SWPS Magazine is published once a year. Articles are written by students and staff. The views expressed in this magazine are not necessarily those of Sir William Perkins’s School.
Design and desktop publishing by Ian Russell and Georgina Ferns. Printing by G.H. Smith. School Information: Telephone: 01932 574900 www.swps.org.uk
WHAT WE DO BEST
It has been an extraordinary year. 2016 will undoubtedly be one of those dates that school children, throughout the years to come, will be obliged to remember and recall.
Whilst there have been huge political and economic ramifications arising from the UK’s decision to leave the European Union, for the school the year will also be remembered for the completion of the Boat House on Laleham Reach and the New Wing, comprising of a theatre, atrium, music rooms, classrooms, a careers centre and a stunning sixth form centre. Already the students and staff are enjoying the benefits of the new space and facilities.
Although busy ensuring that our new build is ready for purpose, the school has nonetheless been wonderfully occupied throughout the year doing what it does best: delivering inspiring lessons, and organising and arranging a superb range of activities. The latter includes impressive sporting and dramatic events such as the sounds and performance of Oliver, the sublime Spring and Summer Concerts, the tremendous Silver medal at the National Schools Regatta for our J15s rowers, and the remarkable individual performances in sports as diverse
as sailing, karate and fencing.
Throughout the year we have been talking about moving from a “selfie society” to a service community. We want our students to be motived by what they can do for others rather than what others can do for them. In this respect I continue to be in awe of the many charities that the students support - Jigsaw, White Lodge Centre, Great Ormond Street - and by the moving tributes that are often paid to them by those they have helped. For example, the following words were written by our friends in Bantuma about our partnership with them: “Your commitment, dedication, support, love, care and loyalty to Bantuma has been outstanding and cannot be overemphasised.”
Our magazine gives an excellent
overview of all that the school has achieved throughout the year. I hope that you thoroughly enjoy reading about what the students have done and can see that the values of service and selflessness are at the very heart of everything.
Chris Muller
BOWING OUT
8
Here’s what they had to say about each other w
How much did you know about our Head Girls?
Harriet has been an asset to the Head Girls’ Team. She has never failed to get involved with whatever needs doing and her efforts have most definitely paid off. Through things like her openness to School Council suggestions or negotiations with the Sixth Form, her commitment to the role is a true reflection of her diligence and maturity- perfect qualities for an aspiring doctor!
Annabel Williams
8
By Rosie Glover
Annabel is a joy to work with. Under pressure, we can trust that her rationality will put a problem into perspective, and also find the funny side. Her singing voice has proven invaluable - it’s reassuring to know that when we are on stage during assembly, at least one of us is really singing! With buckets of talent and a beautiful personality Annabel really does deserve the best.
Vera Brown by Annabel Williams
It’s been an absolute pleasure to work with Vera over the past two years; she is without a doubt one of the most smiley and bubbly girls I’ve met. Her commitment to the Head Girls’ Team, patience in school council meetings, and wholehearted enthusiasm for tackling the challenges we’ve faced are very admirable. I’m certain that these qualities will serve her brilliantly in the future as a highly successful lawyer.
wRosie Glover by Harriet Cook
Rosie has been an amazing Head Girl. Popular with her peers and teachers alike, she has indisputably made her mark on the role and risen to every challenge. With her impeccable organisation and unbelievably calm head, she has made her job look easy: from organising Sixth Form events to ruling the roost at school council (where she is the undisputed queen). I’ll really miss her wit and optimism
Harriet Cook by Vera Brown
ORATORY ORIGINS
Francesca Duke (Lower 6th) explores how the Romans have
influenced many of history’s most
According to Professor Max Atkinson, the art of rhetoric allows us to “inspire, enthuse and persuade” an audience, a skill which is particularly valued in the Latin classroom. Famous orators, such as Winston Churchill, John F Kennedy and Martin Luther King Jr, are of course able to achieve this. But why? Because they employ numerous rhetoric devices. The vast majority of these highly successful devices have been conveniently borrowed from the Romans. Namely, Marcus Tullius Cicero.
In his We Shall Fight on the Beaches speech, Churchill uses a device known as pathos; for instance when he describes the huge number of men who had already died: “our losses in men have exceeded 30,000 killed, wounded and missing”. Pathos denotes a speaker’s evocation of sadness or pity from their audience. Churchill’s example is effective because he is appealing to his audience’s emotions, and with so many dead, injured or missing, the likelihood is that most of the audience would know someone in one of these predicaments; therefore they are more likely to respond emotionally to Churchill’s words. However, Churchill was not the first to use this device. In Cicero’s In Verrem speech, a speech accusing the Sicilian governor, Verres, of
well-known speeches
corruption, Cicero describes the unfair execution of a group of naval captains at the hands of Verres. He uses pathos when he gestures to the captains’ parents, who would have been present at the speech: “These very fathers, whom you see here, were lying on the threshold, and the wretched mothers spent their nights at the door of the prison”. Because Cicero has appealed to their emotions, his audience are more likely to be on his side in his case against Verres.
“ ”
Even the humble rhetorical question has Ciceronian origins
Additionally, Martin Luther King Jr famously uses anaphora, a listing technique, at the end of his I Have a Dream speech by using a series of sentences, each of which begins with “I have a dream”. Indeed, he does this seven times, which really highlights
how much Luther King wishes for change in America’s civil rights. Unsurprisingly, this device was also regularly used by Cicero, for example in his De Imperio speech. When describing Gnaeus Pompey’s extensive reputation as a military general, Cicero says: “A witness is Sicily, which, surrounded on all sides by many dangers, [Pompey] released not by the terror of his power, but the speed of his plans. The witness is Africa…” Cicero also repeats “the witness” seven times, simply to emphasise how many nations have witnessed Pompey’s military expertise.
Even the humble rhetorical question has Ciceronian origins. Again, in his In Verrem speech, when describing Verres’s torture of the young naval captains, Cicero employs a series of rhetorical questions, including: “Is there any way that cruelty can advance further?” This question stresses the fact that both Cicero and his audience know that cruelty can advance further, despite the fact that the captains have endured so much already. John F Kennedy’s Inaugural Address uses this same device, most notably: “Can we forge against these enemies a grand and global alliance, North and South, East and West, that can assure a more fruitful life for all mankind? Will you join in that historic effort?”
Therefore, I think it is safe to say that studying Latin is so much more than “Caecilius est in horto”.
On 11th March, SWPS held its annual Classics Dinner, which was a great success. The moment we stepped foot in the usually unremarkable dining hall, we were transported to a whimsical land. On each table was a fairly old miniature version of Ovid’s Metamorphoses; which was relevant considering the extremely enlightening and interest-piquing presentation. However, it was the centrepieces of each table which were truly amazing. At our table was a precarious pile of leather-bound books, tied up like a parcel with string and sprinkled with glitter. In all the crannies between the books was real moss and scattered around the table was Narcissus cut out into heart shapes. To finish the look, there were old-style glass jars enclosing candles and an antiquated lantern box. Overall, this created a beautiful and appropriate display. Other tables were similarly bedecked: one even had an ivycovered candelabrum!
