/ coat for homeless people by Maria-Serena Dumitrascu

The Plant Kettle by George AbiChaaya

‘The Bleed Bag’ - The bag that saves lives By Ridley Tabilin

A2 Product Design – NEA Final Outcome

‘Rainforest Run’ Amazon endangered species board game by Henrique Do Rozario

Solar Paneled Plant Pot – SPPP by Anthony Fadel

‘TOMMY THE TURTLE’ The interactive toy for children with autism by Lacey O'Brien

Outdoor classroom board (for developing countries) by Christian Tabadero

A2 Product Design – NEA Final Outcome

‘Unihand’ Products for left-handed users by Dawid Samborski

‘Moodify’ a product to aid a positive mental health by Joseph Liu

‘Thermal energy transfer system’ A pipe system that can transfer heat from and to houses, cooling in summer and heating houses in winter by Juan Villamin

A2 Product Design – NEA Final Outcome ‘Drive Safe POS Point of Sale Display’ for the petrol station. To ensure drivers have a positive mental health when behind the wheel by Naolay Mesh.

Joyce Silva

Arts Emergency

Ms Brereton told our art class about receiving an email from Arts Emergency and asked us to read over it. From doing so, I found out that Arts Emergency helps young people flourish in higher education and the cultural industries. They offer 16–25 year olds, who are passionate about the arts and humanities a year of free mentoring. These mentors help Young Talent set goals, explore their interests and make decisions about higher education, training and careers.

Most people think that art is just about painting and is easy but that is completely wrong. The jobs in the art field vary a lot, so deciding on one felt overwhelming for me. I wanted more guidance with learning about jobs in the art field as all I was sure about was that I’d rather do fine art as a hobby because I know that my interests lie in design. Therefore, in order to feel confident in making a possible career choice, I decided to apply for a mentor. All I had to do was fill in an application form. If your application is successful, the next step is a short informal interview in which you get asked about your hobbies, plans for the future, your ideal mentor, what you’d like to achieve and how you like to communicate. From this, they will decide to offer you a place. You are then paired with a mentor that shares your interests. My mentor goes by the name Thomas Evans. He works for Dr. Marten’s as a footwear designer and does research and development for performance and lifestyle footwear. He is also involved in sustainable projects. Over the past 5 months, my tutor has given me a lot of guidance to help me explore my interests. At first we did a few zoom calls, over two months, where we discussed what plans I have in mind, his career and other things related to us, whilst also setting future goals to accomplish within the year. We also try to meet up once a month to see exhibitions and museums that can help introduce me to different aspects of art and see where my interests lie. For example, in April we went to the Design Museum, and I found out that I am interested in typography, graphic design and retro style designs. My mentor doesn’t only offer help to me regarding the future; he helps me with my current studies. We recently visited the V&A museum and looked at sections that would help me with my current project in art. Your mentor can also help you write your personal statement, offer you chances to go to design shows and give you the opportunity to make connections in the industry. Arts Emergency funds the costs for tickets on exhibitions, shows and even travel. You can also request material that will help you with your subjects. Your mentor could also give you a chance to do something practical based. My tutor is giving me the opportunity to design a product, anything I like. Without a doubt, I chose shoes as that is the area he specialises in, although it is possible for me to design anything. In July I’ll also be able to go to the Dr. Marten’s office where my tutor will show me around the different roles involved with designing the shoes. In my opinion this is an opportunity you shouldn’t waste if you’re looking for a career in art and design or humanities. I was very fortunate to be presented with this opportunity as I have learnt many new things and I feel more secure with choices I make in regard to my future career.

London I venture thro' the scarred London streets, All directed by governing elites. Vagrants and beggars lay alongside the rich, Overlooked and neglected; stuck in this ‘sitch’.

Poem Emulating the Style of William Blake

TfL: ruler of public transport, Drained figures slouch at vandalised bus stops. Go anywhere from Reading to Bond Street. Ride on the bustling train with no seats. The London people - their distinct faces, Men and women, all disparate faces. Happy feasts, gatherings and festivals, Cultural cuisines and bright carnivals.

Swish, Swosh, Swash! The worn-out fabric of my jacket flails in the wind Caw, Caw, Caw! The pigeons strut, Pluck and beg! Scavenge for a penny, Barter for a pound! Drag, Drag, Drag! My leather shoes and my bag A Tower of Books A Prison of Words Bars, not of music, But to contain boys and girls Drag, Drag, Drag! Time moves like a line, Straight and defined Caw, Caw, Caw! The cars, the machines Swagger past! Announcing their presence With regal trumpets, rude and loud! Emitting into the ‘sphere A fog that ends in greenhouse! Swish, Swosh, Swash! The day has ended, But what of tomorrow’s class?

