Machio 2013-14

Inspiring Memories The Magazine of The Royal Masonic School for Girls 2013-14 : Edition 90

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iõ | Ann ual m for G a irls. gazine of T ORI he R GIN oyal Chri 1920 Mas stine s: jo onic the s u D Scho r n u a n choo l sta can, ol r ted i l, sh later Orig e n M retu i rned rs Coo 1924 by mea nally tak pe as a ns M e teac r. A pup ason n from her. il at the A . ncie nt L atin, Mac hio

‘Sunrise’ by Pepper Macpherson

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SHOOTS

BRANCHES SEEDS

ROOTS

ROOTS The roots of the tree are the school’s history, as this is the most ancient part and the origin of where it all began.

SHOOTS The shoots or evolving ‘tree’ at RMS supports and caters to a variety of vastly different girls and staff who all eventually branch off on their own pathways in life. A tree is constantly changing, which could stand as a metaphor for the school in general, as it has to constantly adapt to changes in the pupils, teachers, society and in life generally.

BRANCHES As each girl changes she advances on throughout her RMS career and each branch is individual, which symbolises how each girl’s journey is also unique.

SEEDS As the tree progresses, so do the ages of the pupils; it starts with Ruspini, then Cadogan, Senior school and finally Sixth Form. This is where the tree’s (school’s) new seeds disperse, as the Sixth formers depart for their new journey to begin their own life.

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Inspiring Memories Contents

Page

Introduction

7

Chapter One – Roots Ruspini Day Lectures and Tournaments Drill Boarding Then and Now Science Trips

8 10 12 16 18 20 24

Chapter Two – Shoots Reverend Quill Interview Photography Day Religious Studies

26 29 30 36

Chapter Three – Branches Beijing Exchange Canada Performing Arts Sport Home Economics House Day

38 40 43 44 46 50 51

Chapter 4 – Seeds Design and Technology Leavers Art Young enterprise Year 12 induction day Textiles

52 54 56 58 64 69 70

The Royal Masonic School for Girls Rickmansworth Park Rickmansworth Hertfordshire WD3 4HF

Editors: Mrs Fryer Miss Mordue Miss Reidie Miss Brooks Guy Moultrie

+44 (0)1923 773168 www.royalmasonic.herts.sch.uk 5

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Inspiring Memories The title of this year's edition of the school magazine, came about after several meetings in which the Machio team were positively brimming with ideas. The particular significance of this academic year coinciding with the school's 225th anniversary, and thus our long-awaited Chevalier Ruspini Day, seemed to be

Many thanks to: All the students in the Machio Team this year for all their hard work and ideas for the magazine and everyone who contributed work to this year’s Machio.

at the forefront of our brainstorming session, and the topic of the roots of the Royal Masonic School for Girls came about. With a suitable frame of mind and the visual expertise of Miss Brooks and Miss Reidie, the key word of 'roots' grew, much like the school itself, into a magnificent endeavour of a much larger scale.

That would be where the central imagery of a tree came into play.

This year's Machio encompasses the idea of RMS and its role in developing us as people, having similarities with the development of a tree: from Ruspini House to Sixth Form, every pupil is nurtured and contributes towards the RMS Tree, so to speak. The roots of the RMS Tree are twofold, with one interpretation indeed being Chevalier Ruspini's initial creation of our school, but also the firm foundations that the school provides for those who become a part of its community.

Much like a tree grows, the Machio team’s idea grew. The section headings that you will find upon reading this magazine categorise the RMS journey.

Shoots is synonymous with our personal development within the school, and leading to each of us finding and shaping our own Branches. Finally, to pay Seeds represents all of that which we will inevitably take with us from our

The Oak

years - however many - at the school, and proceed to spread by making new

Live thy Life,

roots. These will build upon the memories which have been inspired by our

Young and old,

time at RMS.

Like yon oak,

homage to our individual futures after departing from RMS, the last title of

It is through my personal progression up the school, having begun my time at RMS in Prep Department over seven years ago, that I have come to realise

Bright in spring, Living gold;

the extent to which the school and its community has allowed me to grow as

Summer-rich

a person; I am sure that many of my classmates with concur with this. The

Then; and then

privilege afforded to all the girls that attend RMS, to shape their own branches

Autumn-changed

during their education at such a fantastic school is an incredible one: not only

Soberer-hued

does the learning environment and the pastoral care allow each and every girl

Gold again.

to flourish, but the grounds and opportunities available add a richness to daily life that goes far beyond merely learning facts and figures. In this way, the school, its staff, and all of its pupils resemble the oak in Alfred Lord Tennyson's poem that we drew inspiration from in creating this copy of Machio; our individual and collective strength is drawn from RMS itself, and I hope that this continues - as does the inspiration of memories – for many years to come.

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All his leaves Fall'n at length, Look, he stands, Trunk and bough Naked strength.

Laying down my Roots The origin and starting point Of our memories to come, The source where it begins, The past not yet begun.

Embarking on a journey, First impressions count, The future is unwritten, My mind is full of doubt.

Laying down my roots, What a task indeed?!

Scary, but exciting, Starts with a meagre seed.

Lock these doubts away, Throw them in a bin!

Hold your head with pride, To the sky point your chin.

With knowledge I will grow, New chapters await me.

My seed will bloom with time, Into a headstrong tree.

With water and some sunlight, Some tender, loving care, The values school has taught me, With new people I can share.

Wave goodbye to RMS, My new life can unfold.

A seed, a shoot, a bud, A story not yet told.

Katie Bennett : Year 10

“Don't forget who you are and where you come from.” – F Scott Fitzgerald

Tree Rings

Bursar and many more.

The fourth ring in would consist of the board of governors. This

Everyone knows about trees and sees them living and growing, but

board includes Mr Gould (the Chairman and Trustee), Mr Ellis, Mrs

few people bother to think of how they function. RMS is like one of

Gardiner, Mrs Porter, Mr Emmerson and many more.

those trees. Everyone watches it grow older and expand, but how The centre of the trunk however is filled by one person, the

many people actually know all that goes on inside?

wonderful headmistress of the school, Mrs. Rose. The school would Trees develop layers of rings over time, just like schools develop

not be here as it is today without her loving guidance, care and hard

layers of management.

work.

The outer ring of the tree would be comparable to the main

Zoë Richardson : Year 9

academic staff working at RMS. These teachers include Miss Brown, Mr Adams, Mr Banister, Mrs Bayless, Miss Dines, Mrs Freeman and many more.

The next ring in might be the Heads of Year such as Miss Cook, Mrs Elder and Miss Stanley.

Going into the tree even further you would see that there are many more important people that you may not have heard of in the third ring. These people include Mrs Beal – the PA to the headmistress; Mrs Braiden – the Admissions Manager; Mrs Gillam – PA to the

Emily Cooper : Year 13

RMS Food then…

RMS Food today…

The daily breakfast and dinner in the 1890s would have been

Here is a typical menu from today:

something like this:

Breakfast: A selection of cereals, breads and jams.

Breakfast: Daily:

Fresh fruit, fruit juices and smoothies.

Bread and butter, tea, coffee or cocoa.

Fried Eggs, Pork, Beef or Quorn Sausages, baked beans

Dinner: Monday Tuesday

& Hash Browns.

Hot roast sirloin beef, veg, bread and plum pudding Hot roast sirloin mutton, veg, bread and milk

Dinner:

puddings

Cream of Broccoli and Stilton Soup Freshly Baked Bread

Wednesday Cold beef and mutton, potatoes, bread, baked

Chicken Kiev or Vegetable Kiev

apples or stewed fruits Thursday

Hot roast beef, potatoes, bread, jam or treacle tarts

Friday

Hot roast mutton, veg, bread, milk puddings

Saturday

Cold beef and mutton, fish, potatoes, bread and

Pasta, Rice or Noodles with: Chilli Beef or Quorn & Vegetable Chilli served with Rice & Nachos & Sour Cream

bread with golden syrup.

Sunday

Cold boiled beef, veg, and bread, plum pudding or

Jacket potato with a choice of filling:

fruit pies.

Turkey Curry, Sausage and Beans, Baked beans, Cheese, Tuna Mayo

The dinners always had a lot of meat in them, cold beef was very popular.

Choice of vegetables:

In the original diet, each child would have up to 2 and a half

Jacket potato, Sautéed potatoes, New potatoes, Sweetcorn

pounds of meat per child, and the adults would have 7 pounds.

& Broccoli

You must remember, they were rationing at the time, they were in

Choice of salads:

the war.

Tuna, cheese, ham and egg. Tomato, cucumber, lettuce

The dining hall was laid out differently then. Instead of having lots

& coleslaw

of round tables, in 1936, they had about 8 long tables that were

Choice of puddings:

all joined together in one line.

Marmalade Sponge & Custard or Jelly & Cream 9

Ruspini Day

The First Day

At the beginning of the Autumn Term, to commemorate

The first day of school,

Chevalier Ruspini, who founded RMS in 1788, we held a day

Here at last,

inspired by the era in which he lived. The day consisted of all

Weekend’s over,

the students and staff dressing up in Regency style outfits.

Now is past.

These included bonnets, maxi dresses, gloves and top hats.

Cold and tiring,

There were a number of activities which everyone took part

Frost and dew,

in; from playing games similar to those that children during

The sky is solemn

the Regency period would play, to flower arranging and

No sign of blue.

baking. This all helped everyone get into the spirit of the day.

The journey begins,

During lunch there was a Regency inspired menu. This

In the safe car,

included mutton stew or macaroni cheese followed by

Slow in constant traffic,

delicious meringues and ice cream. Having this menu allowed

The dreaded destination, thankfully far.

us some insight into the type of food that people would have eaten during the Regency period.

Now I enter, The black school gates,

The day ended with a special assembly in the Great Hall. This

I check my watch,

was attended by: the Chairman of the Three Rivers Council,

I never want to be late.

Councilor Les Mead, representatives from the Royal Masonic Trust for Girls and Boys and local Masonic Lodges, as well

I see many girls,

as past students and staff, Governors and parents.

Waiting for their friends,

The day was very successful and helped everyone

They are ever so daunting, Laughing and smiling and

understand and appreciate the time period in which the

That’s when my worrying ends.

school was founded.

Megan Humphrys : Year 12

Rachel Bennett : Year 8

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DID YOU KNOW?…

Facts about Chevalier Ru spini

Born in 1728 Died in December 181

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He was an Italian-born British surgeon-dentist and philanthropist in the 18th century.

Remembered for foundi

ng the Royal Masonic School for Girls.

Advertisement in the “Yo rk Courant” on the 19t h May 1752 identifies him as an Ital ian surgeon offering a rem edy for scurvy of the mouth and gum s.

Tried to become a Ma

son in November 1759

Tree Trail

In 1762 tried to becom

To celebrate the life of Chevalier Ruspini the Science

Married Elizabeth Ord

Department created a new tree trail in his honour in

Ruspini had 9 children.

e a Mason again and

September 2014. The tree trail takes you on a journey around the school but also back in time to when the school was first established. Girls relived the past on our inaugural walk on the Ruspini focus day, exploring

but was rejected.

was accepted.

e on the 6th April 176

7.

By 1777 became a fou nder member of a Lod ge, the Lodge of the Nine Muses.

In April 1789, Bartholo

mew Ruspini earned the

the walled garden, arboretum, kitchen garden and

title of Chevalier.

learned the mystery behind ‘Harry Chetwin’ Cresent.

Nina Ivezic : Year 2

Look out for the tree trail walk on sunny days to be a

On the Tree Tra il 11

Chess Tournament During Hilary term twelve girls participated in a school wide chess tournament, which was a part of the Delancey UK Schools Chess Challenge. This is a competition in which students can continue as far as national level.

In the school-based tournament, the winners were as follows: 1st: Lavinya Naidu Year 11 2nd (tied): Emma Bishop Year 12 & Natalie Chu Year 8 3rd: Issey Attey Year 9

Maths Lecture The evening Maths lecture was very fascinating! One of the most

To move to the next level, the Megafinals, girls had to play

interesting part of the lecture was when we learnt about the dragon fold. We got given a thin piece of paper, which we had to fold it in half then in half repeatedly. We then had to open the paper up, but all we

seven chess matches, each against a different opponent, and gain at least 15 points. Several girls qualified, but it was Emma and Issie who went on to represent RMS in the

could see were creases, which weren't very interesting or

Hertfordshire Megafinals, a full day event in Harpenden.

mathematical at all! However, when we wrote the pattern down and linked all the patterns together, a stunning picture was formed, which

Initially the girls seemed slightly nervous, but as the day

looked a bit like a dragon. This type of pattern is called a fractal,

progressed they became more comfortable and seemed to

which is a mathematical collection of distinct objects that typically

enjoy themselves. They played matches against other

displays self-similar patterns, for example snowflakes. It was

students aged 14-17, gaining confidence as they gained their

incredible to see how a normal piece of paper could turn into such a

first win and at the end of the day, congratulations were in

beautiful pattern and also the maths behind it!

order as Emma and Issie each won the title in their respective categories: Emma Bishop – Title for U17 girls and Issie Attey – Title for U14 girls.

Both girls have been invited to the Gigafinals, in which they will represent RMS against other schools from all over the south of the UK.

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Science Live!

Simon Singh’s Maths…

Where can you go to listen to fascinating talks by amazing scientists?

The Simpsons and Maths are not two words that you would

‘Science Live!’ of course, at the Dominion Theatre in London. And

commonly expect to be put together. On 26th March a talk

that is exactly where you would have found a group of Year 9 RMS

was delivered by Simon Singh, based on his book “The

girls last November.

Simpsons and Their Mathematical Secrets”. Through this, a team of RMS Physicists and Mathematicians – including

Our front row seats provided an excellent view of the enthralling experiments and, of course, the scientists themselves. Appearing live were Dr Kate Lancaster, the expert on nuclear fusion, Professor

teachers and mostly Sixth Form students – were shown that there was much more to this than meets the eye. He gave us an insight into the highly mathematical minds of the comedic

Andrea Sella, the renowned chemist, Professor Dave Cliff the

writers of this hit TV series and into the maths that they have

‘computer geek’, Professor Jim Al-Khalili the eminent physicist and -

hidden between the frames. It is hard to believe that the the

top of the bill - Professor Lord Robert Winston, the well-known

the contradiction of Fermat’s theorem and the prediction of the mass of the Higgs Boson 12 years before its discovery have all made appearances on the show. Apparently The Simpsons was not alone as a provider of ‘nerdism’ for the general audience; its

specialist in matters relating to human fertility.

sister show, Futurama, had a theorem

We were treated to hearing each of them speak for 20 – 30 minutes

‘The Futurama Theorem’ created for a

on wide range of subjects of current importance. The concept of

plot twist in one of the episodes. This

developing an earth based energy source, as powerful as the sun,

was the first theorem created for a TV show which has also

which could be used to provide us with fuel when fossil based

been used by the mathematical world beyond the show.

products have been fully depleted, amazed our minds. Developments being worked on in the world of computing capability suggested to us that the only limit to what is possible is our imagination. We also heard all about developments in treatments for human infertility, such as IVF, and how extensive research has enabled scientists to make them

It was an extremely enjoyable evening for all Simpsons fans and maths nerds alike and Simon Singh showed us that Maths is very Hollywood indeed! It is also only fair to say that we can finally pass off watching The Simpsons or Futurama as being educationally beneficial for us!

even more successful.