Before we could ogle at the wonderful decorations for too long, the food arrived; which differed from the typical school dinners! I ordered butternut squash soup for starter, which was delicious. The main of chicken tasted fantastic too which paved the way for the delectable chocolate fudge cake pudding. The caterers were very attentive and friendly, which made the meal even more enjoyable. By the time we had devoured the last crumb of delicious chocolate cake, it was time for our guest speaker, Professor Ingo Gildenhard, from Cambridge University, to take the stage. His lecture was both informative and entertaining. He spoke about the similarities between Ovid and the Bible, and other famous texts which can also be compared to this impressive piece of classical literature. Ovid’s Metamorphoses is clearly a stunning work, but Professor Gildenhard opened our eyes to just how much of an impact it had on many other
pieces of astounding literature. An example of this is John Milton’s Paradise Lost, which features Eve being infatuated by her own reflection, which very closely resembles the story of Narcissus from Ovid’s Metamorphoses, which teaches that self-idolisation can be a dangerous thing. He enlightened us phenomenally, giving us an insight on just how much classics has an impact on Western culture, and how we live our lives today. He showed us that Classics was not simply a thing of the past, but is thriving and still present in our daily lives.
We all thought the evening was a lot of fun: the Year 10s who attended were welcomed with opened arms and it was nice to see different year groups, teachers and parents intermingle for a change. We’d like to say a huge thank you to Miss Gallop on behalf of all the guests for organising such a wonderful event.
Eileen Zoratti and Lauren Younge (Year 10) report on this year’s classics dinner. Painting by Rachel Simpson (Senior 6th)
A NIGHT TO REMEMBER
modern languages
PICARDIE
Report by Sophie Hawken and Frida Roper (Year 8)
Day 1
Having got up early, we arrived at school at seven in the morning. When everyone was on the coach we set off for Dover. We finally got onto the ferry and everyone was happy to have some lunch while trying to avoid sea-sickness!
Once we were in France both coaches headed off to their assigned destinations. Our coach was assigned to the goat farm were there were lots of cute kids (baby goats), chicks, kittens (baby bunnies) and a really friendly dog. After stroking the animals, we were shown how cheese is made and then we were allowed to taste it. We then headed off to the chocolate factory.
At the chocolate factory, the director showed us how they made chocolate figures and shapes. Unfortunately we were not allowed to eat any, much to everyone’s utter despair! The teacher
promised to give us the samples made, at the end of the trip, but for some reason they magically disappeared.
After a tiring day, the dinner at the chateau was very welcome. We were then taken on a tour of the chateau and played games outside.
Day 2
After a traditional French breakfast, the two groups went off to their activities. One group stayed at the chateau and learnt how to make mayonnaise. Once everyone had watched the demonstration, they set to work. Eventually we finished our attempts, and the teachers and chateau staff had to go around tasting our amazing replicas. After a difficult few minutes, the judges finally crowned the winning team. They were awarded chefs’ hats and received a round of applause. Unfortunately not everyone’s mayonnaise tasted that good.
Next was the French Market in Rue. Each team, of around three, had to search all of the stores for
information to complete our pack. Much to the students’ delight, we were allowed to look around the stalls after we had finished and buy tons of sweets! After the sweets, and a delicious hot chocolate, we travelled back to the chateau to have lunch.
Both groups then made their way to the caves of Naours, where we were able to walk around the underground City of Naours. After that journey back in time we returned to the modern day, and our chateau, where we ate our dinner and were then tasked with a scavenger hunt.
Day 3
On the third day we visited the Somme Battle Fields with a French guide. We went to multiple sites including Canada trenches and an England memorial. Many of us could now claim that, technically, we went from France to Canada and back again.
We visited the Lochnagar crater and learnt that it was the largest bomb crater in WW1 and that the explosion was heard in England.
Next we visited the English Memorial Arc of Thiepval, where all the names of known missing soldiers are engraved; many pupils and staff searched for their surnames and possible relatives. At the Memorial site there was a graveyard full of French and English dead, mostly unidentified. Towards the end of the day we made our way to the Somme Museum, which is almost completely underground. In the museum there were lots of interesting artefacts such as rifles, grenades and personal belongings
Day 4
Getting up early was not a pleasant experience, but luckily we all got to breakfast on time with all our belongings packed! After our final meal, we loaded up the coaches and headed on our way. First stop: the French supermarket, Carrefour. After completing a worksheet, the teachers treated us to a refreshing drink at the café, and we then browsed through aisles and aisles of French delicacies and useless junk. Sadly many people purchased these products (the junk), including the teachers! After spending forever at the checkouts, we had a picnic lunch outside the supermarket in the sunshine.
We finally set off for Calais. At the border control we all stretched our legs and passed through customs; fortunately everybody had remembered their passports. After a long, comfortable ferry trip, we were finally reunited with our precious phones. On the journey back to school the only sound that could be heard was that of countless selfies and texts! We were mildly pleased to eventually see our families, but overjoyed that we had our phones back! Back at the school gates, exhaustion started to consume us and sleep was very much in order. A brilliant trip, but at that moment being home seemed even more inviting!
MY FRENCH WORK EXPERIENCE
Rosie Glover (Senior 6th) tells us about her time working abroad in Lille
Elbow-deep in a bath tub attempting to clean a grumpy terrier may not be the conventional way to begin your summer holiday after having just finished AS exams, but last July this is exactly the position I found myself in.
During the Spring Term of my Lower Sixth year at SWPS, having already had my heart set on studying Modern Languages at university, I sought out a company through which I could secure a job in France in order to improve my French. After submitting my preferred area of work (we were given a choice of working with animals/children; in hospitality; with a law firm etc.) and writing a covering letter, I waited with excitement for the details of my trip to be finalised.
In due course, I received some paperwork from Tendance chiens et chats, the pet shop in which I would be working. Armed with the address of this satisfyingly Frenchsounding enterprise and the details of in the hotel in which I would be staying, I couldn’t wait for the summer.
Needless to say, this bubble was quickly burst when I had to alight the coach to France at Cobham Services at an ungodly hour - by which I mean 10 am, though at this time in the morning during the summer holidays I would generally still be in a state of deep hibernation.
However, what would usually have been a long and unpleasant journey flew by due to the incredible people that I was travelling with. There were 40 students other from all over the England and Wales who had been given various different work placements - including restaurants, a pharmacy, a crèche and even a chocolate shop. I was, at the time, unaware of how close we would become after just of being in Lille together for seven days.
After a rocky ferry ride
over the English Chanel, our group arrived in France and we quickly made our way to our hotel. Complete with forestgreen bed sheets, temperamental bathroom facilities and what can only be described as foam-like mattresses, said hotel would be our home away from home for a week. By the end of the trip, our rooms would have played host to countless games of cards against humanity and late night conversations.
That first night in Lille is one which will stick with me for a long time. I headed out with a group of eight other girls to find a restaurant to eat in before going to bed. We managed to find a long table outside a restaurant near the centre of town. As the sun set behind us, we spent the evening getting to know each other by asking questions over glasses of
rosé and trying out our French on our charming waiter. We almost looked like adults - or at least we would have, had it not taken us so long to work out how to split one bill between eight people.