The wintry wind blustering from the north. The grey clouds seizing the welcoming warmth. The despair and tedium, hence they cry, We breathe in London's exhaustion: its sigh. After the sun's vivid beam has deceased. At nightfall the predators are released, The warm and mild street lamps become alight, Awaken at the hour of twilight. Sitch: Shortened Version of Situation Swithin Delmeda, 9A

Riel Pecson, 9A

Missed Opportunity It has been a horrible day. Just horrible This morning I went to get my usual coffee from the same shop, exactly fifty-nine steps away from my house. Today there was an extra step. Every inch of my being urges me to go back and count again but if I did that, I wouldn’t arrive at 9:02AM at the coffee shop and the nice cashier, Sandra, wouldn’t be the one to serve me. If I could go back and make myself walk home again and count the steps again, I would. What a missed opportunity! When I stepped into the shop a wave of goose bumps descended down my back. The hairs on my neck stood up on high alert and my palms became clammy, my hands balled into fists. They had completely and utterly changed the entire layout of the quaint little shop. The stool, usually pushed up against the window where I usually sit for my morning coffee, had been moved approximately 3.75 inches to the left. What in the world was this? Resisting the urge to vomit the smoked salmon bagel with extra cream cheese I had this morning all out on the sparkly clean dark wood floor, I made my way up to the counter. Sandra was there. Sense of relief. She’s always there, for me. I order the usual. Coffee. Black. No foam. One packet of sugar. One. She gives me a warm smile and begins making my coffee. “All is calm,” I think in my head. “Just breathe.” She turns around to had me my coffee. She is in the perfect position. Her hand, a little low on the cup, so I can easily grab it straight in the middle. I’m about to reach the cup. My fingertips practically touch the ribbed cardboard ring around the cup designed to conceal my hands from the heat. This is when it all slows down. I can see Sandra's face scrunch up and a jolt of air throws me backwards. Sandra falls forward and smacks her head against the sharp edge of the counter. I presume she’s dead. Bummer! I really liked her. An explosion of flames appears behind her. My eardrums blocked by the engorging sound of a thud. This brings us to where I am now: mid-air, falling for what feels like hours while the shop crumbles around me. It has been a horrible day. Now I suppose it is a good time to ask if, well if I had circled back to my home to count the steps again, if I would be here right now? Would I be an innocent bystander watching the disaster unfold? While my favourite coffee shop is blown to bits. Although, in some strange way, everything is kind of perfect. Debris falling at the perfect angle. Chairs being thrown in a perfect rhythm. I suppose that this makes up for everything. Eventually, when I fall I’m sure that I’ll die, but if these are my last moments, so be it. My last moments will be perfect. Ranady Napolitano, 10F

Dragons’ Den Fun with 7M

“For our Dragons’ Den performance each of us created our own products and presented a persuasive pitch. Lots of us had many great and amazing ideas. Our product was a hologram where you can watch 30 movies. It can change your entire room into a movie or game environment. Who wouldn’t want that? It was a really great activity” – Shaheen

“Ryan and I presented our innovative product to the Dragons as part of our assessment. Our product was called the PPSCI which stands for Personal Play Station 1. This was a very nice experience as we got to see how it is like for people that want to get investment into their companies. Another great experience was being able to actually design the product. We wrote a pitch, talking about our product and how much business we want to make from it. We also had our teachers who were acting like real investors in our product.”“Dragons’ Den for me was a lot of fun. It was quite cool to create a product of our own. Even though I was nervous in the beginning, with my partner’s help we were able to present it well. Overall the experience of watching videos and learning how to persuade others to buy your product was enjoyable. It is one of my favourite modules in English. It was kind of like a race to see who wins.”- Skye

“All of us had an amazing time working on Dragons’ Den. We were very excited to work on our products and present them to the class.”- JJ

“Whilst doing this activity, I was really enjoying working with my friend as we were having a delightful time. I really liked the fact that teachers came in to act like the investors. It was really funny. I believe this Dragons’ Den activity has built useful skills as one day you would stand in front of Peter Jones and all the other investors from Dragons’ Den to present your product.”- Ashley 21