Ying Cen Tee : Year 13

Overall, the experience of attending the event was completely inspiring and we thank the teachers for taking us. It can be easy to take scientific breakthroughs which we hear about in the news for granted and to assume that the work behind the success just ‘happened’. However, after listening to and seeing what is involved in experimentation we came away with even greater appreciation for the world of science and technology and its contribution to our lives.

Miriam Bonney : Year 9

Sophie Phillips : Year 12

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Life is like a Head of Hair

12 Stages of Woman

Life is like a head of hair,

All the world’s a clock,

Each person a single strand,

As the hand reaches each point,

The infant with a shiny bald head is helpless,

Each second maturing her nature,

With no experience of the big wide world,

Beginning as only a thought,

As the baby years flash by,

Her presence is one of only admiration.

Tufts of hair appear as fast as the words do,

And as the ticking settles,

She is a ‘big girl’, when her first milk tooth falls out,

She is no longer a wailing, pale speck.

Before she knows it her hair is swinging at her shoulders

However an innocent and energetic girl,

Just like her unpredictable moods,

Whose hand-me-down clothes sag and itch.

Then you’re cut off from her, just like dead ends

But her spirit continues until quarter-past,

New hair, a new life all by herself,

When pressure and stress become the norm,

Just when her education and career are sparking,

Exams and boys take over her time,

Everything becomes tangled and greasy,

And the clock hand further descends.

The partner of her dreams, brushing her nightmares away,

Past the university panic and meaningful memories,

Looks after her just like a princess,

Approaching middle age it chimes half past.

Wedding bells and blow-dried hair, complete her big day

Love has succumbed and now offspring of her own.

As she creates a new life, her hair is stripped away,

Their own clocks start, only fragile and dull.

Watching and helping her child on its rough days,

Whilst she works, and observes her treasuring loves

Then it’s her time to be looked after again,

Returning to twelve, her manner becomes settled,

Her short grey hair battling against the fake highlights,

Retirement prevails and grand-children occupy her mind.

As the last days of life approach,

Nearing the top, she views herself differently.

Her wise hair falls out day by day,

Now wrinkly and pasty, her love is only to show.

Until, she is left with a creased bald head again.

As twelve is struck, her essence dissolves.

The hour of life has passed, With love, virtue and righteousness The clock returns to its beginning point,

at?

Who said th

In her beginning is her end.

of joy is in me to tears ch moves so hi w ee tr g that “The a green th in others only all ridicule the eyes of re tu Some see na . ay w e at th stands in see nature me scarce so d an ... ity ation, and deform an of imagin es of the m ey e th to ut all. B elf” agination its nature is im lake

– William B

Rohini Durve : Year 13

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Blue

All the world is a ski track

Wednesdays are Blue

And we are the skiers,

As a Breath that Floats

We all make our choices and walk through the path.

Over the cold -- hard -- Sea --

We choose people to ski with and someone to follow;

Poetry in the style of Emily Dickinson

All the World is a Ski Track

Tossed waves -- swallowed Boats --

We are skiing through stages of life.

Beginning as a careless baby, in a colourful dress

Cold starts Deep inside --

With an innocent smile, sliding through the track,

Reaching for the Sun

Falling and rising, having someone to help to get up.

To warm his frozen --

Next is a school girl, finding out about the known;

Deep Blue Heart --

Open and worrying, but innocent creature, following her parents.

Then is a young lady, fresh and bright, who chooses her way and discovers the life; Flame in her eyes.

Which Cries at night -All alone -- capacious Teardrops

And then choice of career, the hills and the slopes,

Falling -- cold -- Blue –

The higher the hill, the better the slope, she is rising;

Aimée Bomford : Year 12

Her skies firm on the ground.

The next stage is wife and a mother.

Not much of a choice, but now is the one to lift up and love.

Loneliness

Caring, gentle, she is sharing her track.

Solitary I stand -- a Beating Heart --

Then comes the woman, she has made her decisions,

upon a bated breath

Stable and wise on the ground; she knows what she is doing,

peering from my Catacomb

She is confident on her track.

where dwells my early Death --

Next is a grandmother, sliding slowly but firmly, She is caring and loving, and kind.

Where I hear the hills that roll --

She needs someone to follow.

Below --

Last is the old lady, who has someone to take her

Like rivers to a Sea

to her destination – her Finish.

The snow is falling, she is peaceful and calm, she is ready to finish her track.

of Words, of Sounds, of joyous Souls unauthorised to me --

The world is a ski track.

You repeat the laps,

The cataclysmic teardrops flood

Sometimes you fall, but you learn how to rise back,

The Valley of my Past --

and there is always someone to help.

and I am bound, devoid of Life,

Be strong and cross your Finish line.

as I have been since the last time I stood -- entire and free -amidst the links of Dawn and sang, exultant, in a choir

not a Fragment -- without a Whole -Ashley Parry : Year 12 15

Drill Drill is an important tradition in the school, and has been going on for one hundred and thirty-eight years. It originated in 1876 as a variation of the Swedish Drill that was popular in schools in the 1880s.

Essentially, it is one hundred and eighty girls between the ages of 1118 performing a 20 minute calisthenics routine and marching to music, with no spoken word instructions at all. Competition is fierce to make it onto the team, and the performances are great fun, despite rehearsals being tiring and time consuming. The arm exercises that start the routine are incredible to look at, with every single person moving in synchronisation. Being part of it gives you a huge sense of pride, and you really learn the importance of teamwork, and relying on your peers.

Undoubtedly one of the high points of Drill is when the girls arrange themselves into two wheels, which slowly begin to turn, meriting a huge cheer from the crowd. The rehearsals for the wheel take weeks, as I’m sure you can imagine! However, the favourite moment of many people is the badge at the end, commencing with Point, a handpicked girl from Year 3, marching down the length of the Great Hall on her own.

The last Drill performance of the year is something special, as all the Year 13s take part for the last time. Photos are taken, and many tears are shed, as we remember what it was like to be part of the team during the past years. It has been a great honour for me to have been one of the Deputy Drill Captains these past two years, and despite all the hard work that goes into making Drill what it is, I’ll sorely miss it when it is over. However I am glad we no longer have to lay down all the stickers on the floor and measure the distances by hand!

The Chicken or the Egg? In March the Science Department took delivery of an incubator, patiently waiting for 12 eggs to hatch. Over the next week we watched these small dinosaur like creatures emerge from their shells and dry off their fluffy feathers until they were the little chicks we all fell in love with. Students in Years 7 and 8 enjoyed chick related lessons and we couldn’t wait to see how fast they had grown each break time. Our two weeks with our chicks was a great learning experience and we can’t wait until next year where we can continue that age old debate… what came first the chicken or the egg?!

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Seven Stages of School

Rooted in Reading

School days are the best days of your life-they say,

Starting in September, RMS girls participated in

The buildings full of characters, who know their part,

two reading challenges. Pupils from Years 7-8 were given a Reading Passport and those who

Teachers, students, caterers and maintenance All influencing each other on the journey through the seven ages of education.

At first, nursery, where naps and playtime combine resulting in absolute bliss Surroundings are a wonder, full of joy

were older could ask for one (I was one of those keen ones!).

Passports were divided into sections dedicated to a variety of genres, these ranged from fiction to

Touching, feeling, exploring, learning.

plays and poems and even to magazines. Once

Then ‘proper’ school, the infants or pre-prep

read, you could comment on the book and get it

Longer days, we stay for lunch, a new challenge

stamped by a teacher. Classes also received a community passport where they could recommend

Squabbling, bickering, we learn to share.

books to their peers. Whilst completing the

Catapulted into the juniors or prep

Reading Passports, girls were also invited to take

Expected ‘to know the ropes’, understand the rules

part in ‘Readathon’, by being sponsored to read.

‘Set an example to the younger ones’.

The money raised through ‘Readathon’ is donated

Childhood ends, we enter senior school.

to a number of charities which help children. This incentive certainly inspired many at RMS to take on

Deadlines, lots of subjects, non-stop work

this challenge to help such a worthwhile cause.

For light relief we roll up our skirts, a minor rebellion.

Next we enter the exam phase one – GCSE, assessments, pressure and stress Nearing the end of formal education, no more uniform!

The front of the Reading Passports illustrates a tree with the slogan ‘rooted in reading’. I realised that roots and reading share some similarities.

Orals, revision and hot sweaty exam rooms,

Roots are where everything originates from; for

Why does the sun always shine during exams?

plants and in life in general. Reading is the same, in

Sixth form, fewer subjects, more intensity

the sense that books are where our learning and knowledge can begin; you don’t learn a subject in

Need to think of the future- a career

class without being given a textbook or a website

Suddenly exam phase two – A Levels

to read. Roots are very different, unpredictable

Visits to University, think about leaving home.

and vary in size, yet books are as well. They pose

Then, goodbye to everyday school, nine to four replaced by random days

a vast variety to us, yet a book is still just a book.

Different friends, new challenges – how does the washing machine work?

Most importantly, the roots are bedded firmly in the

Independence, your education is now up to you.

ground so they are always there no matter what.

Graduation day, a scroll, letters after your name. Is your learning now complete?

This applies to reading as well; it doesn’t matter how often you read, the books are always there for you and is never too late to pick one up and start! I find the slogan very fitting therefore, because both words definitely reflect one another well.

In the words of Dr. Seuss, “The more you read the more things you will know. The more that you learn the more places you'll go.” I certainly will continue to love reading for this precise reason.

Katie Bennett : Year 10

Simonna Guo : Year 13

17

Boarding Life

Being a new Boarder

When I first arrived at RMS I was very nervous about coming into a

Boarding was something that I never saw myself doing, and

new school with people I’d never met, and most of all, living away

right up until the first day of term I still didn’t believe that it

from home for the first time. It was a rather strange feeling I

was happening. I’d never been more than a ten minute walk

experienced on the very first day, as I woke up in bed and realised

away from school, so being a four hour car drive away was a

that I was already in school, less than a minute walk from the science

trip into the unknown. It was really strange to say goodbye to

block where I had most of my lessons that day. There was so much

my friends and family, people who I’d seen every day, and

going on at RMS, both during the day and evening, and so I got to

come to a place where I didn’t know anybody, but it is the

enjoy a huge variety of extra-curricular activities, ranging from Fusion

best thing I’ve ever done. I was really nervous about boarding

Dance Club to St John Ambulance First Aid Course, which kept me

and didn’t know whether I’d made the right decision, but

busy throughout the week. Even though I was new to the school, I

when I arrived I knew that I had. Everybody was very

was given lots of opportunities to put myself forward to having some

welcoming and I settled in a lot quicker than I expected to.

responsibilities within the school and boarding community, such as

There were lots of things to do at the weekends which helped

becoming the Head of Zetland this year. This helped me improve my

to get to know the other boarders, such as trips to London

time-management and organisational skills, as I had to arrange

and the theatre. I can’t believe that it’s now the start of the

certain duties and events for my Boarding House.

third term and close to the end of the school year; it still seems like yesterday that I came to RMS for the open day.

Having been a weekly boarder up until now, I have learnt to become

That said, it’s easy to say that boarding is one of the best

more independent as a young adult and also to be able to interact

things I’ve ever done, and I would recommend it to anyone.

with and respect people of different backgrounds and perspectives.

Boarding at school was one of the best things I’ve done in my life so far, and here I have made so many unforgettable happy memories which I share with all my friends. I am going to miss it so much when I go off to university from September.

Eimi Ino : Year 13

18

My Guidepost

Home away from Home

My first impression of RMS was like a huge maze. The blocks

Having to move over 8,000 miles away from the place I grew up

of boarding houses almost looked the same. When I first

wasn’t easy, but coming to a school like RMS made it a smoother

approached the school in year 10, I remembered that I could

transition. I had to leave behind all my friends, my family and most of

hardly recognize my boarding house whenever school

all the school that I had gone to for 11 years of my life which felt like

finished. Therefore, I had learnt a lesson. On the second day

my second home! I always thought coming to boarding school as

after lessons, I stood in the middle of the Garth, and began

being intimidating because of the brand new surroundings and

counting the big oak trees starting from the left by Alex and

people you would have to deal with pretty much all day and all week.

the second big oak tree became my guidepost. It was right in

However, after a few weeks, it didn’t seem all that bad. It started

front of Connaught and this became by guidepost on making

feeling like a home away from home, all the girls and the

my way back to the house. 2014 marks my fourth year living

housemistress made it welcoming. Knowing how much people

at RMS. Although I do not need the oak tree anymore to find

helped with my transition it inspired me to want to become the Head

my way out, however, I will never forget this big oak tree in

of House and help other girls with their transition. I’m going to take a

front of Connaught House. It was once my good friend,

lot away from RMS including all the skills I gained from being a

welcoming me back from school and holidays incessantly.

boarder and also a Head of House, from independence to

Furthermore, the repeated natural cycle that makes it change

organisational skills and help and care for others.

throughout the seasons also symbolizes the buildup of my memorable and inspirable moments at RMS over the years.

And I believe these memories can never be replaced!

Inspiring Memories I have been a boarder at RMS for a long 10 years and soon it will be at an

Life Lessons

end as I am in Year 13. I still remember the first day I came to RMS at the tender age of seven. At first, I was hesitant at the thought of being

RMS has been the most inspiring and eye-

away from my family and only going home at weekends, however

opening 4 years of my life. Growing up in

I was told that it would be like a ‘big sleepover’ with all your

Ghana, I couldn't have thought of anything

friends every night of the week which I liked the thought of. I

more different than coming to a school like

settled in extremely quickly as everyone was so welcoming.