The next morning was a Sunday. And as I would soon learn, nothing opens on a Sunday in France (or a Saturday, or a Monday, and occasionally not even on a Friday either…) This was rather convenient, as it gave our group leaders - three Modern Languages undergraduates- the chance split us up into smaller groups of two or three. We then went off in these groups with the address of our work place, and helped each other find where we would be working and how we would get there, as some journeys required getting the metro.
Once the working week had (finally) commenced, I arrived at the pet shop at 9.15 am. My job mainly involved helping my collages wash, dry and occasionally groom the dogs and as well as arranging and pricing
accessories such as leads and collars at the front of the shop. After the initial anxiety about whether to use ‘tu’ or ‘vous’ with some of my younger colleagues, I began to become more and more confident when speaking French to them. It was definitely a challenge becoming accustomed to how fast the French speak, though I did learn that confidence and perseverance are key. With languages, as in life, embarrassing mistakes are inevitable and so it is the way in which you deal with them that dictates your progress. I learnt to laugh at my own slip-ups - both linguistic and literal (as it turns out, the floor of a poodle parlour can be very wet indeed) - and rejoice in the little victories.
As the week progressed I went from being able to perform simple orders to being trusted with more difficult tasks and holding sustained conversations with the three women I worked with. Be it about boyfriends (or the lack thereof), French food or foreign swearwords, time spent chatting was time spent improving my language. It was very satisfying to put what I had learned in the classroom into
practise. By the end of the week, I had started to be able to not just talk but think in French - it even got to the point where I would talk to the other students in French purely by accident too!
Even after a long day at work, the day didn’t slow down after I had clocked out. My working day ended at 6 pm, and then it was off to the hotel to get changed before heading out to dinner with the other students and our three leaders. Once we had eaten, the night would often end in a bar, dancing into the small hours of the morning - unfortunately many table-tops were harmed in the process.
I learnt to laugh at my own slip-ups - both linguistic and literal (as it turns out, the floor of a poodle parlour can be very wet indeed) “ ”
In a sense, I have gained from this fantastic experience exactly what I had expected to: my French improved, I have more confidence in my ability and I am now more than ever motivated to study languages when the time comes to leave the SWPS bubble. Yet, what surprised me most about this experience were the brilliant friendships I forged between the people I went with, and the way in which we found it so easy to be ourselves around people who were, at the start of the week, complete strangers.
I wouldn’t hesitate to recommend this trip to anyone, whether or not you are looking for a career in languages. It’s such a formative experience which was enjoyable from start to finish.
Report
by
Sophie Johnston, Emma
Brown, and Lexie Grant (Year 11)
Our group sat in tense silence as we waited for the lights in the theatre to dim and the musicians to start strumming their guitars. Before long, the stage exploded with music: the
SEVILLE modern languages
singer began chanting loudly and the audience was clapping along to the beat of castanets. A pair of dancers appeared on the stage and astounded us with their passionate dancing, which perfectly echoed the colourful, bustling atmosphere we experienced over the five days we spent in Spain. Witnessing these two world-famous dancers performing the traditional flamenco on stage was, without a doubt, one of the memorable moments from our trip to Seville.
Our trip began at 5:30am on
a Friday in February, when twenty of us bleary-eyed but excited SWPS girls climbed onto the coach to the airport. After a short flight, we arrived in sunny Seville and were taken to our quirky hotel where every room was very different due to the unique, painted designs on the walls.
The next day, after a delicious breakfast, we walked to the nearby Triana district where we were given a tour of the busy and vibrant marketplace. Next up was a cookery class, in which we cooked a three-course meal in the
marketplace, guided by our chef. Naturally, all the instructions were in Spanish, which resulted in some confusion, resolved by a great deal of miming. This class was one of our favourite parts of the trip because we loved practising our Spanish while also learning new cooking skills, and because the paella we made was delicious!
Later that day, after some shopping, we had a flamenco
workshop. Firstly, we were taught the rhythms we would use, next some of the dancing, and then we put it all together. This was rounded up with a Flamenco Fiesta where we all stood in a circle and one person would dance a solo in the middle with everyone cheering them on before switching with another person. Despite the dancing being quite difficult, we
all picked it up quickly and had a brilliant time. Exhausted, but all wanting to pursue our talents as flamenco dancers in the future, we arrived back at the hotel, weary and ready for bed.
After an early breakfast on day three, we set off for the Alcázar. We walked through the sunny streets, enjoying passing the iconic horse-drawn carriages and the bright, colourful houses and shop fronts. Once we arrived at the Alcázar we were free to explore in small groups and wander around the famous fortress and its stunning gardens, taking in the beautiful “mudéjar” architecture that dates back to the middle ages. We loved looking at the beautiful intricate detail of the arches and interior of the fortress as well as walking through the huge orangery and gardens, soaking up as much sunshine as we could.
Our fourth day in Spain included visiting a wonderful local museum. As we wandered around the Museo del Flamenco, owned by worldrenowned dancer Cristina Hoyos, we were able to marvel at the beautiful flamenco
guitars and the colourful collection of flamenco dresses and headpieces. Our friendly museum guide taught us about the four main elements that make up flamenco (singing, dancing, guitar playing and hand-clapping) as well as the several different styles of the dance. By the end of our visit, all of us had a newfound appreciation for flamenco, and some of us even left with a classic pair of wooden castanets from the gift shop!
After five days of sunshine and shopping, we reluctantly headed back. We’d all had an amazing experience and left Spain with newfound knowledge of Spanish culture and, of course, the Spanish language. Our visit was unforgettable!
modern languages
What was your first impression of SWPS?
Ich war sehr überrascht wie diszipliniert die Mädchen sind. Außerdem war ich vorher noch nie in einer Privatschule und wusste nicht wie viele Möglichkeiten den Mädchen hier angeboten wurden.
Je dirais que c’était très impressionnant, mais c’était
aussi stressant parce que le niveau des élèves était très élevé.
C’est dur comme question, très difficile... Je dirais que je suis quelqu’un de travailleuse, très travailleuse.
What inspires you?
Sehr gute Frage...Menschen, die sich aktiv gegen Unrecht stark machen - speziell im Moment mit der Flüchtlingskrise in Deutchland und in Europa aber auch mit den Problemen in Deutschland - und die aktiv helfen, anstatt zu sagen, das würde nicht gut gehen.
J’ai une devise: « entrainement difficile, compétition facile ». C’est parce que je fais beaucoup de judo et si l’entrainement est difficile la compétition sera facile. Et la personne qui m’inspire, c’est Lucie Décose.
What’s on your list of things to do before you die?
Ich möchte gerne noch mehr von der Welt sehen, weil ich bisher noch nicht so viel rumgekommen bin.
Faire le tour du monde!
Beaucoup voyager! J’aimerais beaucoup aller au Japon pour y faire du judo.
TALKING IT OVER
Before their time at SWPS came to an end, Nils Tegtmeyer and Cindy Alves, our German and French Assistants, exchanged words with Francesca Foster (Lower 6th)
What has been you biggest challenge in life so far?
Bisher war mein Leben eigentlich recht entspannt: die Examen die nächstes Jahr abstehen, werden wahrscheinlich die größte Herausforderung für mich sein.