A Level Spanish Trip La Feria de Londres On Sunday, 3rd July, Ms Redondo and Ms Cajas took Spanish A Level students to La Feria de Londres, the festival - inspired by Andalusia’s famous ferias, is a resplendent celebration of Spanish cuisine and culture. Throughout the weekend, there were chances for everyone to fully immerse themselves in the celebrations. Stalls were serving up delicious Spanish cuisine, bars serving some of Spain’s most refreshing drinks: the traditional feria cocktail Rebujito (Manzanilla Solear, lemonade, fresh mint on the rocks), as well as Malaga's Cerveza Victoria, selections of Spanish wines and more. Flamenco dancers offered workshops and performances, Spanish bands played, from sevillanas to rumbas, & DJ Diego Duende played the latest sounds from Spain and beyond. St. George’s students proved to be the soul of the festival as they participated in every single workshop and they decided to stay from start to finish. They showed superb flamenco dancing and castanet playing skills! Ms. Redondo

Un día de alegría perfecto. ¡Olé!

Year 7

The Creepy Corpse of Cal Capone

Year 8

Ernie’s Incredible Illucinations During Year 8 lessons, students have been reading and performing Alan Ayckbourn’s Ernie’s Incredible Illucinations, an exciting and amusing story about Ernie, whose imagination comes to life! Students have used their prior knowledge of characterisation to help develop and create believable characters onstage. The students have been particularly successful in creating the elderly Auntie May, with hunched over backs and wheezy voices, who then suddenly transforms into a boxer, easily defeating her opponent.

This term in Drama, Year 7 students have been exploring the script The Creepy Corpse of Cal Capone the fictional tale of Al Capone’s terrible brother! Students have shown great enthusiasm for working with a script, creating fantastic characters, and even attempting some interesting Chicago accents… They have explored the history of 1930’s prohibition, and have added this knowledge to the development of their characters. When researching the era, students have discovered some great facts; did you know that drug stores continued to sell alcohol under the ruse of medicine?

Year 9

Theatre Project Year 9 students have been creating their own piece of theatre, considering not only their acting, but design elements as well. Students have considered the effect of sound, through creating soundscapes, as well as the use of sound effects and music. They have also begun to use the lighting board in the Drama studio, taking full advantage of the impressive system available to them. Some students have also explored immersive theatre, placing their audience in different locations to excite and engage. All year 9 Drama teachers are very excited to see the final product at the end of the term.

Year 10 Drama Year 10 students have been working incredibly hard; after completing their Component 1: Devised performance, students jumped straight in to writing their portfolio, evaluating and assessing their performance. The students should all be incredibly proud of their performances; producing a range of engaging and outstanding work. Year 10 students have now begun exploring ‘An Inspector Calls’, a text they also study in English, in preparation for their written exams next year.

Year 11 Drama The entire Drama department are so incredibly proud of the year 11 Drama students. Over the years, they have produced beautiful and touching performances, and have shown great maturity in the lead up to their exams. We sadly see them go, and wish them all the luck in the future.

Modern Greek Tragedy Scene 1

(The commentator is presenting the number 1 basketball player and the chorus starts cheering and chanting his name) COMMENTATOR: (deep rising voice) Now the moment we have all been waiting for... this man needs no introduction, he is the amazing, spectacular athlete, the current reigning champion winning five games in a row! Please welcome JORDAN D-FENCE!!

CHORUS: (makes a joke) Erupting cheers commence, cheers chanting ‘Jordan’ over and over again including COMMENTATOR. JORDAN scores repeatedly four times and wins the game . (Everyone except JORDAN exits)

Scene 2

(JORDAN sits on the middle of the stage and scrolls through his phone on social media ) JORDAN: (smiling, but suddenly with anger) I love my fans they are so- hold on what DID JOHN JUST SAY ABOUT ME?!! I am going to teach him to never mess with the Hawks!

JORDAN: (writes his comments while speaking aloud) You are such a sore loser. I cannot believe you speak to your mother with that mouth, using that thing you call a brain!! (As he is about to hit send enter the CHORUS running towards him)

CHORUS: (in sync using exaggeration)-OH JORDAN DELETE IT NOW... FOR THIS WILL LEAD YOU TO PERIL DANGER, IGNORE THAT MAN AND RISE ABOVE LIKE THE GOOD PERSON YOU ARE, ( JORDAN ignores them), DO NOT SEND IT!

JORDAN hits button and they sigh and JORDAN trips and falls down the stairs.

(Enter WIFE)

WIFE: Jordan where are y-(gasps) JORDAN! WAKE UP! HELP!!

Scene 3 JORDAN wakes up and is surprised to find himself in a hospital with his wife sitting down next to him when a doctor arrives.

DOCTOR: His vitals are not looking good, and he will be paralysed forever and will not be able to play basketball ever again.