RMS. But it has taught me valuable life

I loved how much of a community it was and all of the

lessons that I need in order to spread my

year groups interacted and did things together.

wings after I leave. I have made amazing

The boarding trips have been the most memorable

friends, and grown to know myself better

for me as I have been to a variety of places, such

than I would have ever imagined.

as Brighton, Thorpe Park, Chessington, West End

Esther Krakue : Year 13

theatre trips and more. If I weren’t a boarder I wouldn’t have had the opportunities to go on such exciting trips with my friends every weekend. More recently, we have begun having movie nights in the sixth form houses where the younger years are also invited. These are good as it allows us to bond with the younger year groups. Boarding has allowed me to create strong friendship bonds with other boarders from around the world, and I know that I will continue these friendships even after I leave RMS. Shenade Mora : Year 13

19

The Chapel

The Chapel

Drill Drill

Drill

The Garth

The Garth

The Garth

The Great Hall

The Great Hall 20

The Gym

The Gym

Hockey

Hockey

The Library

The Swimming Pool

Th e Swim mi ng Poo l

Th e Lib rary

The Main Walk

The Main Drive 21

Indonesia 2013 – “eye-opening, adventurous and inspirational!”

In 2013 a group of GCSE and A-level students embarked on a once in a life time trip to Indonesia. We spent 3 weeks travelling to different areas, experiencing the Indonesian culture and taking in the striking scenery and wildlife. After a gruelling 20 hour flight and a very bumpy car ride through the jungle we arrived at the very rural village of Labundo Bundo where we spent our first week. Whilst we were in Labundo Bundo, we all stayed with an Indonesian family in their home. It was very eye-opening to see how they lived and how basic their accommodation was, yet they all seemed very satisfied with their lives and were very family orientated and welcoming. Showering during our stay was definitely one of the biggest culture shocks. The bathrooms were outside sheds with massive water troughs called “mandis”, and in the mandi was a scoop and this is what you used to pour water onto yourself. In this first week we went for lots of walks and did different field activities, saw a lot of new wildlife, and even got to try fresh coconut water and a cocoa bean- which actually tastes nothing like chocolate! Some of us also embarked on the canopy access opportunity which was very thrilling; reaching the top and looking over at the mist covered tree tops was a truly breath-taking experience.

Having spent a week in the village, we made our way deeper into the Jungle. After a four hour long hike through a very muddy, but intriguing, jungle we arrived at a camp site next to a small waterfall called La Pargo. During our time in the jungle we slept in hammocks which proved to be the source of much amusement when getting into bed! Showering in the jungle was yet another interesting experience.

We all used the waterfall and the river and this was really fun but keeping a hold of your shampoo and not letting it float downstream was a challenge and a half! Throughout our stay in the jungle, we saw lots of amazing wildlife such as snakes, fruit bats, skinks, a komodo dragon and some frogs. The fruit bats were definitely the highlight but we had to drag ourselves up a vertical slope to get to the cave where they lived. Also, on some of the evenings we went on river walks and saw loads of cool frogs, some of which had an interesting leopard print on their backs. One of the locals even found a river turtle turned which was very cute but also very grumpy! The food in La Pargo was all made by the local men and was really yummy. It mostly consisted of rice, vegetables, noodles and the occasional bit of fish. On our last night, the jungle residents made us bracelets and rings out of rattan (mine is still going strong on my wrist!), which was a great souvenir to remember our stay in the jungle.

Elise Sapsford : Year 12

22

On our third week we travelled by boat to Hoga. This is a small island in the Wakatobi region, the most bio diverse place on earth. Some of us had signed up to learn how to scuba dive and at the end of our trip receive our PADI Open Water scuba diving license. When we arrived on the incredibly scenic island of Hoga, we ‘dived straight in’ – quite literally. In order to receive our PADIs we had to pass a theory test on diving safely and perform a number of skills at varying depths in the ocean. These included pretending we had run out of gas and so sharing with our buddy and filling up our masks with water to empty them afterwards. After 4 days most of us had completed all the skills and the theory and were able to go on a dive, this was amazing as we had never experienced the underwater world this freely before. I was fortunate enough to see a stingray and turtles as well as many ‘Nemo’ fish. When we got back to England we received our PADI licenses in the post and we are now all qualified scuba divers! I was keen to continue to explore the underwater world and on a subsequent holiday to Turkey, I got my Advanced Open Water Diver qualification. The trip has inspired me to develop my scuba diving skills further and I hope to be diving very soon!

Claire Marshall : Year 12 23

Science Trips

Whipsnade

This year girls have had the opportunity to learn outside the

On Thursday 19th June the whole of Year 7 visited Whipsnade zoo.

classroom at a variety of events and trips. Year 9 enjoyed

First, we were split into 8 groups with a different teacher in each. I

their ‘ Water’ themed science day and presented their views

was in a group with Mrs Beedell and 9 other students.

on why it is important to conserve water to our guest judges.

Year 8 went to the Living Rainforest where they learnt all about adaptation and climate change. Year 7 enjoyed a day at Whipsnade Zoo to learn about adaptations, conservation and the effect of climate change on animals. Girls in Years 1113 took part in a two week Biodiversity expedition to Indonesia where they slept in hammocks in the rainforest and

As soon as we got there, we went to the zebra enclosure and studied them with our tour guide Lisa, then went into her classroom.

In the classroom we did a presentation in groups about some animals and what we would do to help them with £50,000! After this, we had lunch and then went off in small groups to explore the zoo.

My favourite enclosure was the penguins as they were in massive huddles wherever they moved. We also had a look around the shop (even though it was busy with other schools).

The Living Rainforest Year 8 went on a trip to the Living Rainforest in Hampstead. We didn’t know what to expect, but we were all shocked and amazed to find an actual rainforest, indoors! We were able to get up

For me the two funniest things were; Mr. Logan tripping over the curb on the way to look round the zoo and when a girl in my group got a text from another girl saying “I am lost!” Many girls had their cameras at the ready at all times. This was because we were doing a photo competition where each person could submit a picture they took during the school trip to win. Even though I have been to this zoo many times I enjoyed it even more with my school friends! Thank you so much to Mrs Timoney who organised the event and the other teachers who came with us.

Pippa Scott : Year 7

close to living plants and animals, and everyone was especially fascinated with the alligator. We gained a lot of knowledge about different trees and plants and where they are geographically from. We were lucky enough to see a sloth named Cinnamon. This was the highlight of my day, because it was such a rare sight!

Ellie Roston : Year 8 24

Chapel Choir at Christmas

Normandy

Michaelmas is the busiest term for Chapel Choir, as we have

On the 4th April 2014 thirty girls from year eight set off on the

numerous services as well as the RMS Christmas Concert. We start

French trip to Normandy, we went for 4 days and thoroughly

rehearsing our carols in October, as it’s never too early to sing carols

enjoyed it.

according to Mrs Whitbread!

On the second day of the trip I was lucky enough to go and

We begin our Christmas season with the Advent Carol Service, which

visit the commonwealth war grave cemetery at Bayeux,

is held in late November. The atmosphere created by the candlelight

where my great uncle John was buried. The cemetery was

and the echoes in the chapel is just so magical. It is the service that

beautifully looked after and had a calm and peaceful

makes lots of people well up due to its solemn beauty. We then have

atmosphere to it. The long rows of white gravestones really

a Christmas concert, normally in the Great Hall, where all the different

brought home the number of men and women who got killed

choirs and orchestras show off the repertoires they have worked

at such young ages in the war. I was sad to see the

hard on. The concert represents real Christmas, as lots of families

gravestone of my great uncle John but also proud of the

come and enjoy this fabulous event.

sacrifice he made.

That day will never be forgotten and neither will my memories.

Soon after, Chapel Choir gets to sing in the Masonic Carol Service in the chapel. This is a service especially for us, as we not only sing tuneful carols for the masons, but the masons also provide us with the money for our annual Chapel Choir party! Finally, we have the school Carol Service, which I personally think is a wonderful way to

Relay4Life

end a school term. As we always say, unlike other choirs at RMS,

This is an essay by Bethany Holden about her experience

range of Year 7s to 13s and also the choir that has by far, the most

during the Relay4Life.

services outside school, out of school time. Not to forget, the distinct

Un de mes souvenirs les plus agréables c’était un événement

Chapel Choir is like a family. We are the only choir with the full age

red robes, which we do love wearing!

auquel j’ai participé avec mes amies quand j’étais en sixième qui s’appelait ‘Relay for Life’, dans lequel chaque équipe a dû marcher pendant 24 heures. L’expérience m’a beaucoup plu, bien que je l’ai trouvée difficile, parce que je me suis très bien amusée avec mes amies, en collectant de l’argent pour une organisation caritative, Cancer Research. Il y avait une cérémonie touchante, qui nous a fait pleurer, et beaucoup d’étals qui ont vendu de la nourriture pour nous donner l’énergie dont nous avions besoin pour pouvoir continuer à marcher. Tout compte fait, c’était une expérience que je n’oublierai jamais et j’en parle encore à mes amies.

25

Spring Haikus Mellow birds chirping Radiant flowers blooming Tranquil, calm, carefree.

Jennifer Wood : Year 5

A sunny morning Bees are buzzing widely here The smell is so fresh Cassie Struc : Year 3

Flowers everywhere Swaying in the wind with grace Dancing up and down.

Rachel Gore : Year 4

Beyond the meadows The morn sun rises, birds awake We rejoice in Spring.

Aisling Keeney : Year 6

Flowers are growing, Young animals are born now Spring has come at last.

Anna Trail : Year 4

Spring has come at last Birds chirp melodically now Fragrance of sweet rose!

Elizabeth Kallumpuram : Year 6

Listen to the birds Singing among the meadow Spring is here rejoice.

Evie Ingles : Year 6

Tweeting sounds wake you The world a sea of colour Spring’s finally here.

Anna-Sophia Montesdeoca Roy : Year 5

“Out of your vulnerabilities will come your strength.” – Sigmund Freud

My First Day

Textiles 2. I took my seat next to a girl. This is how my day began…

I began with English, followed by a few other subjects, but then it

When I joined in Year 7, I didn’t know what to expect. It was a new

was lunch… Wow! I was amazed; the food was well, delicious!! I

beginning, new friends, new routine, new everything. Were the

thoroughly enjoyed it, but I then went to the resource centre to do

teachers going to be mean, scary and strict? No, that was just my

my homework… well, the greatness had to end somehow!

imagination; they would all be the opposite - friendly, inspiring and I was not too sure whether I would like it at RMS, all the new

truthful. As for everything else, I decided to be positive, to be happy,

responsibilities, how large the school was, the new homework load

and to make the most out of my first day…

and everything, but I then thought that every school would be like Right, this was the day, the one day where I had to make an

this, especially the amount of homework. However, there was one

impression – a good impression, one that people would take away

distinct thing – it was very warm, homely and comforting; not all

with them. The one day. As I stepped of the bus, I saw a mass of

schools would be like that!

people and suddenly got a severe case of butterflies in my As you can see, I really enjoyed my first day at RMS, it was certainly

stomach, but I suddenly came back to life by the pulling of the

the best first day I had had in a long time! However, it had answered

heavy bag on my back! I saw a girl from my class and rushed up to

the question I had in the back of my mind – I fitted in here, the

her, asking her where my form room was, she told me, and I made

environment was just right, and so on, I just could not wait for

my way up to form . I finally got to my classroom, which was in

tomorrow!!!!

Shortenills Residential Trip The picture shows Year 4 girls about to go off to the pond dipping activity. Water proof trousers and coats were an absolute necessity as it was pouring with rain! They collected examples of pond life in their nets and transferred them to observation trays. Then they returned to 27

Celtic Harmony

Weybridge Memories

As part of our ‘Invaders and Settlers’ History topic, Year 3 travelled back in time to visit the Celtic Harmony Centre. We were met by the tribe leader Lavina, who took us through the hill fort gates to the Celtic Roundhouse village.

To show we were now part of the tribe, we all had our faces painted with blue wode.

“My best memories of Weybridge are that we got to do pass the parcel at Christmas and sang lots of Christmas Carols.”

Alexa Dobbins : Year 4 “In Weybridge I have lots of fun, for example we did tie dye and did socks as well as t-shirts.

We learnt about everyday life in Celtic times, including how to grind corn into flour on a Quern Stone and cook over an open fire. We even used weighted warp looms to weave wool into fabric for blankets and clothes and in the afternoon we were taught Celtic battle tactics, in

I love it when we all huddle up and start laughing and tell each other funny things.”

Amy Ferguson : Year 5

preparation for a Roman invasion.

“I like Weybridge because we are always having fun. I have come from Overseas and it’s like being with another family and this inspires me so well because I have never been close to people – so close I am going to miss them when I go to Harris. I have made unforgettable memories which will always be with me no matter how old I get.”

Pritika Menon : Year 7 “I like being in Weybridge because there are lots of people who are nice and I have made many friends. Some have left but new ones have come. When you are with your friends you never stop laughing. If it wasn’t for Weybridge I would never have met my best friends. The best memory I’ve made in Weybridge is meeting amazing people who I have

se boys co with York Hou

d a dis

joye Years 7 & 8 en

created beautiful memories with.”

Saira Rai : Year 7 28

The Reverend Quill Interview

But that whole experience turned my view of God upside down, and now I picture something much more soulful. I believe God is goodness and spiritual, and faith can give people hope and trust in something both much bigger than their own lives and also at the core of our heart and soul. God in me and me in God. If there is one other job you could choose what would it be?

by Elise Sapsford : Year 12

Now I’ve experienced this school I really like the idea of being a

What was your first impression of RMS as a school and also the pupils, teachers and other members of staff that make up our community?

teacher in order to help young people and to guide others. Or maybe a mad scientist who discovers the secret to all the world’s ailments!! I really enjoyed the TV series Fringe about just this sort of stuff – try it!

It’s a very lovely building and the grounds are very beautiful, and

If you were to convert to another religion which would it be?

when I got to know things better I realised how large they are! I

That would be Buddhism. It does not have the same concept of

found it a strange period of time when I was the visiting Reverend,

God that we have in the West. The Buddha is not worshipped as

but as I started full time I found that I really enjoy being here as part

God, but his life and teaching inspire Buddhists to see that,

of the school community. I’m getting on well with staff from all

although “life is suffering” (called “dukkha”, a recognition that life

departments and with pupils, and I enjoy the mix of boarders with

includes a lot of unpleasant stuff), a spiritual approach can help us

their international dimension and the day girls. I am really enjoying

let go of attachments and have a more enlightened view as we

getting to know everyone at RMS and even more so now I am

follow the path to “Nibbana” or a state of transcendent freedom.

having meetings with the boarders.

Put another way, I really like the idea of enlightenment and the fact

Has it been your ambition from a young age to become a Reverend or did you come into it from a different career?

that even though we experience bad stuff we should give it our best shot in order to reach a better end goal.