Mon plus grand challenge dans la vie a été d’essayer d’entrer en équipe de France de Judo.
What is the one thing that should be taught in school that isn’t already?
Ich finde, es sollte viel mehr Sport unterrichtet werden und vielleicht an deutschen Schulen sollte es mehr Drama geben, weil ich finde, dass Schülerrinnen und Schüler einfach selbstbewusster werden und lernen, aus sich heraus zu gehen.
Je trouve que c’est dommage que pour les « A-Levels » vous devez abandonner des matières en particulier l’histoire. L’histoire devrait être obligatoire.
What’s the craziest thing you’ve ever done?
Ich würde sagen, dass ich relativ langweilig bin, was das angeht.
Venir en Angleterre toute seule sans mes amis et ma famille.
Have you ever had a nickname? If so, what was it?
Mein letzter Spitzname war
talking it over
wahrscheinlich “Nilsi”.
Ma famille m’appelait « Didi » quand j’étais petite.
What was your most embarrassing moment?
Die Weihnachts-Panto schon hart an der Grenze! Ich zeigte meinen Freunden die Videos und sie haben darüber gelacht. Ich fürchte, dass diese Geschichte in ihren Erinnerungen bleiben und mich den Rest meines Lebens begleiten wird.
Quand j’ai essayé de parler en allemand avec une élèves
français lorsque je tente de parler allemand !
How do you want to be remembered when you leave?
Als netter, hilfsbereiter Deutsche: und für die Arbeit, die ich mit den Schülerinnen gemacht habe.
Je ne suis pas sûre que l’école se souviendra de moi – les filles se souviendront de Nils!
J’aimerais que les élèves se rappellent de moi pour avoir aidé les élèves à obtenir les meilleures notes possibles et pour les avoir aider à progresser en français.
modern languages
Ileft SWPS three years ago and am now studying for a degree in French and German at Brasenose College, University of Oxford. In October last year I embarked upon my year abroad and moved to Freiburg im Breisgau, a small, vibrant city nestled in the south-western corner of Germany on the border with France and Switzerland. It’s famous for being the gateway to the Black Forest and known as “the sunniest place in Germany”.
Arriving at the EuroAirport Basel Mulhouse Freiburg feels like the quintessential European experience. The people working at the airport speak at least three languages and large signs above the exit doors direct you to choose which country to enter: right for
Words and
pictures
Switzerland, left for France and straight ahead for Germany.
“
at the EuroAirport you choose which
country
to enter: right for Switzerland, left for France and straight ahead for Germany
”
by Emily Cunningham
After an hour’s journey on the bus, you arrive at Freiburg itself. The medieval Münster, situated at the heart of the city, dominates Freiburg’s skyline with its imposing Gothic spire and the Altstadt (Old Town) radiates out from it with its characterful alleyways and large shopping streets. On market days, the square around the cathedral is filled with stands selling delicacies from the region, wooden toys and marbles, and enormous bouquets of flowers.
A SPELL IN FREIBURG
Walking through the picturesque streets of Freiburg, you would never know that up to 80% of the city centre was destroyed by allied bombing during the Second World War. Only the Münster remained almost intact, while the surrounding buildings were razed to the ground. The architects who redesigned Freiburg did so using medieval plans, thereby preserving its unique character. In fact, Freiburg is incredibly well designed: the centre is completely pedestrianized, save for the wonderful tram networks that crisscross the city, and the local authorities are committed to a programme of making life here as eco-friendly as possible. The locals take pride in how clean and green their city is and also take great joy in explaining Freiburg’s legends. Most of the streets in the historic centre are lined by Bächle, little water channels along which children pull wooden boats and in which dogs soak their paws on hot days. These waterways are part of the orignal design of the city and were used for fighting fires and preventing flooding in the late Middle Ages. The local myth is that if you step in a Bächle, you have to marry a person from Freiburg and stay in the city forever. While showing my family around Freiburg last February, in my excitement at telling them
about the Münsterplatz, I stumbled into a Bächle. At once, an elderly woman rushed up to me to pronounce my fate, pointing to my boyfriend and saying, “You’ll have to leave this one and find yourself a real Freiburger!” Needless to say he dismisses the legend as superstitious nonsense.
The Albert-LudwigsUniversität of Freiburg, where I have had the privilege of pursing my studies through the Erasmus Programme, has the words “Die Wahrheit wird euch frei machen” (the truth will set you free) emblazoned upon its red brick façade. Opposite the main university complex, the imposing central
library, opened just a year ago, rises up as a stark contrast to its historic surroundings, a mass of black glass which has come to be called the Todesstern (Death Star) by the students. On my first day at the university, the director proudly told us that the new, state of the art library – which currently occupies 14th place on the list of Freiburg’s attractions on TripAdvisor – would soon rival the Münster as a landmark!
I have made many trips to other cities in the region, most notably to Heidelberg, Frankfurt and Strasbourg. Freiburg is a beautiful, colourful and lively city, and if you have the chance, I would definitely recommend visiting it! The year abroad has been a fantastic opportunity to
explore the area, to meet new people, and above all to develop my use of the German language.
WHY I LOVE MATHS
Words by Clara McKlee (Year 9)
Ilove Maths because we can use it to understand the world around us and why things happen. For example, we can use it to understand phenomena such as why buses always seem to come in groups of three, or to make sense of coin tosses or coincidences.
least two of them having the same birthday. Therefore in an average class at school, at least two people will often share a birthday.
by
Coincidences are events which seem remarkable, but by using Maths we can explain that they are not. If you think about your day, you have a huge number of opportunities that might bring coincidences: for example, whenever you meet a new person, they could have the same birthday as you, like all the same things, know the same people, or have many other things in common. If they don’t, you don’t even notice, as non-coincidences are very boring – you never go home at the end of the day thinking, “Wow, I met three new people today and none of them had any friends in common with me!” Coincidences are also more common than it might seem. One example with which you are probably familiar is a shared birthday, which may seem remarkable as there are a whole 365 days on which you could be born, but actually if you do the maths, you can prove that in a group of just 23 people, there is a just over half chance of at
Another phenomenon we can explain mathematically is why buses always seem to come in threes (in fact there is a fascinating book with the title “Why do buses come in threes?” by Rob Eastaway that contains lots of entertaining mathematical paradoxes, including a few of those discussed here). Actually, this is not true, but they do come in twos, and for a very simple reason: even if buses are designed to come regularly, people do not, and sometimes lots of people will all be waiting at the same bus stop at the same time. When the bus arrives, it is slowed down by the large number of passengers, giving the bus behind a chance to catch up. The next bus that comes along probably won’t pick up so many passengers, as they already all got on the first bus, so it isn’t slowed down so much. If this happens enough times, the second bus will often catch up with the first. It’s not the buses’ fault – if anything, it’s the fault of the people for all showing up at the same time.