WIFE: I am so sorry, Jordan but the commentator is taking your place. (COMMENTATOR enters with a stride of content and pride) COMMENTATOR: Are you coming? WIFE: I’m sorry Jordan, but I’m leaving you for him…Goodbye. JORDAN: Wait... (she has already dramatically left) CHORUS: Oh Jordan, you should have listened to me, for I am the one who can see, you in the casket your soul wondering, but all I have to say is I told you so...

End WRITTEN BY GRACE NGANGA, Y7

On Friday my art teacher took my class to the Paddington Library to see the work we had submitted to the ‘Westminster Creative Competition’. It was rewarding to see our work displayed to the public. It gave me a sense of pride and achievement knowing that it was on view to the public. There were four themes to choose from: love and unity; climate change; your future; equality. I chose ‘your future’ as I could link it to what I am doing for my A Level Art coursework. One of the artists I was studying, Afarin Sajedi, had an aspect of some of her works linking to the future, which was the idea of death represented with skulls. She inspired me to think of my own idea: how technology is taking over our futures. It is true that technology is advancing everyday and has already got to the point where it can take over basic human roles. Part of my own theme for A level was suppression, so I composed the piece to look as if the robot was forming over the human and the actual person was trapped inside. I was very content that I decided to take part in this opportunity as it improved my abilities to plan a piece on my own and I think the meaning behind it was well thought out and it’s a bonus to have it link with my A level.

Congratulations to the twenty five St George’s students successfully selected for the Creative Collective Competition showing in Libraries throughout Westminster You can see the following St George’s Students’ work at Paddington Library The competition was based around themes Community, Climate Change, The Future and Equality. Those voted for by the public will have their work exhibited at the prestigious Saatchi Gallery in Chelsea. Could you support the students listed by selecting your favourite and voting? They are showing in the Paddington Reference Library

Link to vote is below https://citylions.org/students/2022 -westminster-creative-collective-virtual-gallery/

Denise Matibag, 7C

14. Julia Krezel, 9A

Ezra Suronku-Lindsay, 7A

15. Fedora Fenendes, 9P

Emma Jackson, 7P

16. Nilah Suronku-Lindsay, 9C

Shekinah Balila, 7A

17. Kadiatou Diallo, 9C

Rahma Diallo, 7A

18. Ciara Allen, 9B

Adonael Measho, 7A

19. Trisha Mae Gandeza, 9A

7. Carlota Vicente, 7C

20. Chanaid Gustave, 9P

8. Aaliyah Garcia Etienne, 7J

21. Nurya Duarte, 10B

9. Nerijane Jizel Lopez, 7P

22. Ralph Jacob, 12D

10. Emily Woznial, 7F

23. Joyce Silva,

11. Filip Krayewski , 7T

24. Charli-Ann Padilla, 12D

12. Gabija Motuze, 8M

25. Elizabeth Tewolde, 12D

13. Gabriella Emerick, 9A

12D

Table Tennis Success The road to success is one of many bends, twists, curves and bumps; rarely is it plain sailing. Fortunately for St George’s Catholic school, our u16 Table Tennis Girls’ team is a combination of the Avengers and the Justice League rolled into one. Their superpower of course, is the way in which they disorientate their opponents with the swing, snap and slice of a table tennis bat, overpowering and bamboozling them, all in the same breath. Throughout this year, with the help of their coaches at Greenhouse, Jonabel Taguibao, Luna Archard, Jadeine Augustin and Izabella Repakis have formed a history making, superhero team, which took them all the way to glory at the National Championships in Wolverhampton on 3rd April, 2022. The journey started for these girls way back in Year 7, when they had their first taste of the team competition and the qualifying process. On that occasion, they managed to reach the regional finals for the South and were defeated in Bristol. Fuelled by that disappointment and with the addition of a high quality 4th player, the girls were quietly confident this would be their year, even though they were stepping up an age group and would be the youngest there. In the London qualifiers, they took apart the opposition, including their big rivals Addey and Stanhope. Due to injury, Izabella was unable to play, so Leona Nerona in Year 8 stepped into to help the girls out and was key in ensuring there were no giveaways at this competition. After winning this, onto Bristol again to exorcise some ghosts of years gone by. The girls won through after a very tense game against Thomas Aveling School, in the midst of a partisan atmosphere with friends, family and staff cheering on both sides. With that ghost laid to rest, it was onto the Mecca of Table Tennis in Wolverhampton, where many British champions have been created. With three teams from all over the country standing in the way of their destiny, Jonabel, Luna, Jadeine and Izabella knew this was a great chance to make history and had to bring their A-game. The first game against St Mary’s College was a mauling, we won 8-0 and laid down a marker. The second game was exactly the same, as well known table tennis school, Wade Deacon were dispatched 7-1. Then it was onto the last game, against a familiar rival… Addey and Stanhope, who had qualified through the runners up route from the London finals. This was a game that ebbed and flowed; we found ourselves behind, then ahead; the games were tighter than cramp. Our mental resilience came to the fore as Jadeine and Luna secured the victory for us in their second ties, making us the National Champions for the first time!!