I was a Crusader when I was younger – that’s a Bible class that I

What is your fondest memory of RMS so far?

gave up when I was about 17. Then I met my first wife who came from a church family and we started going to church. I really

Well I enjoyed dancing with Mrs Rose at the RMS staff Christmas

enjoyed having the security of religion and connecting with God. At

party when I twirled her around quite a lot – I think she enjoyed it! In

the same time I was studying to be an accountant, but the church

fact the whole build up to Christmas, including the various services

gave me something else and I decided I’d make a good vicar, so I

(especially the candle-lit Advent service) was lovely and I enjoyed

offered myself for training and went to theological college in Lincoln

being part of a very high spirited community.

where I studied theology and associated subjects for three years.

What is your favourite past time, aside from being a Reverend at RMS?

What is your favourite aspect of being a Reverend?

I really enjoy walking and hiking the hills. I am going to the Peak

When I worked in a parish I really enjoyed being with people at very

District soon and I’m often in Wales! I really enjoy the exercise and

important times in their life; hatch, match and despatch. These are

getting a sense of the otherness of life; it is quite a sacred

terms for being born, married and dying, and these are very real

experience being at one with nature.

times in life and I enjoy supporting and holding these people and

What would you like to bring to the girls at RMS from your chapel assemblies?

making them feel secure at a time of change. Also, and part of what I hope I bring to RMS, there is something about the meaning of life and helping individuals find their purpose and make sense of life.

I want to give the girls a chance to reflect a bit on what life’s all

What does “God” mean to you?

about; the lessons of life. I try to do that by linking the assemblies to current events in your life and stuff going on outside. I hope to help

When I went to theological college I had a very naïve view of God as

you link your present experiences with what is to come in life and to

an old man in the sky figure who was looking after me. But the way

help girls realise “There is more to life that meets the eye”. I like to

I was taught at college challenged me and made me think very hard

think as Chaplain that I’m able to walk the walk with you in

about my belief. Then, my wife and I found out we could not have

assemblies, and at other times with individuals who’d like some

babies. We decided to adopt, and we did so and ended up with

support.

Tom (now 37) and Ruth (now 34) and from them a string of grandchildren!

29

Photography Day The first activity was in the Dark Room. It was my favourite as well.

The Dark Room is not completely dark, it is lit by red safety lights, as red light does not damage the paper. The paper is glossy one side and rough the other side. We put our hand on the paper for ten seconds and pressed the button. The light stayed on for about seven seconds. After this we carefully removed the sheet from the machine and soaked it in a chemical liquid. Before we did this we could not see the picture but after we could. We then soaked it in a different chemical, this was called the ‘fixer’. This fixed the picture so that when the lights came on the image did not ‘fog’. We then made different shapes with our hands onto the paper. After this we were allowed to choose different objects and lay them on the piece of paper. I put a pair of scissors, a feather, a dandelion, a stone and a flower and its petals. If you turned the white light on before putting

was the photographer’s duty to position the gnomes and the giant.

It was quite difficult to get the perspective accurate. My favourite photo was when a person stood in someone’s mouth!

The next skill we learnt was taking pictures of people jumping. It required both the accuracy of the models and of the photographer to get amazing photos. It took a lot of practise for us all to jump at the same time.

Our next activity was to hold the camera facing the ceiling and then

the paper in the fixer it will fade away.

spin the camera quickly while pressing the button. The effect of this

For the silhouette we were allowed to pose as whatever we wanted

was to make the sky or trees turn into a spiral.

and a picture was taken of us. We stood in front of the white lights so that the photograph was a dark outline. It was really fun! I posed

I had an amazing time and learnt so much about Photography. This

as a girl writing in a book. After we did this we cropped the picture

has really inspired me to experiment at taking different photographs

cutting the unnecessary black areas using Photoshop and changing

at home.

the colour effect to black and white. I really enjoyed this as we

Year 6 Students

could add funny bits to the silhouettes. On one image we put antennae on people. We also added colours to different objects to

at? aid th Who s , if we

ings e of th natur e u ree is r t the reen t e very g “For in e , r e e mad it wer consid if ly n t h a h ig t r rious re glo far mo r e v il .” and s of gold ther tin Lu – Mar

make them more interesting. After this we went to lunch.

When we came back from lunch, we were split into groups of four.

Each group was given a professional camera. We experimented with gnoming. This is where you could make people so small that they look like they are gnomes standing on people’s hands or under their feet. It was really funny seeing how the picture turned out. It 30

Federico García Lorca

sobre el ‘qué dirán’. El personaje de Bernarda es usado para

This is an essay by Jess Middleton about one of Spain’s most

en la casa para evitar que la gente hable sobre ella; “pero desde

celebrated playwrights, Federico García Lorca.

ese sitio las vecinas pueden verla desde su ventana”. Bernarda

presentar esto. A lo largo de la obra Bernarda controla las acciones

tiene una preocupación constante sobre su reputación y su

Refiriéndote a una obra, explica qué nos revela de las ideas del

tratamiento hacia La Poncia muestra sus creencias sobre los

dramaturgo. Justifica tu punto de vista.

papeles de las diferentes clases sociales; “me sirves y te pago,

‘La Casa de Bernarda Alba’ fue escrita en los años treinta por

nada más”. Lorca demuestra que el chisme era el mejor

Federico García Lorca. A lo largo de la obra Lorca usa este

entretenimiento en aquella época y actuar correctamente era muy

elemento para subrayar muchas ideas que tenía sobre la sociedad

importante. Lorca utiliza al personaje de Bernarda con éxito para

de momento. Casi todos los mensajes que retrata se relacionan

mostrar cómo las mujeres en los años treinta se sintieron sobre lo

con lo que era la vida en Andalucía en los años treinta, por lo tanto

que pensaban otras personas. Hubiera odiado vivir en este tiempo

la obra nos revela mucho sobre la vida de los andaluces,

porque debe haber sido muy difícil censurar tus acciones para

especialmente sobre las mujeres.

prevenir estos chismes. En total, Lorca utiliza el tema del honor para decir que las clases sociales eran tratadas diferentes y los

Primero voy a considerar cómo Lorca transmite la cantidad de

pensamientos de los otros eran importantes.

represión que las mujeres sintieron, a través del simbolismo en la obra. La represión es un tema recurrente a lo largo de la obra y se

Finalmente, Lorca expresa una idea muy importante en las escenas

establece en forma de calor desde el principio; “Cae el sol como

finales de la obra. La muerte de Adela es muy trágica y también es

plomo”, dice Adela. La intensidad del calor representa la intensidad

muy simbólica porque representa la opinión de Lorca sobre lo que

de la represión que sienten las mujeres en la obra. Es interesante

va a pasar en Andalucía. Creo que el final de la obra representa el

porque sólo las mujeres sienten este calor, de esta manera pienso

punto de quiebre que enfrentaría a la sociedad en la Guerra Civil

que Lorca está tratando de demostrar cómo las mujeres son

que estalló ese mismo año. Es posible que esta muerte este

reprimidas y los hombres no lo son. Para presentar más la fuerza

presagiando eventos en Andalucía y quizás Lorca quería enviar una

de esta represión Lorca muestra que rodea a las mujeres, esto es

advertencia – si las cosas continuaban así un estallido social o

porque no sólo el calor la representa sino también Bernarda. Ella

militar podría suceder. También, Lorca trata de demostrar las

actúa de una manera represiva hacia sus hijas; “A callar he dicho”

consecuencias negativas de esta posibilidad; “Nunca tengamos

les grita, así que la represión viene de todas las direcciones. Esta

ese fin” refiere. La Poncia no desea este fin para nadie y Lorca

represión, para mí, muestra que Lorca cree que las mujeres

pretendía mostrar que este fin sería desastroso. Esta idea de Lorca

andaluzas en los años treinta no tenían muchos derechos y por eso

es muy interesante porque la Guerra Civil ocurre más tarde en los

fueron reprimidas. Esto me hace sentir agradecida por vivir en la

años 30 y él, en cierto modo, la predijo. Si fuera un andaluz en esa

sociedad actual, no creo que podría haber hecho frente a esta

época, habría esperado que la gente hubiera entendido este

situación si hubiera vivido en los años treinta. Así que, el tema de la

mensaje de Lorca y tal vez, no habría sucedido una Guerra Civil.

represión nos indica la idea de Lorca sobre la posición de las

En conclusión, “La Casa de Bernarda Alba’ es una obra con

mujeres en la sociedad andaluza.

muchos mensajes que reflejan la sociedad andaluza en los años

Otra idea que Lorca presenta a través de su obra es que la

treinta. Creo que Lorca fue muy inteligente al escribir su trabajo de

reputación era de gran importancia en Andalucía y la clase social te

esta manera. La obra muestra las ideas que Lorca tenía sobre el

definía. Por lo tanto, ahora, discutiré el tema del honor en la obra y

papel de la mujer en Andalucía, así como lo que ocurría en los años

qué nos dice sobre los pensamientos de Lorca. La sociedad

treinta. El uso del simbolismo y los personajes en la obra refuerzan

controla cómo la familia Alba actúa porque hay una preocupación

sus ideas.

Andalucia : Birthplace of Federico García Lorca

31

Battlefields

containers and even examples of their toilets! There are even

In year 9 you begin to learn about the First World War in History.

you a perspective into how their underground life was.

The Battlefields trip was going to be a unique opportunity for us to

In the afternoon we visited Thiepval Memorial. This is the largest of

see the battlegrounds, trenches and memorials of the Great War

the Memorials to the Missing men of the war. On the panels of the

and see what we’d been studying in the classroom in real life. This

arches are the names of those who have no known grave and are

year marks 100 years since the outbreak of World War One and you

thus ‘the Missing.’ Some of these men may be in the graves

can really sense the importance of this when you visit the sites.

marked ‘Known unto God’. There are over 70,000 names on the

Early on Saturday 4th of May we set off to France and Belgium. Our

arches of men who died in the Battles of the Somme between 1915

first visit was to the newly refurbished ‘In Flanders Field Museum’, in

and 1918. The memorial was unveiled by the Prince of Wales on

Ypres. We were given poppy bracelets that contained microchips

the 1st of August, 1932. The Prince made a speech partly in French

which activate the personal story of individuals from your place of

and British and he called the memorial the ‘Crowning stone’ of the

birth. The museum is full of interesting artefacts and was a good

work of the Imperial War Graves Commission. He went on to say

introduction to the trip.

that ‘our first thoughts should be with the relatives of those whose

examples of ‘graffiti’ and drawings left by the soldiers which give

death has purchased our current freedom. This memorial was

On Sunday we got up early and went to the memorial and museum

particularly moving. We finished the day by visiting La Boiselle, a

at Vimy Ridge. This site commemorates the attack which was

crater made by a gigantic underground mining explosion, and

undertaken by the Canadian troops in April 1917. The Germans had

Delville Wood which commemorates the sacrifice of 25,000 South

held this important area since the outbreak of war in 1914 so this

African volunteers who laid down their lives in both World Wars and

was a very important battle. The memorial itself is a beautiful and

in Korea. This was a valuable experience for many reasons but was

gigantic piece of architecture and is carved from a single piece of

also significant as it reminded us of the many nations who fought

stone.

during the First World War.

Following on from this site, we visited the Wellington Tunnels in

Waking up on our 3rd day we visited our last site in France, the

Arras. This is an underground museum and is founded in memory

Somme Museum. This was a small but jam-packed museum that

of thousands of men of the British Army and Dominion Forces who

contained interesting artefacts, which included weapons, trench art

lived and worked under the city during the First World War. It

and letters from the First World War. We then set off to spend the

particularly commemorates the work of the tunnel-diggers of New

day seeing the sites in Belgium and having our tour with Simmone!

Zealand, who used only hand picks to create this extensive

We knew it would be a hard day, but we perhaps didn’t realise just

underground system. The guided visit showed us a number of

how emotional it would be as this would also be the day that we

features, such as; mining trucks, equipment, food and drink

held our ceremony to the Old Boys of the Masonic School.

32

When we arrived in Belgium we had some free time, which we

encouraged to go into the museum and explore the huge array of

mostly spent visiting Peter’s chocolate shop, eating chocolate

artefacts that he has. We then went outside to go into the trench

waffles and watching out for Belgian boys. We then met Simonne,

system. It was very muddy and smelt terrible and although we

our tour guide. She was great and knew lots about the sites we

couldn’t truly appreciate the soldier’s experience we knew that we

were seeing. She started our tour off by taking us to Essex Farm

wouldn’t have liked to stay in there for too long! Having cleaned

cemetery and dressing station. This is perhaps most famous for its

ourselves up we then headed back to Ypres to have dinner, and

association with John McCrae who, whilst stationed at Essex Farm

then see the Last Post at the Menin Gate. This was a touching end

in May 1915, wrote the poem ‘In Flanders Field’.

to what had been a moving day and gave us an opportunity to give the Last Post

We then visited Langemark cemetery, a German cemetery. This was

Association the money we had

a moving experience for many reasons, notably as it outlined a stark

raised through our cake

contrast to the bright and uplifting memorials we had just seen and

sale.

many of us considered it to be a different experience altogether. We were also privileged to see men from the German Army reserves

Our final day saw us

tidying and restoring the graves. These men come over once a year

visiting Talbot House,

for 4 weeks and take time to care for the memory of their fellow

which today is a living

countrymen who died doing their duty for their country.

museum. Thousands of British soldiers passed through this

Simonne then took us to Tyne Cot cemetery. Tyne Cot is a burial

house during the 3 years it was open from 1915 to

ground for the Commonwealth dead of the First World War; it is

1918. It was a place where the soldiers could escape

also the site where RMS holds their remembrance ceremony each

from the terrors of the Front line. The soldier’s rank was

year to the Old Boys’ of RMS. We gathered in a circle and the

left at the door and there was always a cup of tea on the

teachers read out the Act of Remembrance. They then read out the

go. We were encouraged to play the piano and treat it

112 names which are on the memorial along the Chapel corridor.

how the men would have treated it, as a quiet place

This was a particularly moving experience and made even more

behind British lines where men could spend time relaxing

special when the Last Post began to be played in the cemetery as

in a British ‘home-from-home’.

the names of Our Boys were read out. For each name a student laid down a red carnation and we would like to thank FORMS for

Thank you to the teachers and our coach driver

providing the red carnations for this ceremony.

‘Flipper’ for this memorable trip.

Hill 62 was next on our tour and it was time to meet the owner of this museum and trench system – ‘Dirty Jack!’ We were

33

MUN Report On the weekend beginning 21st March, 25 sixth formers along with Mr Grogan, Miss Hughes and Miss Simmonite headed to Haileybury School for the annual Model United Nations (MUN) conference. The idea of MUN is to imitate the work of the UN, and allow students to debate and form opinions on important issues currently facing the modern world, while acting as a delegate for a country. This year, RMS represented Malaysia, Latvia, Venezuela, Bahamas and Switzerland in a range of committees, including Human Rights, Political, Disarmament and Environmental.