Probably the most common example of probability in everyday life is the coin toss. This is a simple way of deciding between two options, or settling an argument,
but even a seemingly simple principle still has many people confused. One of the biggest mistakes people make is that the coin has no memory, which seems obvious but is actually easy to get confused. It is easy to think “I should probably go for heads next go. It hasn’t come up heads in ages.” This is wrong, as though the coin may seem to be “due” another heads, the coin doesn’t remember coming up tails all those times previously. This toss is completely independent of the previous ones, so you can’t base your guess on the previous results. If anything, repeatedly coming up tails could be a sign of a biased coin and you should go for tails again! All this seems obvious when you think about it, but it’s quite easy to get confused and forget the coin can’t remember what it did last turn.
Maths is incredibly important to our understanding of the world, not just in answering questions such as these, but in helping us to do things like travel in space, or run the world’s economy. However, the best thing about Maths is that there is always more to discover, whether it is the proof of the Riemann hypothesis, which has gone unsolved since 1859, or the newest record for a number that is proven to be prime, which with 2,338,618 digits, is huge!
QUANTUM BIOLOGY
Report by Sophie Coulson & Grace King (Lower 6th)
Quantum mechanics: a branch of physics concerned with the behaviour of atoms, photons and other subatomic particles.
Coherence and decoherence: terms used in quantum mechanics to describe particular ways components in a system connect or interact.
Quantum biology is a branch of science that studies the involvement of quantum mechanics in biology. Due to the field being very new, it is still highly speculative, but it does hold much promise. Quantum theory is thought to have relevance to biological processes such as photosynthesis, the olfactory system and bird migration.
In his book, What is Life?, first published in 1944, Austrian physicist Erwin Schrödinger puts forward the theory that quantum mechanics may play a part in genes and genetic mutations. This hypothesis has been given further support as physicists, such as Niels Bohr, have made similar suggestions throughout the twentieth century. Despite this, the field has only relatively recently begun to take off, as
scientific methods progress, with the involvement of quantum mechanisms in biological processes becoming increasingly apparent.
Quantum mechanics has been observed in some migrating animals such as European robins. Possessing a sense called magnetoreception, they have the ability to detect the strength and direction of the Earth’s magnetic field. Studies have been conducted demonstrating this. In 1963, Wolfgang Wiltschko captured robins mid-migration and placed them in a magnetically shielded chamber with a weak artificial magnetic field; he found that the birds clustered at the side of the chamber closest to the direction of the artificial field.
In order to be detected by the robin, the Earth’s very weak magnetic field would have to trigger a chemical reaction. However, the energy produced by the interaction between the Earth’s field and the molecules in the bird is nowhere near the energy required for such reaction to take place. Klaus Schulten proposed that the reaction uses entanglement between electrons. Entangled particles affect each other instantaneously if one particle changes state, regardless of the distance between them. Further studies conducted since support this theory. It is thought that this takes place in a protein, cryptochrome, in the eye and that entanglement results in electron pairs being highly sensitive to the orientation of magnetic fields.
Photosynthesis is another biological processes that is thought to involve quantum mechanics. The efficiency of photosynthesis, which can be as high as 95%, has led to speculation regarding the
mechanism that transports light energy through the cell; a photon, received by a specialised antenna, must travel through a complex of chlorophyll molecules to reach the reaction centre. Scientists studying this were unsure as to how photons always seemed to take the quickest route through the chlorophyll molecules. An experiment carried out at the University of California, Berkeley, in 2007, showed that, rather than acting like a localised particle, the photon would superimpose across all possible routes in order to identify the quickest path.
This research into the mechanics of photosynthesis could lead to us developing methods for increasing the efficiency of solar panels, which is currently only around 20%.
However, scientists still face significant obstacles. When attempts have been made to replicate this process in the lab, the quantum coherence required has proved very difficult to achieve at temperatures much higher than absolute zero. In 2012, though, a decoherence time of just over a second was achieved at room temperature as part of ongoing research to build a quantum computer.
If scientists were to succeed in building a large-scale quantum computer it would be, among other things, much faster than current conventional (or classical) computers. It might, therefore, be able to quickly solve problems that would take the best classical computer years to grapple with.
Studying quantum mechanisms in the natural world could be a possible route to further developing this extraordinary technology.
Sophie Coulson
Background painting by Rhiannon Beddoe (Lower 6th)
CHALLENGING SCIENCE
Two groups of science students took part in some challenging, industry-based engineering projects run by EDT (Engineering Development Trust) in partnership with BP. Three of the people who were involved give us their reports
GO4SET
Georgia Sumerhill (Year 9)
This year, six girls from Year 9 took part in the Go4Set physics project.
The whole team visited BP headquarters in Sunbury to be briefed on the challenges we would be taking on. We were informed that we had to pick two problems to address. From the list given, we decided we most wanted to work on Keeping Warm and Keeping Hydrated
The challenge of Keeping Warm was to design an outfit that would keep BP workers warm,
while working in extremely cold conditions. In order to create the best possible outfit, we researched what workers in sub-zero temperatures currently wear. We then looked at the advantages and disadvantages of each type of clothing. If we identified any issues with the clothing, we tried to resolve them by conducting further experiments. The team then designed the outfit we thought would work best in below freezing conditions.
The aim of Keeping Hydrated was to design a wearable device that would ensure workers on ships remained properly hydrated
throughout the day, while working in extremely hot environments. The team came up with prototype ideas by looking into the strengths of insulating materials and how people’s bodies react in different climates. A lot of trial and error was involved in finding the best location on the body to place the device. A key source of inspiration came from looking again at concepts we had initially ruled out, such as the hardhat idea, which we then built on and developed into our final prototype. If there had been further time to extend our ideas, and if we’d had a larger budget for the creation of the prototype, we would have added a peristaltic pump to measure the amount of water the worker should take at regular intervals. We also wanted to add an alarm device that would alert the worker to drink water every few minutes.
Judging took place in April when we returned to BP to explain our projects to other schools and the judges. At the award ceremony we were given some interesting
challenging science
feedback by the judges to further our work. As a team we thoroughly enjoyed our time taking part in this project and have learnt many valuable lessons in report writing.
ENGINEERING EDUCATION SCHEME
Rui Lan Zhang (Lower 6th)
In October 2015 we were set a six-month engineering design task. Using our own research as a basis, we had to design an oil tanker that would incorporate innovative and renewable technologies in its operation. The other members of my team were Sarah Phillips, Sophie Coulson, Lucy Gates, Millie Wills and Sam Elliott.
In the first week of the project, we brainstormed the ideas we had for renewable energy sources. Once we had done some research into them, we considered the advantages and disadvantages of each. We concluded that a combination of solar panels and wind turbines would be best for our project as they are currently the most developed, and were likely to be the easiest to put onto a large vessel. As the technology continues to develop,
however, this may change.
In January of this year we were invited, along with other schools participating in EES, to go to Surrey University to build a working model using their wide range of resources. We split into two groups; one group worked on making a model of a vertical axis wind turbine while the other focused on making a model of the main body of the ship out of highdensity foam blocks. We took the scaling and shape of our model ship from a plan of the real-life vessel our design was based on, given to us by BP Shipping. We carried out numerous tests to make sure the model would float with the load of the propeller, solar panels and turbine. Finally, we
constructed a framework for the solar panels to connect together, to allow them to sit easily on the ship; we tested them with high-power lamps to make sure that they were all connected and working.