A special mention to the girls/superheroes: Much credit for the success of the girls must go to the Greenhouse Centre, whose coaches have worked wonders with these young ladies, along with the boys that we have in the centre as well. We look forward to a long and sustained period of success with these students. What were we saying about that bumpy road…?

Jonabel Taguibao: The leader of the team, ranked

Jadeine Augustin: The most improved

in the top 5 in the country for her age group in table tennis, she has already represented England and has a long career ahead of her. Her ice cool mind-set, tactical astuteness and bullet forehand set her apart from most of her opponents.

player in the team over the last two years. She has worked hard at her game and is continually improving. Her fierce nature on the table is complemented by a kind, well-mannered nature off of it.

Izabella Repakis: She came into the team

when we were struggling for the 4th player. She committed herself to competing and improving, rarely missing a training session, all while studying for her GCSEs. She became a vocal leader off the table too, helping her team mates in critical moments.

Luna Archard: She has the toughest role

in the team, always leading out against the Number 1 ranked player in the opposition. Always delivers. A key part of the team getting us off to a flier. She will tie you in knots

Why Is It Important To Speak Out Against Injustice? By: Karis Hanson 9J

Injustice is when people are not treated fairly or equally. I believe it is important that everyone be treated equally and not be discriminated against because of their background, race, culture or gender. People should not be afraid to speak up against injustice, otherwise it will seem like it is acceptable and will continue to happen. It could even end up happening to you. Speaking up against injustice will make you feel good for doing the right thing and for helping others. In the Bible in Proverbs 31: 8-9, it says, “Speak up for those who cannot speak for themselves, for the rights of all who are destitute. Speak up and judge fairly; defend the rights of the poor and needy.” This means that God wants us to speak out when things are not fair and to stick up for others who may not be able to stick up for themselves. Nelson Mandela was an activist and president of South Africa and helped speak up for people who were treated unfairly due to their skin colour/race and overcame apartheid where white people were considered better than people of other races. He held peaceful protests and armed resistance. His actions landed him in prison for nearly 30 years but he was recognised across the world for his works and for speaking out. He then won a Nobel peace prize in 1993 for his work in standing up for people. It is important that we remember the work people have done to fight against injustice and that we continue to fight for the rights of others to make the world a better place.

FROZEN THEATRE TRIP On 18th May, 35 Year 7 students journeyed into central London to see Frozen, the musical, at the Drury Lane Theatre. We reached the theatre and it was outstanding. Beautiful sparkling snowflakes drifted upon me. What a sight! It really was the town of Arendelle and was I dreaming, because I’m sure I was walking along the red carpet! There was a Banquet Hall that was so spacious, I may have mistaken it for a royal ball. Red and gold staircases, art that had talent written all over it. That wasn’t even the best part – the theatre was GRAND! We were right at the front and got a great view, so good even Elsa waved at me! Her beautiful blue-glazed dress and ice shoes. So elegant! And Anna, you could feel the warm summer breeze when she spoke. Olaf was hilarious! At the end of the show, white fluffy snow sprinkled over me. What a night it was! Rahma Diallo (7A) It was a beautiful and very much anticipated Wednesday afternoon when I stepped out of my house and began walking down the silent street. I was exhausted from a very long day at school, yet still full of excitement for what had been organised by the Music Department for a few lucky Year 7s. We arrived at the Theatre Royal, Drury Lane, in Covent Garden to watch and enjoy the popular musical Frozen. This is a magical story about two sisters who get separated in their childhood due to the elder sister’s uncontrollable powers and are reunited with the help of new friends and in the name of sisterhood, genuine love and to save their home, Arendelle. The performance had a variety of styles and generated different feelings, leaving me overwhelmed with magic, happiness and hope. The play reached a climax at the end of the first half. Everything and everyone was uplifted. The mood, the set, the sound and most importantly Elsa’s stunning transformation into her dazzling, festive outfit filling the audience with the energy to sing along to “Let it Go”. The musical gave me courage to complete many challenges I face today. It painted memories I will remember. It was a real treat to have a night out in London. I loved it! Eleftheria-Maria Betenioti, 7P

Jan Drozdz

Laura Gomes-Cardoso 31

Victoria Dovgan

PRACTICAL PERFORMANCE EXAM RESULTS

At the end of the Spring term and earlier in the Summer term, a number of our musicians took their practical performance exams.

