Inspiring Memories The Magazine of The Royal Masonic School for Girls 2013-14 : Edition 90
2
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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. 4
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
14
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?! 16
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
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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
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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
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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
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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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rgia
Osh
ry :
Yea r
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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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‘Sunset’ by Pepper Macpherson
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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