At the end of the project we wrote a detailed report of our results. We presented our design to a team of assessors at BP headquarters.
BIG BANG
Rachel Sumeray (Science Teacher)
Based on their successful project presentations at the Celebration and Assessment Day in April, the Year 9 Go4SET team and the Year 12 Engineering Education Scheme team were selected to exhibit in the National Science and Engineering Competition, at Big Bang Fair South East. The Big Bang competition aims to recognise young people’s achievements in all areas of science and around eighty projects were exhibited. We were very excited to then be awarded a prize for the best STEM (Science, Technology, Engineering, Maths) Club of the year, with particular recognition of the students’ presentation and communication skills.
Alice Sutton (Year 11)
Maisy Jacobs (Year 11)
Anais Patten (Year 11)
Alexandra Seuren (Year 11)
Left: Sophie Johnston (Year 11)
Talay Namintraporn (Year 11)
Malaika Jalali (Year 11)
Annabelle Workman (Year 11)
Georgia Milbourne (Year 11)
Mantel-Cooper (Year 11)
Tess Lambert (Year 11)
PAGE TURNERS
SPLINTERED
By A.G. Howard
Review by Eden Plaistowe (Yr 10)
Howard takes Lewis Carroll’s well-known world to the next level. The wonderland that we know and love has been transformed into a world of grotesque madness full of unsuspecting twists and turns.
Delirium has remained in the Liddell family for generations and now Alice’s great-great-greatgrand daughter, Alyssa Gardener is trying her best to avoid it. As soon as she started to hear the bugs and plants talk, she knows there’s no hope. All she wants is to not end up like her mother: in a mental asylum.
After an encounter with screeching carnations, Alyssa finds herself unwillingly dragged down the “rabbit hole” along with
her best friend, Jeb, in order to break the curse of insanity. There they meet creatures such as rabid white (Carroll’s white rabbit), a deformed monstrosity, and Morpheus, a seductive charmer who is commonly known to take the form of a blue moth. Full of adventure, wit, and romance, the story allows us to watch Alyssa become more independent as a person through her experience of life and death situations. Howard takes the Alice in Wonderland quote “We are all mad here” quite literally as most of the characters talk in rhyming nonsense. A brilliantly crafted novel; the smallest of details are expanded into intricate plotlines. A great read for all years, especially for Wonderland enthusiasts.
DON’T EVEN THINK ABOUT IT
By Sarah Mlynowski
Review by Lauren Younge (Yr
10)
This is a fast-paced, immediately engaging book with a unique twist on the typical high school drama. When a class of fifteen-year-olds receive their normal flu vaccinations, they are somewhat apprehensive or completely nonchalant, but none of them could have guessed the consequences. The day afterwards, something unusual happens: they start to hear everyone’s thoughts. After quickly jumping to the conclusion that this new ability has been caused by their batch of flu shots, they wait for everyone else to discover the same thing. Unfortunately, for those who are desperately hiding secrets, this is their absolute nightmare. However, as a class they try to work together
to figure out a solution to this sudden problem, which ultimately brings them all closer together.
I would highly recommend this book because aside from the comedy element, it has a range of relatable and complex characters and an interesting dynamic between the classmates which changes throughout the book. It’s a must-read!
CANCER WARD
By Aleksandr Solzhenitsyn
Review by Ruby Hastings (Yr 12)
When I first heard about Cancer Ward, I was both intrigued and daunted – the difficult topic of the book, combined with its thickness, made me question my ability to not just start the book but actually finish it! However, its interesting title, which hinted at a thought provoking read, made me decide to challenge myself. So, I sat down and turned over the first page.
The book begins from the perspective of a middle aged man high up in the communist party, Rusanov, who enters Wing 13, an ironic number given to the Oncology ward. From then on, the reader is introduced to many different people in the ward (warning: many difficult Russian names to pronounce!), including members of staff, and shows their individual relationships with cancer. One thing that really surprised me when reading Cancer Ward was the limited safety precautions which the hospital took when operating the main radiography machines – the machines holding dangerous radioactive material had little shielding, thus exposing the staff who operated it the dangerous rays. This could be seen in the character of Ludmila Afanasyevna, who needed blood transfusions every year to battle her low white blood cell count, and had developed a sharp pain in her stomach. I can’t promise an enjoyable and light hearted read, but if you are someone who enjoys a challenge (and is able to keep up with the long Russian names!), then maybe Cancer Ward is the book for you.
THE FELLOWSHIP OF THE RING
By J.R.R. Tolkien
Review by Tina Williams (Yr 10)
The tale, set in the mystical land of Middle Earth (a creation of Tolkien), is of a hobbit, who was given a magical, yet very powerful ring, which in the wrong hands could cause havoc and destruction. His quest is to destroy the ring and along the way he creates lots of trusted friends, participates in battles and discovers new lands.
This phenomenal novel will forever more be at the top of my reading list, due to the author’s sensational use of language and the intriguing plot line. I have read this book many times over and each time I discover something new. This novel is, both figuratively and literally, out of this world!
MAGYK
By Angie Sage
Review by Alice Cope (Yr 7)
Apowerful necromancer kills the Queen and is looking for her baby who has been rescued by the mighty extraordinary wizard and grown up in a family of wizards. On her tenth birthday she leaves her home and goes on the run
with her family, pursued by The Hunter – the necromancer’s assassin. But the necromancer has made a mistake. A vital detail he has overlooked means there is someone who can stop him – a boy. The trouble is the boy doesn’t know it yet.
The topic of this book is very unusual. The author has brought all of a child’s worst fears and dreams into an epic series of adventures and has made a very engaging and suspenseful tale using these elements. It is full to the brim with random ideas – for example, rats that can speak and deliver messages to anyone in exchange for money – but once you get into the plot it just gets better and better.
Because the story is written in the third person, you have more than one point of view, which I think is essential when you are telling a story. The different points of view allow you to see what is happening to the individual characters and what their side of the story is. Angie Sage is very good at making up characters and adding a personality to them. Her style of writing is also very engaging because as she doesn’t reveal too much at the start of the story, it makes you want to keep reading; she left me guessing about the characters and the plot until the very end of the book.
OBJECT LESSON
Heather Golding (Head of Mathematics) talks to Maddie Arnold and Lily Glover (Lower 6th) about a few of her favourite things
Sudoku Medal
Perhaps surprisingly, my relationship with Sudoku started pretty accidentally. My first Sudoku experience was at university: I saw a fourth year student doing one and, when I asked him, he happily showed me how. I quickly realised that I was able to do
them and enjoy them at the same time, so I had a look around for competitions in the UK. I have ended up going to around half the UK competitions and I recently attended the world Sudoku championships in China where, in between visits to the Great Wall, I won a medal as part of the British team.
Woodlocks Farm
My mother took me to Woodlocks Farm in Farnham when I was two weeks old. I then went back there when I was 14, once I was old enough to volunteer, and I’ve been back every year since. I go for a week every year to help out at a summer camp specially designed for people with physical disabilities and it’s a genuinely charming place to be. Based on a buddy system, you are paired with someone similar to your age and you participate in activities with them - campfires, cooking and swimming - for the time you are there. It’s definitely one of the best weeks of my summer.