ALTO SAXOPHONE Jan Drodz (Year 8) passed Grade 3, with Merit. Victoria Dovgan (Year 11) passed Grade 5, with Merit

GUITAR Jason Goonesinghe (Year 8) passed Grade 3

MUSIC THEORY Laura Gomes Cardoso passed Grade 5 Music Theory

SINGING Nyra Allen (Year 10) passed Singing for Musical Theatre Grade 5 with Merit Rhianna Silva (Year 10) passed Singing for Musical Theatre Grade 5 with Merit Laura Delboni (Year 12) passed Singing Grade 8 with Distinction

VIOLIN Jahnae Hall (Year 9) passed Grade 4 with Merit Sofia Salgado Smulczyk (Year 9) passed Grade 4 with Merit Constantinos Repakis (Year 9) passed Grade 5, with Merit

PIANO Luigi Zanetti (Year 8) passed Grade 2 with Merit Natalia Wawrezenczak (Year 10) passed Grade 2 piano Rodrigo De Brito Giachini (Year 10) passed Grade 6

“If music be the food of love, play on” William Shakespeare

Alyssa May Pascual Dominic Van Djik Daguer

Mayle Velasco

New Recording Studio This month, the Music department will be opening the school’s new, state-of-the-art recording studio. The new facilities will be utilised as a valuable educational resource for our KS4 and 5 Music and Music Technology students. These budding musicians will benefit from developing their recording, mixing and production skills, essential in the modern music industry. The studio will also be available to book by students wishing to create their own music, as an extra-curricular enrichment. The studio features acoustically treated control and live rooms, equipped with industry-standard recording hardware and software. When securing equipment, we were fortunate enough to be supported by Focusrite and Adam Audio, two of the industry’s largest and most prolific makers of high-end studio gear. Their generous discounts have enabled us to provide our students the opportunity to work with professionally recognised recording and monitoring tools, the likes of which are unattainable for many schools. While we in the Music Department are excited to launch our studio, it is also important that we acknowledge the tragic circumstances which enabled us to embark on this project. In Summer 2021, Jack Lonergan, a former Music teacher at St George’s, sadly passed away at the age of 28. Jack was loved universally by staff and students alike and though he had moved on in his career, St George’s always remained a very special place to him. At the bequest of his father, Michael, we received almost £7,000 towards this project, which was kindly donated by friends, family, and colleagues of Jack. It is Michael’s wish that this studio continues the work that Jack started here at St George’s (as he was instrumental in establishing our thriving Music Technology course), affording students the opportunity to discover, experience, and enjoy music and music production for years to come. We look forward to welcoming students to record later this month, in the hope that they are inspired and enthused by the endless possibilities on offer; a truly fitting legacy for Jack Lonergan.

Mousetrap: Running with Wolves The world premiere performance of Running with Wolves, a brand new, original musical, took place on Tuesday 28th June. The musical, written in conjunction with staff and students at St. George's was performed six times over the week and every member of KS3 has had the opportunity to see it, alongside performances for a local primary school, St. Edward's, and St. Augustine's Secondary School. Throughout this year, KS3 students have been working in partnership with Mousetrap Theatre Projects to devise, rehearse and perform an original musical centred around the importance of human connection. The cast and backstage crew have been involved in twice weekly rehearsals since the start of term, all of which has culminated in a fantastic series of performances for students, staff, and parents. As part of the partnership with Mousetrap, the composer, Steven Markwick, and director, Shane Dempsey, have been putting the cast through their paces, ably supported by Caitlin McCoy (production manager). Mousetrap have also created bespoke PSHE resources based on the show and KS3 form tutors attended a CPD session on strategies for delivering the post show workshops. This project and the performances have given the students the opportunity to harness their creativity and perform their work to a wider audience, including a performance to a local primary school, St. Edward's, and students from St. Augustine's CE High School who took part in a similar project with Mousetrap last year. Due to the risks and restrictions of COVID over recent years, this is the first chance many of these students will have had to rehearse and perform a school show at secondary level and it was wonderful to see the positive energy, enthusiasm and confidence it has generated in those who participated in both cast and crew, as well as the reaction of the audience.