Egg Drop

Each delegate wrote and presented a resolution on a key global

This year the 6th Annual Egg Drop took place. The girls in

issue assigned before the conference, with the aim of receiving

Years 2-6 were invited to design a contraption that will protect

enough support to get it debated by their committee. Record

a raw egg when dropped from a height. The girls in

numbers of RMS girls had their resolutions approved, with five being

Reception and Y1 made “speggtators� out of hard boiled or

passed in the committee stage and one making it through to the

blown eggs, and they all came and watched the event. Over

General Assembly. Through detailed debate, all resolutions were

the past few years we have extended the challenge, and

heavily scrutinised, and many RMS girls became either active

some of the older girls try to make the egg fly! Our challenge

supporters or critics of other delegates proposed solutions to these

this year was greater; due to inclement weather we had to be

global problems. The contribution of Esther Krakue in particular was

inside. It was amazing to see the variations on the use of

recognised, with her winning a Highly Commended Delegate Award.

parachutes, just protection around the egg and balloons. We had a record number of girls attempting the flight with one or

It was a fantastic experience, providing an opportunity to meet

two opting for a trebuchet design to fling the egg. We now

people from all over the world, improve debating skills and gain

have an indoor record of just over 14m. The winning House

further insight into global issues. I would definitely recommend it to

was Sapphire and we all had fun!

every student who is interested in global politics and the problems affecting the world today. I would like to thank Mr Grogan for organising the trip, and Miss Hughes and Miss Simmonite for accompanying us.

34

The 7 Stages of School School has many stages, All the pupils from four to eighteen rise through Onwards bound. It starts at nursery They’re only two or three.

They cry and play forever all day They don’t realise how good their life is.

And then they turn four, Still innocent to what life entails.

They frolic around learning the basics And having their petty fights.

Then comes the argumentative six year old Always shoving around.

She thinks she’s the best when really she’s not,

Natural History

Her voice is the only sound.

On Wednesday 12th March 2014, Year 3 went on a trip to

Then turning ten their perspective changes,

the Natural History Museum because our Science topic is rocks and soils. Both Year 3 classes were put into six groups

They still have fights and are still such bores

with one teacher and the teacher of my group was Mrs

But their work gets serious and so do their faces.

Callan. Jessica thought of a group name for our group which

Turning thirteen is such a chore

was ‘The Rockers’.

All the emotion and baggage.

In the museum, we were given a booklet which contained

Work and pressure all come together

challenges based on rocks. Our first challenge was to go

They choose their GCSE’s.

and find a rock and describe it to our partner and they had

At sixteen they’re more mature

to guess what it was called. My partner for that activity was Jessica.

They understand the mechanics of life.

Some other challenges we also did were the rock hard

They go through exams and it’s always a cram

challenge, precious gems challenge, gold rush challenge and

But they get there in the end.

marvellous metals challenge. Some of the metals we learnt

Last of all is the eighteen year old.

about are steel, iron, copper and aluminium. Did you know

Nearly an adult they know how to live,

that metals come from rocks?

They’re responsible and independent.

They breeze through exams and then they’re ready To face the big wide world around them.

Stephanie Ofori : Year 13

35

Spirited Arts Every year girls in year 9 work towards entries for the NATRE ‘Spirited Arts’ competition. This encourages girls to think about the role of religion in the world around them, using specific themes to guide their thinking. This also allows them to explore themes in religion that they have studied over the past three years of RS lessons. These were highly commended entries and girls received certificates recognising the quality of their work in this national competition.

This also highlights how the nature of Religious Studies has developed since the beginning of the school. On Ruspini Day, girls were given the chance to look at biblical passages offering wisdom and advice, just as girls of Ruspini’s day would have studied. This is in contrast with

The Unity of Prayer In my piece of art I have written the word ‘pray’ in all different languages to show unity and equality and that all people can pray. It also shows that people pray even though they believe different things about God, which shows they do have something in common.

I have drawn a sunset to show that most people pray towards the sky. The girl is bending down to show that she is smaller than God and she is showing respect to Him. I have drawn her as a shadow to show that she is part of the earth and part of God’s creation.

The picture shows that prayer can be for all people from different countries and cultures. It also shows the links between people and God, and that all people are invited to communicate with God. I think this girl is praying to ask God for his support. In my picture I have tried to show that prayer is the link between us on the

Dancing Colours of the Soul I chose to create this image in the topic of ‘Windows on the Soul’ because I could see very clearly what I was going to draw and I thought it would be lovely to express my ideas about the soul.

earth and God in heaven. This is why I have put

To me a window of the soul is simply looking into someone’s soul and seeing what

the word ‘pray’ in the centre of my picture.

they have in their life and what their life is about. When I was drawing this, I imagined spirits and colour and the things in life that people see as good. I imagined what it would be like to open someone up and see what they are really like and what they really love. To me these ideas produced images of colour, happiness, love and music.

In my drawing I drew an outline of a girl dancing and reaching up to the sky. I imagined that she is happy and has a good life. From the girl’s stomach I drew splashes of colour, lines of colour and swirls of colour, this was to represent the many different ways we can find happiness in life and these things bring the colour to our soul. I drew musical notes to represent the love of music and how it deeply affects many people. I drew a butterfly to represent the beauty of nature and this also shows the beauty of each individual soul. The last thing I drew was a love heart to show the love that is felt by the soul when we love and when we are loved.

36

Dear someone, please listen to my prayer…

The Puzzle of the Person We decided to use the outline of a person as a base for our picture. We left an area in the middle of the person to represent

My piece of work is about a desperate, frightened person who is

her soul. Inside this space we made the image of a road and it

praying for an answer and for someone to help her. She doesn’t

disappears in the distance. We did this to represent that life is just

know who she is praying to, she just needs someone to listen

a long road and we are all following it. The road disappears in the

and answer her prayer. In my picture you can see on her neck

distance to show that sometimes life can be unexpected, but if

that is says ‘Dear someone, please listen to my prayer…’ this

we stick to the road set out by our soul then we find out the truth.

shows the fact that she doesn’t follow any particular religion and possibly doesn’t believe in God, but she still prays when she is

We have also thought about different people as we wanted to

desperate. I have drawn her hair messy and her eyes tired to

show that all people in the world are linked by the fact that every

show that she is desperate and has maybe gone through a lot

person has a soul. To show this, we drew the pieces of the

of pain.

puzzle in different colours. Using the puzzle pieces shows that every individual is made up of lots of different influences and

Doing this work has made me think of how similar I am to the girl

these might change the path you take in life. We also thought

in the picture, not physically, but we both pray when we need

about the idea that maybe all people are joined together by

help. Neither of us believes in any particular faith and neither of us

sharing in one overall soul, a soul of life or greater life-giving

believes in God, but something makes us turn to prayer when we

power.

are desperate or frightened.

We wanted to make our picture appear peaceful and tranquil,

To make the image I used pencils and did this in black and white.

almost like a dream. This was because although we can believe

The contrast of the shades represents the fear and negative

that we have a soul, we won’t ever see it as a physical thing. We

emotions and thoughts which have led this girl to prayer.

used mountains, grass, sea and sun in the centre of the picture

My main idea for this picture was the idea of non-religious people

to show that the soul is as natural as these things around us.

and prayer. I think that even though many people call themselves atheists, many of them will turn to prayer when they think there is nothing else that can help them. This made me wonder whether anyone can really be atheist or whether atheists in this situation use these religious ideas as a comfort.

37

Branches of the School The branches of our school forever grow and develop; The buds on each twig will open And the flowers will bloom, Resplendent among the fresh green leaves, Cared for under their embracing canopy.

Each year, new havens of nurture are created Where the seeds are fed and watered; Where fresh shoots grow in the light and the warmth.

The seasons roll on one by one, The rainfall and the sunshine come and then are gone.

But throughout it all, these branches are firmly attached to the trunk, The solid trunk of the tree that is One single community, The tree that is RMS.

“Like branches of a tree we grow in different directions, yet our roots remain as one.” – Author Unknown

Duke of Edinburgh Award

classes every Monday night, in Hilary term. I taught her to sit, heel,

At the start of Michaelmas Term, year 10 can enrol on The Duke of

it to Britain’s Got Talent standard but we are on our way.

lie down, retrieve, watch, stay and wait. I don’t think we quite made

Edinburgh Award scheme. The bronze award has 4 sections;

I really enjoyed doing these sections because I took up something

volunteering, skills, physical and the expedition. There is a wide

new in every case and it is quite likely that I wouldn’t have done any

range of activities that can be done for each section.

of them if I hadn’t been enrolled in the Duke of Edinburgh Award scheme.

For the physical section you can carry out a wide range of activities; some people play in sports teams, others dance or do gymnastics.

Of course, the section of the scheme that’s often most talked about

I wanted to try something new. Two of the sections must be carried

is the expedition. This involves completing a 2 day expedition in a

out for three months and one section must be over at least six

small group with only remote supervision. It is quite a challenge but

months. I decide to kayak for six months so every Sunday morning I

not too worrying because there is a training day and an expedition

went kayaking with the Nomad kayak club based at Rickmansworth

practice weekend to check that your team has all the skills you

Aquadrome. We kayaked whatever the weather, although through

need to successfully complete the expedition. Both the practice

the floods it was sometimes difficult to decide where the canal

and the expedition took place this year in the New Forest, with

finished and the towpath began!

good weather, good food and great company!

When choosing what to do for the volunteering section, it’s a good

Alice King : Year 10

time to think about how you can help others in your community. I decided to help at the Food Bank in Rickmansworth which is supported by the Trussell Trust. My first job was to sort out all the donations that had been made through the Harvest festival at school. I learnt about how the donations are managed and sorted ready for the clients. I participated in collecting from supermarkets and helped prepare the food bags on the days the food bank was open. It was humbling to meet people who were so grateful for the food bag that would feed them for the next 3 days.

There is an amazing choice of activities you can undertake under the Skills section. The important thing to remember is that you have to set a goal that shows you have improved. I decided to take up dog training. There, I took Tess, my miniature labradoodle to

Branching out: Book of the Year Reading Challenge This summer, all girls in Years 7, 8 and 9 were tasked with the challenge of taking part in the FORMS Book of the Year. To take part, girls need to read at least two books from a recommended list carefully prepared by the English Department and the Resource Centre. The books represent a diverse range of genres and themes, and potentially some that even keen readers may not first have discovered.

Therefore, some ‘branching out’ is essential to embrace and appreciate this opportunity. Mrs Fryer launched the event at break time on Thursday 26th June 2014, with a display of all the books made available to borrow.

The launch proved popular and the photographs here show girls with their selected titles…

39

Beijing Exchange Six Year 9s and Miss Simmonite recently ventured to Beijing,

After the February half term, we were fortunate enough to welcome

the capital of China for two weeks. They were accompanied

girls from Bangkok and Beijing. We found the girls very pleasant and

by 12 boys from the John Lyon School in Harrow and their

some of us managed to get quite close in the couple of weeks we

teacher. They were participating in an exchange with the

spent together. The trip ended with an emotional farewell, and hope

Harrow International School and an important part of their trip

for a future reunion.

was attending the Harrow International School every day.

Ratchanida Chutrakul says: “The thing that I liked most about the trip

Lessons at Harrow were quite different to RMS, for one there

was that we got to meet people from another country and become

were boys in the classes! They used a great deal of

friends with them. I did not enjoy the common English rain especially

technology over there and so much of the learning is geared

when we went out shopping; it was really annoying. The work at RMS

towards iPads and laptops. The girls participated in

was not that difficult and but not particularly easy. I really love the

Engineering Day when they had to make a raft to sail in the

fashion in London because it is a style very different to that of

swimming pool. Outdoor activities were a little restricted by

Thailand. The time was really different and it was hard to get used to

the pollution levels, which were very high for much of the stay.

England's time. It took me about two days to change my routine. I

Nevertheless, there was a very large sports hall so there were

didn't miss my home that much because it was really fun and exciting

always plenty of activities to do inside.

so I forgot about home. The people in RMS were really kind and

After school, there was also a programme called ‘Leadership in Action’ when pupils participate in a range of extra-curricular

cheerful, they really helped us around the school and everybody was very friendly!”

activities. After school every day the group went on

Wing Leung says: “I really enjoyed studying in RMS and to have the

excursions and out to a different restaurant every night for

chance to make friends with people of another nationality. I liked

dinner. A wide range of places were visited, from the Bird’s

having the ability to see how a different country studied and

Nest, to a Kung Fu show, to a cookery class in the hutong.

experience the cold weather. I don't really like the rain. I hate rain. It

There was also an acrobat show and plenty of shopping

took two day to adjust to the English time. I didn't miss home at all;

thrown in. Dinner was always an interesting experience, as a

the trip was full of activities so I didn't really have time to miss home.

range of different foods were sampled- from a Mongolian

The trip was awesome.”

hotpot to the famously tasty Peking Duck.

At the weekend, trips were taken to the see the famous sights of Beijing. Tiananmen Square and the Forbidden City were the first stop, followed by the Ming Tombs, the Summer Palace, the Drum and Bell Tower, plus a scavenger hunt around the hutong the following weekend. The Great Wall of China was probably the highlight for everyone though, not least because of the exciting cable car ride up to it and then the exhilarating slalom down.

It was a jam-packed two weeks and everyone learnt to speak some Mandarin; the ancient art of Chinese calligraphy and tried some very interesting foods. A great time was had by

40

GCSE Options

were purely based on my enjoyment of the subject rather than any

Someone once said, “The greatest accomplishment began as a

conclusion of Spanish, French, History and Textiles; this

decision once made and often a difficult one”. I think that this

complimented my love of languages with my keen interest in

quote applies to everyone at some time in their life. For me, this

History, and ensured that I was doing something practical and

time was in 2013, when I was in Year 9. At this point in my

creative to balance out my academic subjects.

other motivation. After much deliberation I eventually came to the

academic career, I was faced with the task of choosing my GCSE

Now that I am halfway through my GCSE course, I can confidently

options – with ‘GCSE’ being the title, I already felt an

say that I made the right choices and I love my options that I am

insurmountable amount of pressure resting on my shoulders. I knew

studying. My advice to those who are still to make the decision – or

that once I had submitted my form, my fate would be sealed. Like a

any other decision in their life – would be, in the words of Thomas

game of chess, with one wrong move, my future was inevitably

Monson, “Choose your love. Love your choice”. I have found that

doomed. Well, I might be over-dramatizing this slightly, but the

this, combined with a pinch of natural talent, are a match made for

decision certainly felt like a large responsibility. However, to

success (well, hopefully!). RMS has taught me that you don’t have

counteract this uncertainty, RMS did an excellent job in supporting,

to be good at a subject in order to enjoy it. Succeeding though

encouraging and guiding me along the way. An options evening

happiness can only come when you have found what it is that you

was held, as well as an At Home and each student was given a

enjoy. And, in order to do this, you have to try as many things as

thick booklet that described every subject’s course in great depth.

possible in order to find out where it is that your passions lie. With

In contrast with some of my friends, I didn’t have much of an idea

the numerous extra-curricular clubs that are on offer, here at RMS,

as to what I wanted to be when I am older. Therefore, my options

this is not too hard to do at all; in fact, it is rather easy.