Camp Blanket
There are two reasons why I like this. It has a record of all the badges I have and everything I’ve done to get them. My archery, canoeing and rifle shooting badges were ones I was particularly proud of at the time. It’s also a record of the places I’ve been; from Brownie badges I got in Australia to the volunteering badges from my summer camp at Woodlocks Campsite. I’ve been adding to the collection since the age of 10 and whenever I look at
it, it brings back fond memories from childhood activities and my life growing up in Australia. If my house went up in flames and I could only save one thing, it would be this.
Camera
I have an overwhelmingly large camera. Not that I’m particularly skilled at photography but I have developed a real passion for wildlife photography and capturing landscapes over the years. In fact last year, my sister and I went to the Farne Islands (a group of islands off the coast of Northumberland, in the North East of England) and we were able to photograph a puffin colony.
object lesson
of skim reading books, so much so (Spoiler Alert: fans of Harry Potter who haven’t reached the ending look away now) that I managed to skip over the line where Dumbledore dies, leaving me rather confused when I turned the page and there seemed to be a lot of crying and grieving amongst the characters. After that slight fiasco, every time I read a Star Wars book I make sure I find something new that I didn’t pick up on last time.
Flying birds aren’t the easiest things to photograph, which may explain my fondest for oversized lenses, but having said that, it’s amazing to capture a picture of them if you’re quick enough.
Star Wars Books
I do have a guilty collection of over 50 Star Wars books, each of which I’ve read more than once! There’s certainly something familiar and comforting in reading a book when you know what’s about to happen. I have picked up a habit
Hippo Sculpture
After university, I travelled to Kenya to teach in an international school. I spent most of my free time exploring the landscape and tourist attractions; this is how my love for photography developed, being in such a special and vibrant environment. There is a particular memory from a Year 8 end-ofschool trip to Lake Naivasha, notorious for its beautiful, yet hippo-infested waters. We set up camp next to the lake and during the night, hearing the hippos walking around our campsite, I lay awake for a long time hoping that none of them would step on my head.
On the journey back from the Lake, on of one the longest roads between Nairobi and Mombasa, we stopped at a local shop, which is where I found my hippo; one of the most memorable pieces from my time in Kenya.
TUSTIN’S SCIENCE
We talk to Amelia Tustin, a young scientist working at BP
Our Editor (right) and Deputy Editor visiting BP Sunbury
What’s your job title and where do you work?
I’m a Geo-Scientist: a mix between geologist and geo-physicist, but I mainly do geology. I work in exploration, which is where we find new oil and gas fields. I’m in our North Sea team, which is mainly based in Aberdeen but there’s five of us down here.
How long have you been doing this job and what were you doing before?
I’ve been at BP now for nearly three years, and this is my third role. In my first year I was in one of our Azerbaijan teams, working on an oil-producing field,
in a reservoirmanagement team, planning how we are going to get the oil out of the reservoir and maximise its life. Then I moved into exploration and I worked in a team that was almost the complete opposite. It was doing the very early stages of exploration: where are basins being formed and rocks being deposited; what might we learn from them?
And then I moved, just in the last month, to the North Sea Team.
Prior to that I was at Liverpool University. I studied geology and physical geography. That was a four-year undergraduate master’s: a three-year degree and then a year tagged on at the end, to complete a master’s project. Between my third and fourth year I did an internship at BP working with one of the Angola Teams, looking at the planning of new wells. It lasted for 11 to 12 weeks, across the summer.
How did you get onto the internship?
I filled in an on-line application. You then go through a selection procedure because you might be offered a job directly from the internship.
What A Levels did you do and what aspect of your studies do you remember enjoying the most?
I studied geography, chemistry and maths; also history AS. When I did my A Levels I didn’t really know what I wanted to do going forward; I just picked the subjects I enjoyed the most. My favourite subject was geography. I really liked the physical side of it: I liked working out how rivers flow, what they’re doing and how that affects people, how you can study those systems and mitigate against their negative effects.
I really got into maths during A Levels. I picked it because I was good at it at GCSE, although I didn’t particularly enjoy it, but then I just got into it. I think once you get your head round it, it’s quite easy: once you’ve worked out how to do a particular process, you can just apply it to anything, and it works!
I really struggled with chemistry; I found it really complicated. But I think it has helped me: doing this job you need to know about chemical formulas, how minerals can change, and so on.
I was terrible at art (at school) but now, weirdly, I have to do quite a lot of drawing. I guess it’s different now because it doesn’t actually have to look like the kind of thing you’re trying to draw, it just has to show what you’re trying to represent, which is a bit easier.
Are you drawing on a computer screen or on paper? Both. I find it quite hard to draw from scratch on a computer, because I’ll just draw it wrong. If,
though, I draw something in my book, rub things out, keep redrawing it, then scan it and draw it properly on the computer, I’ll eventually have a good finished product.
I do quite a lot of sketching: drawing out maps, drawing out cross-sections, sketches of rocks, that kind of thing.
Do you agree that drawings intended to be purely functional can sometimes have their own kind of beauty?
Yes. Geological maps can be really beautiful. It’s probably really geeky but on my wall at home I’ve got a geological map of the UK – one of the original ones that was done – and it’s really pretty because you can see all of the shapes of the rock and they’re all different colours.
I see myself as a scientist but geology is definitely on the arty end of the science spectrum. Personally, I struggle more with the art stuff but you definitely have to have that crossover. Geology’s very creative; we have data points that are really far apart – hundreds of kilometres – and you know what’s at those data points but you don’t really know anything in between, so you have to make an interpretation. A lot of that is creative thought: “Well what if this was here; what effect would that have?” You have to be able to think: “What are the possibilities?”
What does your work at BP currently involve?
It’s a real mix of things. I’m looking at loads of bits of data
and trying to work out what the rocks were like in the past, what environments they were deposited in, what type of rocks they are; essentially, working out if we’ve had all the right conditions to form oil.
Where does this data come from?
A lot of it arrives on my computer screen, but we also have a say in what data we need to buy, what data we need to go and collect, so it’s a real mix of things. We can look at outcrop data, rocks that are present onshore and exposed, that you can go and look at, map out, get information from, work out what environments they were formed in.
We also have well data: wherever exploration or production wells have been drilled, that is a section down through that bit of rock, so we can get a lot of data from that.
What interests you most about your work?
I like the challenge of putting together the pieces; there is no right answer so you have to come up with the best interpretation. Sometimes you’ve got your model and you drill a well and find out if you were right or not. It’s quite a challenge, when you’ve got so much data, to try and piece it all together.
What advice would you give to SWPS students considering working in this field?
Try it out and see what you like. Go and hear about it: go to university open days; listen to what the lecturers say on the subject.
The other main bit of data we use is seismic data: essentially, sound waves. You put a big burst of sound into the ground, sound waves go down, and then we measure them as they come back up, bouncing off the rock. We have seismic processors who create an image of what the rocks look like under the ground.
Read a book about it, do stuff like work experience.
I’m really pleased I did the internship because that allowed me to understand whether I wanted to do this or not. Take the opportunities that come up at university. Don’t say to yourself, “Oh, I’ll just chill out for a bit.” Look at all the different options; make the most of it.