It’s dark outside. Why are you still up? Insomnia, you’re guessing. The time’s 2:48am. You were meant to be asleep 4 hours ago. Good job. A flicker of a silent car’s light seeps through a crack in the curtains, making a bright white run across the walls. It was almost a reassurance of, “Don’t worry, I’m awake, too.” This isn't working. Maybe a glass of water will help. The stairs to go downstairs are creaky and loud. With each step, you wince at the sound, somehow expecting it to get quieter, though each steep greeted you with yet another creak and another slight flinch. Another car light runs across the walls. “Don’t worry, I’m awake, too.” As you reach the bottom of the stairs, you’re greeted with the loudest creak of the stairs- one that runs through the house twice. Though you struggle to see in the darkness, you just strain your eyes as you walk over to the kitchen, running your hand across the wall. The kitchen is nice with a large stove and an even larger fridge and countertops that run along the walls with black marble tops. Crumbs from dinner earlier still sit, strewn, on top. Cabinets hung up on the wall with white stained glass reveal beautiful cutlery waving beyond the glass. Though there weren’t any windows in the room, the kitchen hugs the garden with a large, sliding glass door to greet the green grass outside. The door allows the shimmering moonlight to dance across the walls and the countertops. The garden, itself, isn’t that large, and to all three sides of the tall, wooden fence sits another garden to another house. And then another, and then another. As you enter the kitchen, the door closes behind you with a thud. You walk over to the cabinet where stacks of cups sit, waiting patiently to be used, and as you grab the handle, another car light runs to your side. It makes you flinch and suddenly there’s a sting in your finger. An electric shock, right? Or probably nothing. That’s most likely it. Placebo effect. You flinched, so you’re saying you hurt yourself. You do this a lot. It's fine. It happens, You're just overreacting. Nothings going on. You continue and grab a glass and then fill it with tap water. Really? Tap water? There are so many studies that prove it’s unsafe and unhealthy. Whatever, though. It’s fine. It's 3am. No one’s going to judge you - well, other than everyone who's awake. You stare blankly as you sip from the glass. Another light runs. “Don’t worry, I’m awake, too.” Everything’s fine, and you leave the kitchen. You decide to drink it in your room. Then the light runs past again. It lingers this time though, standing at the top of the stairs, almost waiting for you. And then it disappears. “Don’t worry, I’m awake, too.” The water tastes slightly metallic, you say. I disagree. It tastes like water. Why would it taste otherwise? You take five steps. You’re halfway up. Then right as you reach the top, the light appears right where it left. Waiting for you. Then you realize it wasn't just a light. And that you shouldn't have listened to me. As its appearance accompanies your step, it also accompanies another creak. But this time, it is harder. You flinch harder, and drop the glass. It falls and shatters, the shards falling to the bottom of the stairs. The water inside falls on and you slip. Desperate, you grab onto the railing. Though you can’t get a grip. Your hands are wet and slippery. I guess it wasn’t the placebo effect. You trip and you fall, and the shards at the bottom greet you with a warm embrace. The light rushes down to look over you. “Don’t worry, I’m awake, too.” By Olga Witak

The Tale of the Dragon In the early years of civilisation, a dragon was born. Its skin was black, it absorbed almost all light, and was covered in almost impenetrable scales. The scales were made of the hardest crystal. The dragon ravaged humanity daily and would not let anyone rest. But soon, despite resistance, even the fiercest of warriors and the best of priests and magicians soon came to realise that nothing was a match for its fire; no curse nor sword could penetrate its scales, nor skin. After many years, the dragon eventually grw ewn people, and soon he became a staple of life, the centre of everyone’s existence. People were taught that the dragon gave their life purpose, to truly live and enjoy life rather than to just merely survive. Civilisation began once again to develop as humans accepted the dragon, rather than needing to fight him. Civilisation continued to develop, and as it did, so did the dragon and its purpose. The king began to build railways and hire workers for pensions for the affected, railway workers and to comfort the victims in their last moments before they met their fate with the dragon. As researchers studied the dragon, the more they realised that it was truly invincible. However, that all changed when a new allotrope of carbon was discovered, which damaged the scales. The researchers immediately reported to the king, in hopes of creating a weapon to finally destroy the dragon once and for all, and as the researchers brought light to the cause, more people began to support it. However, the king was stubborn. “If we are to kill the dragon, we will lose all purpose in life; we will go from having the initiative to live and improve our lives to merely living, with no real initiative,” and “If we were to kill the dragon, we will put many people out of jobs; the dragon is good, he controls our populations and brings jobs to many” were common excuses. However, everyone eventually came to support the cause, and soon, the king approved the program. The researchers believed that with their funding, it could be completed in twelve years, and so the program began. Everyone began to support the cause, and support funding. Fundraisers were organised and researchers offered to work for free to help their cause, to stop the evil that the dragon held. Every life lost would be repaid on the day, but soon missile tests began to fail, and nothing worked. The materials used to penetrate the scales were too heavy, and could not be efficiently flown that far a distance. Yet people kept their hopes up and soon one missile launch was successful. The warhead was set to deploy on New Year’s Eve. The day came, and the king ordered that the trains depart as normal. Everyone embraced the launch, the end of a dark era, the end of a mass murdering tyrant. Time went by, from 10 minutes, to 5 minutes, to 2 minutes, until... “Stop!”. A single man could be seen running towards the king, and accompanied by security, he pleaded to the king. “Stop the trains!” He had found out his father was on the train. However, the king could not stop the trains leading to the dragon, not if they wanted to kill the dragon. The king could not risk alerting the dragon, “I apologise for your father’s fate; if we had started this project just one day earlier, your father would not have to die. We could have saved more lives, if only we were not stubborn and taught ourselves to accept evil.” The hill began to be engulfed by the flame of the missile, and that began the start of a new era. By Gabriel Liabi