Sailing Club Our weekly visit to Hillingdon Outdoor Activities Centre (HOAC) with sailing club has been popular this year, with the club reaching 50 members. Whether you're a beginner, learning the basics and getting to grips with the boat or are slightly more experienced wanting to perfect your racing techniques, the ever-knowledgeable instructors are on hand to help. The beginner, intermediate, expert and racing groups have been working towards their RYA levels 1-4, or their 'start racing' qualifications. The sessions we have had out on the water have made it even more challenging for everyone to reach their targets. With the wind being gusty and unpredictable everyone has done well just to stay upright! At the end of the course, we all get the chance to show off our skills in the annual RMS Sailing Regatta. The beginner and intermediate classes race against themselves and the sailing A and B teams race against Merchant Taylor's School.

The Regatta took place on Wednesday 18th June with a wind speed of 9mph. With afternoon lessons postponed, the RMS competitive spirit was noticeable amongst the sailors. The beginners did well with the changeable wind conditions and with Emma Butivant winning overall. It was a good start to our regatta. The intermediates did well in the toppers and picos with Isabella Hallet claiming the title, closely followed by Imogen and Rachel. RMS won the first race with Sarah Massey coming 1st followed by Shona and myself with few Merchant Taylor's Boys successfully finishing ahead of RMS. Things were looking good going into race 2 with the B team also finishing ahead of the boys, and Daniella Nicolaou winning both races. The results showed the talent and determination of the RMS girls beating the boys by huge margins in both races.

I hope the popularity of sailing club will continue. The sport is beginning to get more recognition with sailors such as Ben Ainslie promoting the sport and doing so well.

Great Britain is the most successful sailing nation ever and perhaps one of our future sailors will come from the RMS sailing team. However, you don't have to be Olympic standard to join sailing club and you can be any ability because, 'there is nothing half so much worth doing as simply messing about in boats.'

Olivia Tomlinson : 2014 RMS Sailing Captain 41

Project Latina

essential amenity of gracious living, the latrina, its mechanism and

As all veterans of the Red Book (CLC 1, not Chairman Mao) are well

to the imagination. An entry, moreover, didn’t strictly need to have

aware, you can’t just keep reading about Caecilius being in his

tangible form, and a power-point assisted BBC/BC Newsround

garden all day. What about the culture and environment that he

episode demonstrated what Caecilius was missing by having a

lived in? This opens up a broad range to explore, from the forum to

lararium, and not a telly in the corner of the atrium. While all these

the amphitheatre, and there was barely an aspect of Roman life that

and others were excellent, the ultimate winners combined

was left uncovered by the lively imaginations of Y7 who had been

particularly high standards of detail with searching enquiry.

function, were thoroughly explored by another piece which left little

given a Latin project remit and who took it to the limit.

For a start, what did Caecilius eat? Guesses in the past have

Villa constructions figure fairly regularly in such competitions but few

ranged – I kid you not – from sweet potato to Yorkie Bars. Let’s split

have been more meticulous and specific and full of domestic detail

the carbohydrate difference and assume that the staff of life, bread,

than what was conjured up from among the junior runners-up.

would have been on the agenda. But it’s one thing to know that and

Broadening the scope and the sweep, a fascinating reconstruction

another to share the authentic Pompeian experience. So hats off to

showed clearly that, for the Romans, having a wash means so

the Year 7 who took to cookery and, having found a plausible

much more than simply getting clean, and that going to the baths

recipe, tried it out and passed it on. Truly, Jacobus est in culina.*

could cover anything from having a hair-cut to working out in

(Special thanks, incidentally, to the father of our bread-maker who

vicious competitive ball-games (with not a controversial Brazilian

set the alarm for some ungodly hour to check the mix had risen.

referee in sight). And when you’ve finished? Recruit your strength

Truly, behind every great woman…)

with a snack from the convenience-food seller. (And no, Nando is

One aspect of ancient times was hardly enough in the intense

not a Latin verb.) Temples, highly detailed roads and expertly

competitive atmosphere of Year 7; a few wanted to cover – well,

constructed bridges reminded us that architecture is not just a

everything. And aptly enough our other winning entry was an

Roman preserve and that the DT skills of RMS pupils are of just

enormously detailed forum scene with individual characters, each

about Vitruvian standards. Of course, architecture has its

painstakingly named and going about their daily duties. Shoe-

unglamorous moments, too, and one particularly memorable entry

makers, metal-workers, provision-sellers, slave-dealers, passers-by

confirmed the idea that the great Roman legacy to the west is not

and socialisers – all human life was there and incomparably more

the spiritual music embodied in the poetry of Vergil, the rules for

authentically than in Lego – the movie.

civilised life preserved in digests of law, nor the grandeur of mighty Like the man said, didn’t they do well?

amphitheatres from one end of the empire to the next. No, none of the above; for after all, where would we be without a much smaller

*As your daughter will probably want to tell you: Jamie is in the

architectural space, in fact a very small room indeed? So it was that

kitchen.

42

Canada On 4th April 2014, thirty seven girls and five teachers undertook the musical journey of the year and set out for a week-long choir tour of Canada. The itinerary included the staples of any good RMS trip: singing, sightseeing, and, of course, shopping.

After an excited journey to Toronto and a traffic-ridden transfer to the town of Port Hope, we were greeted by our host families from Trinity College School and the local parishes. Most of the girls had been nervous with the anticipation of meeting their hosts. However, each and every family was lovely and whisked our girls off to see the local sights and sample some of the food Canada had to offer - though the enthusiasm for maple syrup had dwindled somewhat by the end of the tour.

Our time in Port Hope included some truly memorable occasions, such as our visit to the Rogers Centre to watch one of the opening baseball matches of the season; despite most of us having little working knowledge of baseball, our presence was something of a good luck charm and the Bluejays won. We also visited zoos and canoe museums, shopping malls and bowling alleys, in addition to putting on several concerts. The most memorable of which was where the RMS girls joined with the Trinity College Choir for two performances in one day: the first in their morning prayers, and then again in the evening at St Mark's Church, where our host families watched and applauded so loudly we performed an encore.

On Wednesday, once we had bought up most of the official TCS merchandise in their school shop, and raised the question as to why we don't sell sweatshirts and water bottles here at RMS, we departed for Toronto. Perhaps my favourite day of all was Thursday, when we were whisked off sightseeing in Toronto; we were able to go up the CN Tower, where we performed an impromptu concert at the top for the other tourists, celebrated Mrs Isherwood's birthday over a lunch at Jack Astor's, and also went on a harbour cruise.

After another couple of concerts for Havergal's Junior Department and the Montessori school, the choir travelled to Niagara-on-the-Lake, branded 'the most beautiful town in Canada' by Mrs Whitbread. En route, some of us finally were able to go into Tim Hortons and sample Timbits- little doughnut holes, which went down very well with everyone.

From Niagara-on-the-Lake, we celebrated our final night at the Hard Rock CafĂŠ, and then went on a journey behind Niagara Falls. To our surprise, it was when we were inside the visitor's centre that we all were soaked, in an interactive ride that let us experience the creation of the waterfall.

We all bid Canada a fond farewell before our returning flight and the journey home was full of chatter and reminiscing.

A huge thank you has to go to all the teachers who came with us on this incredible trip: without Mrs Tierney, Ms Flatto, Mrs Isherwood and, of course, Mr and Mrs Whitbread, the tour would not have been possible. Also, the best of wishes to the Year 13s, for whom this was their last choir trip with RMS. We will never forget you!

Ashley Parry : Year 12 43

Sunset Boulevard “Sunset Boulevard” was my first upper school production with RMS. When I first auditioned I knew little about the musical, but the fact that we were the second school ever to perform it told me that it would definitely be a challenge, and I was excited about this prospect.

When we started rehearsals, we were all stunned at just how difficult the chorus numbers would be. The main chorus number “Let’s Have Lunch” was one of the most difficult pieces I have ever had to perform – it was ten minutes long and was very musically challenging.

Despite this, I really enjoyed learning the song and the choreography. Even at this early stage we could all see that the show had fantastic music and a compelling storyline, and we knew that if we could pull it off we would have an amazing production on our hands.

When it came to show week I was very nervous, as this was the first show I had performed in a theatre. However, I was amazed by the set and costumes which made it feel like a professional production. I loved performing the show to an audience - each performance went very well and we received lots of good feedback from impressed audience members. I really appreciate all the work that the teachers put into the show to make it such a success, because without them it would not have been possible. The experience has developed my performance skills and helped me to grow in confidence, as well as being lots of fun! I am now looking forward to the next opportunity that Performing Arts at RMS will offer me.

Children of Tomorrow In February I had the pleasure of being part of the lower school production of Children of Tomorrow. The production combined two elements of the Second World War through acting and music.

The first half of the show centred on ‘In Holland Stands a House’, which tells the story of Anne Frank and her family, and their time in hiding in enemy occupied Amsterdam. Six girls were chosen to play the titular role of Anne Frank herself. This was done in order to show the growth of and maturing of Anne throughout her time within the annex. The show included excerpts from Anne’s own diary and this contributed to making this half of the production so moving.

This was followed by the more uplifting story of the kinder transport - the trains that took Jewish children from Germany before the war, ultimately saving their lives. This involved a large ensemble and choir of girls interspersing the scenes of drama with songs about the event.

I enjoyed being part of the first act so much, and I certainly enjoyed being an audience member for the second half. In the future I would love to be a part of more of the schools productions as everyone put so much hard work into the production and the end result was definitely something to be proud of!

44

The Seven Stages of School School is a journey everyone has to take, Everyone going through the same stages But reaching many different places, At many different times. The first stage Being nursery; sand pits and story time.

Not much learning yet, just laughing for now.

Not a care in the world, except dinner.

Next pre-prep, the alphabet and painting.

Cinderella

Making friends and who’s your partner comes first.

This years dance show put a unique 1980’s

Responsibilities are now forming,

Then comes prep with its creative writing.

twist on the age old fairy tale of ‘Cinderella’

Bringing stress but pride and matureness too.

inspired by Matthew Bourne’s ballet.

Now comes a big leap into senior school.

Performed by girls in Years 7-11 and independently produced, choreographed and

The fourth stage being juniors; more homework,

designed by the Sixth Form performing arts students. This hands on experience

More assessments, more languages, more work.

gave all the Year 12s not only the opportunity to present existing knowledge and

But these years are where you have the most fun,

skills learnt throughout the year, but additionally to try our hands at something new and exciting. During this production I managed the Lighting Design as well as undertaking the role of Deputy Stage Manager. I felt that I got the chance to see a

They are the last few before all the exams.

Then seniors, you’ve narrowed down your lessons

bigger picture of the process that is involved in putting on a production and I know

And hopefully you have made the right choice.

this will help me to understand the performing arts industry as a whole in the future.

Next is sixth form, where hard work is nothing

Thrilled with the positive feedback and smooth running, entertaining outcome, the

Compared to what you have to do all day.

dancers and current year 12s cannot wait to present the next dance show in March.

The choices you need to make scaring you.

Last stage of all is University.

Here you are top of the pack; an adult.

You are working hard but only because You want to do well in life. It’s your choice And it’s all up to you. You’re on your own.

Mia Robertson : Year 9

?

d that

ai Who s

s are cience and s s t r a , e.” ” ligions me tre “All re the sa f o s he branc stein rt Ein – Albe

Tasmin Cader : Year 13

45

A Festival of Sport As part of our involvement with the Three River and Watford Sports Partnership a number of festivals have taken place.

Our Year 5 girls took part in a Tri-Golf festival here at RMS, ably led by our Year 10 Sports Leaders. All the girls involved, both leading and participating, were a credit to the school, with visiting children exclaiming it was the most enjoyable festival they had been to! All of our Year 5 teams were in the first four finishing places, so well done girls.

The Year 7 and Year 8 Multi-skills festivals allowed girls the opportunity to play football, table tennis, trampolining and dance. They all had a fantastic time trying new sports and our Year 8 team were placed second overall. We also hosted and took part in an U14 & U16 Badminton competition in the sports hall.

Some of our Year 11 Sports Leaders took part in the counties Step into Sport. The aim of the conference was to help develop Leadership skills in both Young Disabled and Non-Disabled pupils. They spent the morning devising activities adaptable for all abilities, and then led

Indoor Athletics Cadogan House teams from Years 4 and 6 both took part in the Three Rivers and Watford School Sports Partnership Indoor Athletics tournament. Both teams won their heats, and went on to qualify for the final against the winners from the other area heats. Both age groups won in the final. Congratulations to Abigail, Aisling, Amy, Berry, Eleanor, Gabby, Jana, Jemima and Josie in Year 4 and to Ellie, Emma, Emily, Grace, Lily and Natasha in Year 6.

Annie Reid : Year 13

46

Cross Country

Results and Achievements

On a very wet January afternoon, sixteen

Year 7

part in the York House Inter School Cross

Netball 7B – runners up district cup, 2nd district league, runners up

Country. The competition was extremely

district tournament

strong and the girls were really put to the

Hockey – 2nd district league, winners district tournament

test on a very muddy and hilly course. All the girls ran very well and a special

Netball 7A – winners district cup, 2nd district league, runners up district tournament

Year 3 and 4 girls were selected to take

Year 8

mention must go to Eleanor M who was

Netball – winners district league Hockey – winners district league, runners up district tournament, 3rd

the first girl to finish in the ‘A’ race.

County cup Swimming (Juniors) – 6th in league Year 9

Netball – 2nd district league Hockey – 2nd district league, winners district tournament Badminton – 4th in league Athletics – County pentathlon winners

Year 10

Netball – 2nd district league, A & B both runners up district cup Hockey – 3rd district league Badminton – 4th in league

Sport for Charity

Swimming (Inters) – 5th in league

We have continued to raise funds for a

Athletics – Hertfordshire plate final winners (2013)

number of charities and huge congratulations must go to Year 1 girls,

Trampolining – (combination of year groups) 2nd and 3rd Herts Youth

who undertook a sponsored swim, and

Games

raised a fantastic £1600 for the Somerset

Year 11

Emergency Flood Relief Fund.