MENTAL HEALTH SUPPORT

Young people and their families in need of urgent help with their mental health can get free 24/7 support from trained NHS professionals by telephone. Due to an increase in people needing urgent support. Every mental health trust in London has put in place a dedicated phone line, supported by trained mental health advisors and clinicians, and open day and night, 365 days a year. The lines are free to call, and trained advisors can provide immediate help or signpost callers to other sources of support if necessary. Please note that the relevant number for young people to call is dependent on the borough that their GP is based. Therefore please see information which includes all CAMHS crisis numbers within London.

Childline is a free and confidential helpline that anyone under 19 can contact to talk about any issues or worries they have, big or small. www.childline.org.uk Limited hours

Kooth is an online platform, where young people aged 11-25 can safely access free, anonymous support from trained counsellors, and from community peers. www.kooth.com Limited hours

Shout is a free and anonymous texting service for 24 young people going through a personal crisis. It can provide hours immediate help, anytime, anywhere. www.giveusashout.org

SHOUT to 85258

The Mix has a free, confidential phone line, webchat and crisis text line, to help refer young people to the best possible help, whatever problem they are facing.

www.themix.org.uk/get-support Limited hours THEMIX to 85258 0808 808 4994

Samaritans is a free, confidential helpline that offers a safe space to talk about anything. They won't judge, or tell you what to do, they just listen.

www.samaritans.org

116123 24 hours

Papyrus is a charity that helps young people experiencing thoughts of suicide. Trained advisors can confidentially help you stay alive and safe, or support someone else to do so. www.papyrus-uk.org/get-in-touch 0800 0684141 07860 039967 Limited hours

On My Mind offers free online resources to empower young people aged 10-25 to make informed decisions about their mental health. They provide information on your rights, self-care, how to help a friend, and jargon busting. www.annafreud.org/on-my-mind 24 hours

Mind is a charity who campaign to raise awareness around mental health support and to improve services. They provide information to anyone having a difficult time, to help them find support. www.mind.org.uk/need-urgent-helpl/ Limited hours 0300123 3393 786463

SANELine offers confidential one-to-one support for those aged over 16, for when your own mental health, or that of someone you know, is affecting you.

www.sane.org.uk

07984 967 708 (leave a message)

CAMHS are the NHS services that help young people struggling with their mental health. Your GP or a school professional can refer you for a face-to-face appointment. www.youngminds.org.uk/find-help/your-guide-to-support/guilde-to-camhs/

KNOWING YOUR MENTAL HEALTH Mental health is just like physical health, everybody has it, and it's important to take care of it. Growing up isn't always easy. Children and young people face a lot of challenges and it can be difficult to cope with everything life throws at you. Feeling down some of the time is normal, but if you want to talk to someone about your thoughts or feelings, there are plenty of routes you can take. This guide aims to help you find the support and advice for whatever it is you're going through.

The facts: one in six young people experience mental health difficulties, that's five in every classroom. When someone faces struggles with their mental health, it's no fault of their own. Mental health issues do not discriminate and can affect anybody no matter what their life is like. If you or somebody you know wants to talk about any thoughts or feelings you don't understand, there is always someone who will listen. The school can help you to access a range of support that is delivered by our local services. Speak with your year heads or any member of the Safeguarding Team to find out how to access this.