Netball – winners district league, winners district cup Badminton – 3rd in league

Seniors

Netball – winners district league, runners up district cup Hockey – winners district league Swimming (Seniors) – 8th in league Badminton – league winners

Gymnastics Gisga U13 – 2nd Gisga U14 – 4th Gisga U15 – 1st Eastern Region Sports Acro U14 and O14 – 1st Eastern Region Floor and Vault U19 - 4th, U14 – 1st District floor and vault competition U14 - 4th, U19 – 1st Nationals O14 – 9th, U14 – 4th

47

Goals & Ambitions in… … Dressage

Goals & Ambitions in… … Tennis

My chosen sport is Dressage. This year I represented Great

My name is Scarlett Hutchinson and I play tennis to a National

Britain for the first time at a 3*CDI International competition. I

level. My main goal is win Nationals. I also want to play at Junior

have represented England on a number of occasions since I was

Wimbledon by the time I’m seventeen. Before this I will have to

10 years old. I am fortunate to have 2 talented ponies on which

play international tennis. Some of my achievements include

to compete. My goals for this year are to compete for Great

winning a Regional tournament, being 2nd on the South East

Britain again, and to travel to some Internationals in Europe. I

leader board and being top 40 in the UK. One of my bigger

would also like to be successful in the Regional and National

achievements is recently becoming number 1 in Middlesex. This

Championships, where I am competing in Medium Open against

year I will be playing in the County Cup team for Middlesex to

professional riders. This is the highest level I am allowed to do on

compete against all the other counties in the UK. When I’m older

my pony. I am also very excited to be chosen as one of ten riders

I want to be a professional tennis player and break some Grand

in the country for the Pony Club Rider Development Pathway

Slam tennis records. Thank you to Mrs Rose and RMS for all the

which provides top level training for elite riders. My long term

support they’ve given me so far.

goal is selection for the European Championships.

!

Goals & Ambitions in… … Athletics I really love athletics and particularly running.

I belong to Watford Harriers and have been training with them for a year and half. I take part in competitions regularly. These include the Chiltern League Cross Country in the winter, and track and field events in the Summer. My favourite events are the 2.6km on track and high jump. I have achieved a personal best at high jump of 1.20m. I am pleased with this as I am not that tall!

I have represented the school a couple of times. The best time was the 1500m at Cassiobury Park where I was the first Year 6 girl across the line and I managed to beat six boys too.

My ambitions are to improve my 1500m time and also to get a better high jump score. After that I hope to make the Regionals and eventually the Nationals, but I know this takes a lot of practice. One day I would like to compete in the Olympics! I think it’s a great sport and I like it very much!

Grace Ingles : Year 6 48

Goals & Ambitions in… … Golf I am currently off of a handicap of 5 and I am a part of Hertfordshire Junior Girls Squad, Hertfordshire Ladies Squad, and England U16 Girls Thames Valley Regional Squad. Over the coming year, I want to place top 20 in the Astor Salver, a National competition, get my handicap cut to 2 and be reselected for the England U16 Squad. I would like to place in the top 30% of the field in the English Amateur and the British Girls. Further to this, I would like to win three gross prizes in the Hertfordshire Opens, especially the Aldwickbury Open as it will be my third time in a row of winning. In the future I would like to go to university in America with a golf scholarship, be the winner of an amateur championship, turn professional and qualify for the Ladies European Tour and the LPGA and even win a major like the Kraft Nabisco.

Cadogan House Swimmers Congratulations to Ellie L (Swimming Captain), Emma F, Madeleine S, Lauren C and Freya W who were first in Hertfordshire and qualified for the English Schools’ Swimming Association Primary Schools' Team Relay Nationals in Sheffield on 21st June.

Badminton RMS hosted the first Badminton Tournament of the year in November and there were some very close games.

Congratulations to Ying Cen and Ruby who came second overall in the senior tournament, and Francesca and Carolin 49

Home Economics in Year 7 Home Economics so far has been a wonderful experience. It has allowed me to gain brand new skills that I can use as I venture my way up through senior school. So far my favourite recipe we had the privilege of making is definitely the scone based pizza. What I particularly enjoyed about this recipe was the fact you were free to choose what went on your pizza, your own flavours and foods. Other skills I have picked up are sticking to the recipe, cooking new recipes that are similar to ones I have made before or even sometimes I have never even heard of. I have only been cooking in Year 7 for one term; however I have thoroughly enjoyed every minute of finding out different ways to cook or try new foods. One of the difficult parts of cooking is when you have to put up with adding foods into your dish that you don’t particularly like. Take the fruit salad for example. Having to add the proper amount of the blueberries needed was not very fun; however I persevered and added them.

Thinking back to when I ate my fruit salad I actually quite enjoyed them.

Annaliese Nicolaou : Year 7 This term in Home Economics we have learnt lots of different skills. Some of these include how to rub-in when making crumble topping for apple crumble and how to use a knife safely by bridging our fingers. We used this skill in order to cut up food so we could make Spiced Pear and Chocolate Chip cake. We had a number of opportunities to practice some key Home Economic skills. This included peeling in order to prepare the apples for our crumble and chopping to make a delicious fruit salad.

We have also learnt to keep healthy by looking at the healthy eating plate. It showed us that you must eat from lots of different food groups such as vegetables, cereals, meat and fruits in order to have a balanced diet. We have also learnt how to work well in pairs and take turns measuring out ingredients and doing the washing up. We have gained a good understanding of how to determine the taste, aroma, appearance and texture of different food.

We have especially enjoyed making apple crumble and Christmas shortbread. We love baking these because not only were they fun to make, they tasted very nice.

50

House Day House days are the best way to include fun with creativity and competition. Each house day combines different areas of interest into one theme. If you love art there’s always something creative to do, like making the banners or presentation boards. Last year these fell under the theme of seasons and each house decorated a board with their choice of season. If you love performing the inter-house dances and showcases are a great way to get involved. Finally if you’re competitive house days are definitely for you. On house days we always get dressed up, incorporating both the theme and house colours. Overall house-days are great way to support your house, get involved, showcase your talent and have fun.

Pepper Macpherson : Year 9

51

More Spring Haikus Spring is here today Light pink blossoming trees sway Flowers open up.

Lily Robb : Year 3

Bright blossoms blooming Birds always chirping early And fresh smells in air.

Lavina Shah : Year 3

Warm hearted feeling Smell dainty daises dancing Celebrate this day.

Maddie Stares : Year 6

Blossoms bloom and grow Birds sing sun warms your face Grey clouds fade away.

Natasha Jones : Year 6

Flowers everywhere The wonders of Spring is here Dew drops cover grass.

Charlotte Cairn : Year 6

Flowers are blooming Birds singing the dawn chorus Sun slowly rising.

Iona Fraser : Year 4

Lots of bright colours Pink, orange, yellow, blue, green How it’s so pretty Molly Savage : Year 6

Blossoms in flower Sunshine peeping through grey clouds Early tweeting birds.

Jasmine Newton : Year 6

“Even if I knew that tomorrow the world would go to pieces, I would still plant my apple tree.” – Martin Luther

The Seeds of RMS

staff.

Who knows, in years to come, RMS may offer languages that barely

RMS is a constantly developing school. It is developed knowing not

any schools do, such as Welsh or Polish or new equipment

only will it be looked upon greatly by others in the surrounding area

available in the sports department, such as the tumble track that

and further afield, but it will also enhance the learning of the girls

has been asked for in the gym. RMS is the only school in England

and be well utilised by teachers. With ideas of development always

that has a planetarium and this benefits our science. We just have

being spoken of, we just don’t know where RMS will go next.

no idea what will happen in the years to come. You never know but

School council are continuously bringing ideas together which are

the school may be redecorated and may take on a more modern

then being put forward. RMS has many events to raise money, and

rather than traditional appearance. RMS is an immensely special

this money is not only used to enhance and develop the school but

school and takes everyone’s opinions into account.

also to support selected charities.

RMS facilitates trips and exchanges to all around the world. We go Every year at RMS is a new one. You never know what it will hold.

to areas such as Spain, Beijing and Ghana. Every year teachers

You always think about what lessons you will have and when, which

intend to accommodate more destinations around the world to

teachers you will have and for which subject. You also look forward

strengthen our education which can guide us to ascertain what we

to how the year will change. For example, this year we have a new

contemplate to do in the future.

kitchen plan to get your food at lunch and it is proving to be an The School council especially focuses on developing the senior

immense success. Not only does the school develop through large

school, as well as Cadogan House, Ruspini House and of course

projects, but it is also improved around us. There is no point having

the boarding and Sixth Form facilities. RMS never stops changing.

exceedingly old computers if they are not going to benefit us.

Without everyone’s opinions and everyone’s input RMS would not

Instead, we have modern computers which will enhance the

be where it is today. We are all a part of RMS and we are what

standard of our work, provide us with opportunities to learn a vast

makes the school so individual and one of a kind. We are the seeds

range of ICT skills, and will also extend the work of the teaching

of RMS and we determine where its next destination will be.

Leadership Day In order to prepare for our roles in the

DID YOU KNOW?…

Leadership Team, we participated in tasks

Facts about Trees

against the Leadership Team from a local boys’ •

completed physical and mental tasks which

A single tree produces approximately 260 pou nds of oxygen per year. That means two mature tree s can supply enough oxygen annual ly to support a family of four!

• The average tree in an urban/city area has a life expectancy of only 8 yea rs.

tested our problem-solving abilities as well as

•

school, John Hampden. During the day we looked deeper into leadership and reinforced our understanding of what it is to be a good leader and qualities we needed to show. We also

our leadership and teamwork skills. We found that the day made us closer as a team and it was a great success, with RMS being the overall winners.

As well as running around the school completing tasks we also decided on an aim for our leadership role this year. Our aim was to make the Leadership Team more ‘approachable’ and one of the ways we aimed to do this by going to Devonshire each lunchtime and speaking to girls

Some trees can grow to around 100 metres (328 feet) in height!

•

There is an official Gu inness World Record for “World’s Most Dangerous Tree,” and it is held by the Ma nchineel tree from the Caribbean and Gulf of Mexico. The Manchineel’s bark is cov ered in sap that causes skin to blister and can blind a person if it gets in the ir eye s. Even standing under the tree in the rain can cause blis ters because the sap will drip onto skin!

• There are over 23,000 different kinds of trees in the world.

• There are many diff erent colour trees

in lower years, hopefully you’ve seen us there!

53

Ami Buttivant : Year 12

Trisma Patel : Year 13

New Designers Miss Dines took our GCSE class to the New Designers Show. We were all stunned by the wonderful exhibits that we were shown. From the light displays, through furniture and products, even down to the eccentric surfaces. We all really enjoyed the trip and were sorry when it was over. Thank you Miss Dines for taking us!

Verity McVey : Year 11

Stacey Yam : Year 13

Anna Berryman : Year 12

Sam McTough : Year 13

54

Emily Sharwood-Smith : Year 10 Emer Keeney : Year 10

Francesca Norris : Year 10

Eneh Alexander-Ikwue : Year 10

Hannah Churchman : Year 10

Scarlett Heenan-Jalil : Year 10

Rachel Bard : Year 10

Octavia Hoskin : Year 10

Nicole Trup : Year 10

Sophie Parkinson : Year 10

Francesca Rozario : Year 10 Louise Man & friends : Year 10

55

RMS – The Interviews We asked one current and two former RMS girls about their time at the school and their personal experiences and memories. This is what First up was Carly Houison, RMS student

Next was Folu Oyewole, Head Girl at RMS

Finally, Francesca Smyth was asked the

from 1994-2001. She tells us about her

in 2012-2013. She has now finished her

following questions:

early education in England and her current

first year at the University of Southampton,

life, living and working in Nashville, USA.

studying Civil Engineering.

Please tell us a bit about your time at RMS

Having completed your first year of

Exhaustingly busy! I played lots of sports and studied probably every subject there is

university, what skill from RMS has been of most value?

What is your first memory of RMS? I was in reception (12 years ago) and was given the prestigious role in the Pre-Prep Nativity of the donkey. Little did I know at this point that this small but ever so

on the planet! I also made great friends,

I’m not sure if it counts as a skill as such,

important role would spark my love of

many of whom I still have today.

but it would be the confidence that I gained

performing and is something I will truly

at RMS. Going to a new city and learning

remember for the rest of my life. If I was

what is pretty much a new subject to me in

ever in any doubt of the significance of my

a very male-dominated environment was

role, I will always remember being told by

pretty daunting, but I’ve realised that just a

my lovely Reception teacher Mrs Kenny,

The accent obviously and the curriculum

little bit of confidence does go a long way

“There are lots of sheep and angels…. but

was very different. I was put ahead in quite

in both the academic and social side of

there is only one donkey.”

a few of my classes because I was way

university life.

When you moved to America to finish your years of ‘high school’ what did you find were the major differences?

ahead in Maths and Science. Uniforms are very different and there are cheerleaders.

Living in the musical town of Nashville, what song sums up your time in school?

What have you learnt whilst at RMS?

Have you experienced any drill withdrawal symptoms and/or attempted to explain or teach Drill to anyone at ‘Uni’?

Apart from having lessons in almost every subject I can imagine, I feel that I have learnt the true meaning of the saying ‘the

Oh definitely - I think every old RMS girl

more you put into something, the more you

Probably the song would be David Bowie's

misses drill! I have a photo in my room at

will get out of it’. RMS offers such a wide

– ‘Changes’. I definitely underwent some

uni of myself and a few other RMS girls in

range of opportunities and my involvement

quite formidable ones in my time at RMS!.

our drill tunics and French plaits. My flat

in so many of these, from being part of the

What teacher holds your biggest memory?

mates spotted it in the first week and found

Sailing team and Choirs, to Young

it hilarious –they just couldn’t understand

Enterprise and trips to exotic places such

why we would choose to wear that! (I

as Indonesia, has made me not only enjoy

quickly told them that it wasn’t by choice).

my time at RMS to the fullest but it has

When I came back to RMS for

helped to make me the person I am today.

Miss Reading, the deputy head at the time under Miss Andrews, I got to know her well in detention and she took a shine to me and wanted to help me make things better.

I would also have to mention Mrs Whitbread (or Miss Morby at the time). She is definitely the reason why I still sing today!

What are you doing now and how did your time at RMS affect your life?

I studied Veterinary technology and worked in the field for 6 years. I decided to take a break so I am now working in Hospitality but I hope to go back to veterinary care soon. As I now live by myself, my Junior school lessons in cooking and sewing definitely became invaluable skills.

Remembrance Sunday, I filmed bits of the drill performance for them, so now they

What has been your favourite year at RMS?

have a slightly better understanding,

To date (and I may change my mind when

although they still question the uniforms!

exam time comes onto the horizon) it is

What has been the biggest change going from school to university and how would you advise others to deal with it?

year 12. I absolutely love the subjects I am currently studying and spending time with people who I would normally not see around school who are studying similar

It would have to be the amount of freedom

subjects this year. There are other perks,

you have and I think the best advice I could

such as getting priority at lunch and sitting

give is to use the time wisely. Remember

on chairs in assembly. The teacher/student

that you’re at university primarily to learn

relationship develops during your time in

and to get a good degree, but also try to

6th form so that they can fully prepare us

get involved in life there: I’ve made my

for the next steps in our educational life.

closest friends from societies and activities.

56

Thoughts of a Leaver…

I could answer the question of what I have learnt from my years at RMS with a list of knowledge that I have copied down from whiteboards, for example I know that humans have 23 pairs of chromosomes and that for a straight line, y=mx+c. Yet, maybe it would be better to measure what I have learnt in terms of the skills I have been taught, for example I can PEEJ in a history essay and I can hold a conversation in French. However, both of these replies seem to answer the question of what I have learnt at RMS, not what I have learnt from it. From my years here, I have learnt not just how to memorise facts and write essays, but to question the evidence put before me, to debate issues with my classmates and ultimately to form my own opinions on both the subjects I am taught and events happening in the wider world. RMS has taught me the importance of taking every opportunity to get involved in as much as possible both inside and outside the classroom, so that I can explore new interests and find out Ellie Grimshaw : Year 13

what I truly enjoy. Through this, I have learnt to take risks without being afraid to fail, and when I do fail, I have learnt how to pick myself up, learn from my mistakes, and do better the next time. There is no doubt that the attitude of RMS girls that we can attempt whatever we put our minds

Who sa

to will serve us well in whatever challenges we face when

id that?

at a how gre realize to lt u ic f l and “It is dif cheerfu r ll that is a f o ns of ou rt pa collectio re e th ul in trees.” delightf ted with associa is e lif own n Flagg – Wilso

we leave school; whether these are at university, in the workplace, or in our daily lives. Personally, what I will take with me when I leave is a love of learning, a will to explore everything life has to offer and the confidence to go out into the world and achieve my goals.

Bethany Brewer : Head Girl 2013-2014 57

Leila Gimalieva : Year 11

Phoebe Zehetmayr : Year 11

Charlotte Millar : Y11

Prue Griffin : Year 11

Maddie Cannon : Year 11 58

Helen Griffiths : Year 11

Tifanny Sai : Year 11

Katie Munroe : Year 11 Yasmin Leggett : Year 11

Amy Sullivan : Year 11 59

New York Art In October 2013, a group of Year 10-13 Art and Textiles students travelled to New York. I have always wanted to travel to the ‘city that never sleeps’ so I was extremely excited to embark on this adventure.

We managed to visit the Empire State Building, the MET Museum, the Guggenheim Museum, Times Square, Ground Zero, Central Park, The Hard Rock Café and saw ‘Matilda’ on Broadway. All of these were incredibly exciting and very busy indeed!

On the final day we went to a local diner and had breakfast in true RMS style. Our mouths watered at the vast variety of delicious options there were before us, but most of us opted for the typical pancakes with either maple syrup and bacon, or chocolate chips. The pancakes were huge and our eyes were definitely bigger than our bellies so we left feeling very full.

We then went our separate ways, with the textiles girls meeting up with a tour guide who would then show us around New York. She took us to visit an unsuspecting apartment that was in fact a warehouse full of arts and crafts that are used in theatre. It was interesting to find out that some of the major Broadway productions used this company to buy props, paint, laces and sequins. Afterwards, we went to the Chelsea Market which was a great experience.

Our flight home was during the night time, allowing us to catch up on some much-needed sleep. We arrived at school the next day at 9am to see our families waiting excitedly in the car park; however most of us were feeling rather sad about having left the world of bright lights and yellow taxis behind us.

The trip as a whole was an incredible experience that provided me with cultural, historical and creative outlooks on one of the greatest cities in the world and it is something that I will never forget.

I have fantastic memories to remember it by and would like to thank Mrs Kingston, Mrs Chadha, Miss Malan and Miss Lawrence for giving up their time and for having the courage to take us nearly halfway around the world.

I know that it cannot have been easy!

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National Art Competition Winner!

During the Christmas holiday I received the exciting news that Rianna Roston in Year 12 had been chosen as one of four final winners in the specialist crafts cover competition. As a part of her prize Rianna will have her image (“Ellie” – below left) featured on the front cover of the January 2014 Specialist Crafts catalogue, which is used by hundreds of schools nationwide. She will also be given some extra copies as mementoes for her family. Now, not only will we see Rianna’s painting every day in school we will also have the pleasure of seeing it every time we pick up a catalogue to order some Art equipment!

Specialist Crafts is a widely used arts and crafts catalogue that supply schools and colleges nationwide with art materials. Each year they publish a students’ artwork on their front cover, entries are received from schools across the country and the standard is always extremely high. Back in May 2013 I entered a selection of our pupils’ A-Level coursework, hoping that maybe one day we’d see one of their pieces in print. Not one, but two of the entries were chosen to be shortlisted for the catalogue cover and as a school we were commended for the high standard of work produced by our girls. Becky Martin’s photo-realist painting “Scrunched” (below right) was featured in the Artifacts magazine and we look forward to seeing Rianna’s painting of her sister Ellie in print too soon. Well done to both girls for producing such outstanding, original artwork.

Mrs L Kingston : Head of Art

Jessie Boyer : Year 13

Saffrye Coutts : Year 13

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Bethany Gupwell : Year 12 Emma Shaw : Year 12

Sophie Phillips : Year 12

Maxine Otto : Year 12 Natalie Rushton : Year 12 62

Francesca George : Year 12

Rosalind Mather : Year 12

Olivia Griffin : Year 12

Gemma Abrahams : Year 12 63

96ϟ97

Vintage Candles

With a team of 16, young, bright, and ambitious girls in the 96ϟ97 Young Enterprise Group, the opportunity to run our own company has definitely taught us many attributes and experiences that are beyond our school textbooks.

Fortunately, we were able to use the talents of our team members to our advantage when we produced stylish drawstring bags made from globally sourced materials. Our bags are not only a practical storage system, but they also charge your phone through a small power pack embedded in the material. This provided the solution to the problem that many of us face with our phones or other devices running out of charge in the most inconvenient times! We were all proud when we were awarded two ‘Best Marketing’ awards and

This year 14 girls from Year 12 were part of the Young

won the ‘Best Presentation’ award. Young enterprise gave us

Enterprise Team, “The Vintage Candle Company”. Before we

the fantastic opportunity to experience all the technicalities of

decided on a name for a team, we deliberated numerous

running a business, such as, liaising with suppliers and

product ideas and finalised on vintage style “jar-light” candles.

producing our own financial accounts on a first hand basis.

Our aim was to create high quality, handmade candles;

We look forward to using and adapting this knowledge in the

something none of our team had ever done before.

future as young entrepreneurs!

Throughout the competition, our team picked up 2 awards at the Bishop’s Stortford Fair, which were Best Product and Best Overall Company. These awards really encompassed the overall efforts our team had made, and rounded off the experience positively. Young Enterprise has taught us all different skills, including teamwork and even candle making!

By being managing director I feel I have especially improved on both my leadership and communication skills. Overall, the Young Enterprise experience has enriched us all in many new skills and gave us all an insight of the joys (and sometimes

Bethany Gupwell : Year 13

difficulties) of running a business.

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Outside the Box

Jinja Co

Our company ‘Outside the Box’ was formed at the beginning

Four teams took part in the Young Enterprise competition this

of the year, and together we have designed, created, sold

year, and I was fortunate enough to be elected Managing

and competed with our product, ‘The Eco Box’. This is a

Director of one of them; Jinja Co. We are an exciting new

stylish, personalised wooden storage holder, hand made from

company selling exotic tea sourced from all over Africa. Our

recycled wood.

flavours include Red Bush, Lemongrass and Jinja and Great Rift. Jinja Co won the Sustainability award as well as the

Being the Managing Director of a newly formed company

‘Best Company’ award at the regional final and so is

made up of 16 entrepreneurial girls has been challenging,

proceeding onto the County finals where we hope to match

exciting and an extremely large learning curve.

this success! Young Enterprise has given me an insight into

Important life skills have been learnt from first hand

the world of business and has given me a multitude of skills

experience, teamwork, communication, negotiation and

including leadership, teamwork and organisation. I would like

doing presentations at the various levels of the competition.

to thank Mr Bannister for his support throughout this process.

Through hard work, the team have successfully sold at 4 shopping centres and made it to the County final with 5 prestigious awards.

A big thank you has to be said to Mr Broome and my hard working team for making this experience such a successful and memorable one! I strongly recommend all girls in year 12

Meghan Ryan : Year 13

to take part!

Milly Adams : Year 13

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Emily Cooper : Year 13

Rianna Roston : Year 13

Simonna Guo : Year 13

Moon Lee : Year 13 66

Becky Martin : Year 13

Amy Turnbull : Year 13 Holly Gisborne : Year 13 67

The 7 Stages of School

The 7 Stages of School

School is a time for learning,

Through the evolution of education,

But mainly fun and games; a times for friends

From preschool all the way through to graduation,

That will last forever, or maybe just a day.

each student spends eight hours a day working hard,

School life has seven stages, each with their own

while the fees go through to their parents bank cards.

Part and place, a reputation as well.

Their first step is preschool at the age of three,

You start innocent, still holding your mother's hand,

They learn to spell their names and watch tv.

And your book bag. You're excited to go

They play in the sand with all of the play toys,

Into a new school, from your very first day.

Making memories and bucket loads of loud noise.

Next you lose that excitement never hold your

Next they go to kindergarten when they turn four

Mother's hand, backpack slung over your shoulders,

They listen to the teacher read, sitting on the floor.

All packed by yourself, you’re independent now.

Their teachers let them rest as they nap at one,

Soon you’re the oldest in your school. Big fish in

Before they get woken up to play in the sun.

A little pond, you are bolshie, sometimes rude,

KS1 is when they go to primary school,

But there is no one to put you in your place.

They get to see new things like the swimming pool.

Back to the start you're the youngest, shirt tucked in,

They get introduced to all of the subjects

Bag on both shoulders. Stays within a big group

Like math, English, science and get given projects.

Does a lot, tries to keep on going

Ks2 is years three through six from seven years old,

When in reality there is not enough time.

As they are taught they see the world unfold.

By the fifth stage you can relax, not a care

They learn to revise for all of the tests they have,

In the world expect maybe lovers and friends.

As they are faced with the eleven plus exam.

You start to choose what you will do, where you go.

As they graduate to secondary school,

Exam preparation, life gets serious,

They learn in DT how to use all the tools.

But you have subjects you like, you choose.

Through years seven to nine they start to develop

Very near the top more option choices

Getting ready for GCSEs they have to inherit.

Come and go. Finally you're near the end,

Years 10 and eleven are KS4

Exams on the horizon. University choices,

Where students face GSCEs at their door,

Your whole life ahead of you, as this chapter,

They work and study hard with lots of pressure,

Closes, and soon you will leave, move on.

Wanting to be satisfactory or clever.

KS5 is the last, with years twelve and thirteen Wanting to do well in A Levels they are keen.

Their last years at school in sixth form or college,

Who sa

id that?

Before they venture into the outside world.

like utation and rep e re t a of ke e th ink cter is li what w is “Chara w o d sha w. The g.” a shado real th in e is the it; the tre coln ham Lin – Abra

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Year 12 Induction Day Year 12 Induction Day was a chance to meet the girls that would be joining Sixth Form, and for them to get used to the daily rhythms of sixth form life. We were divided into small groups made up of old and new girls to do fun activities. One of these included a machine that you stand inside, and a fan blew paper money around you that you had to try and collect. The person that collected the most was the winner. Another activity involved everyone being blind-folded, while one person had to guide them to complete various tasks. Needless to say, this did not go smoothly!

These activities had been designed to encourage teamwork and problemsolving. In the afternoon we had a barbecue. Everyone gathered to enjoy the food and the opportunity to get to know each other a bit better.

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Olivia Temperley : Year 13

Lily Gisborne : Year 11

Amy Turnbull : Year 13

Holly Fisher : Ye ar 11

Maaike Veenendaal : Year 11

Rabbit : Year 7

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Maaike Veenendaal : Year 11

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Lauren Spreadbury : Year 11

Daisy Kelly : Year 10

Shana Gibson : Year 10

Textiles

Alice King : Year 10

Charlotte Best : Year 12

Geo

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And finally‌ Working with Machio this year has given me the opportunity to look back over the schools historical events, whilst also looking forward to the future of Royal Masonic with the launch of The Campaign for Excellence.

I have just begun my final year at RMS and so I have many years to reflect on and only one year left to look forward to.

It’s strange to think that six years ago I was nervously embarking on the first steps of a 7 year journey, with no idea about how much a school could genuinely influence your outlook on life and future plans.

I reminisce fondly over my early years in the school and now observe many younger girls treading the very same path.

Today, I look forward to my final year as Head Girl at Royal Masonic and fondly look back at the many memories and opportunities it has afforded me. Life beyond Royal Masonic is now a rapidly approaching reality, and I am very excited to see where my aspirations will take me. This is a difficult decision although the values learnt from life at RMS have empowered me as a person and will continue to guide me on my journey, whatever path it takes. RMS is a close knit community with nurturing pastoral care ensuring that all girls have the ability and ambition to embrace the outside world.

I believe my last year at Royal Masonic will probably be the hardest yet. It will be challenging to study hard whilst applying for university, taking my A-levels and also ensuring that I perform my new role and responsibilities to the best of my ability. However, it is said that when one door closes, another one opens and that’s exactly what is happening now to all the girls embarking on Year 13. Our life at RMS is drawing to an end but our journey through life is just beginning to blossom. The camaraderie is clear across all year groups and will bind us together in the forthcoming year, more than ever as we strive towards our personal goals.

I wish everyone the best of luck for the new academic year and wish you all a happy and rewarding onward journey whichever path you may take.

Francesca Smyth : Head Girl, 2014-15

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The Royal Masonic School for Girls Rickmansworth Park Rickmansworth Hertfordshire WD3 4HF +44 (0)1923 773168 www.royalmasonic.herts.sch.uk