Amelia Tustin on a BP oil rig
BP
Sunbury
WINNING SCIENCE
In January, Sophie Young (Year 7) and her classmates had a lesson on global warming. It inspired her to design a car powered by water. Sophie describes the steps she took in making Zodiac 4.9, which went on to win first prize in this year’s SWPS Science Fair
Iconducted a total of seven experiments, each of them on a Wednesday lunchtime, with the help of Mr Schofield, one of my science teachers. In the first, I experimented to see whether or not the process of electrolysis worked. I added 2M sulfuric acid to the water to improve the separation. The separation was successful and the water split into oxygen and hydrogen.
For Experiment Two, I improved the battery component, and Miss Singleton, another of my science teachers, gave me a fuel cell to use on my miniature car.
In my third experiment, I started to set up the fuel cell. This took a while because there was more gas in the hydrogen cylinder than the oxygen cylinder, hence H2O. While this was happening, I noted down my observations of what the fuel cell did to separate the water: first, the fuel
cell takes the water through small pipes leading from the gas cylinder, which is currently filled with water. The fuel cell then separates the water by using the process of electrolysis. It then gives back the gas through the same pipes into the cylinder.
“
The motor started to rotate!
”
For Experiment Four, I set up the fuel cell equipment, waited a while for the cylinders to fill up with gas, and attached a motor to the wires leading off the fuel cell. The motor started to rotate!
For my fifth experiment, I moved to the DT Department. I built the base of the car and the back wheels, and prepared the area where the working motors, which were in a parallel circuit, were going to be placed.
For Experiment Six, I connected the rotating motors onto the car model; I performed electrolysis again, just to be sure that the process was definitely working.
For my final experiment, I made the wheels and fixed everything together. I did one last electrolysis check before putting Zodiac 4.9 into the Science Fair room.
Why did you first decide to take Psychology at A level and then apply for the University Degree?
I find it hard to believe now; but Psychology wasn’t actually a first choice when deciding what to take for A level. I originally chose French, Maths, Business and Politics, however when realising that French wasn’t my strong suit I swapped in the first week to Psychology. I’ve always had a strong interest in people and their behaviour, so once I began the course, it quickly became one of my favourite subjects. As for a career; I had assumed for a long time that I would end up doing something in Business, but when it came to looking at degree subjects, I realised that my true passion and interest was Psychology.
How are you finding ‘Uni life’?
Uni is great! Even though Psychology teaches us that familiarity with a place increases our emotional attachment to that place, I’m still surprised by how at home I feel at Southampton! I was always the baby of the family and my parents were worried about how I would cope away from home; but I’ve found the transition to be absolutely fine! It’s such a close knit community; I’ve got a house with friends for
second year and the independence definitely does force you to grow up, for example, one of my friends asked me how to use the washing machine!
What challenges have you come across with the degree course so far?
Independent learning was fairly hard to get used to; if you don’t do the work, no one chases you to do it! There are 200 other people on the course to deal with so if you don’t do it you just end up with a lower mark. It definitely requires a lot of self-motivation and I quickly realised that the only person who I’m impacting is me, and the main person who really cares about my grade is me!
Aside from your degree course, what other experiences have you had? There are so many opportunities outside of your course at University, such as volunteering and being a mentor for first years. Before I came to University I did a short programme in sign language and work experience at UCL’s DECAL Centre; which is the largest department for those with hearing difficulties in the UK. Now I am head of the sign language and deaf society at university, allowing me to pass on the skills I’ve learned.
What makes the Psychology Degree at Southampton different to those at other Universities?
The main element that separates the course at Southampton from other Universities is the variety. This is not only in terms of the amount of concepts and theories we cover, but the different perspectives that
we are given. For example, a lecturer might say ‘this is the way the behavioral psychologist would explain it’ and then show us the neuropsychologist’s perspective. The degree is also more focused around reading than essay writing, which I found surprising! Furthermore, as Southampton is a Russell group University centred around research, its lecturers are often speaking about theories and journals which they have created and written.
What are your plans, hopes and ideas for the future?
My aim is to end up doing something in Therapy, as I find the idea of helping others very motivating, although it may sound a bit cliché. The specific group I would like to work with would be adolescents and more specifically the deaf community, as they experience problems just like everyone else. However, due to their impairment they can feel segregated and alone.
Ex-SWPS student Phoebe Lewis talks to Sofia Kotlarz (Lower 6th) about studying psychology at university
THINKING OUTLOUD
Portrait of Phoebe painted by Gabrielle Atkinson
POP-UP PRODUCTION
This year SWPS staged its first entirely student-run Popup Production. Rosie Down (Lower 6th) reports
Our Pop-up Production was The Wizard of OZ. Rehearsals took place over the course of a weekend and the cast had to quickly master dances and songs, as well as learn all their lines, to perform in front of friends and family on the Sunday evening.
The Lower Sixth decided to take on this challenge back in December. Following that decision, detailed financial budgets were calculated, costumes were ordered, and a potential cast was auditioned. Much to our delight, we ended up with 55 hardworking, ambitious and talented girls.
As raising money for charity was also a high priority, we decided to fundraise throughout the year, organising cake sales, raffles and a hilarious teachers vs students quiz, chaired in front of a packed house by Zel Arif and Mr Peel. In addition to this, all the profits made from the production, including sales of tickets and cakes (made by the incredible Hannah Potter), were given directly to our charity. We chose to give to Christopher’s Smile, who support children diagnosed with cancer.
On Thursday and Friday after school, and through all of Saturday, the cast worked very hard in rehearsals. Elsewhere, sets were being painted, makeup was being practised
and costumes were being fitted. Despite thoughts of Sunday being the cause of some stress among the Lower Sixth directors, our dress and technical rehearsals went pretty smoothly with, of course, a short interval inbetween for some delicious pizza!
The final production was fantastic. It was incredibly well received by the audience, who gave us a standing ovation at the end of the show.
It’s fair to say that although the Lower Sixth had to face many challenges in putting on this pop-up production, the show went smoothly down the yellow brick road, deep into the heart of Oz!
Photo CDs of the production can be bought in school from Patsi Bucknall.
Most photographs by Katerina Matheson (Lower 6th)
How old were you when you started singing?
When I was thirteen, my piano teacher started up his own choir, and so I joined that almost straight away. It was in this choir that I realised I wanted to sing.
Did you come from a musical background?
No, not at all. Oh, actually, my mother did play the piano from time to time at home, but she never did it professionally or anything like that.
What and where did you study?
To start off with, I studied at Newcastle College and Guildhall, London to gain some academic music qualifications, such as teaching and also performance diplomas. I was then awarded a scholarship to study in Germany, at the Hochschule für Musik in Munich. Looking back, it was there where my training really began.
What’s your proudest musical achievement?
To this day I’m still hugely proud of my first professional performance. I sang the role of the Angel, a mezzo-soprano role, in The Dream of Gerontius, an oratorio by Edward Elgar which follows the journey of Gerontius’s soul from death to Purgatory. I performed it in Durham Cathedral.
FACING THE MUSIC
Margaret Hull, who runs the chamber choir as well as giving private singing lessons, talks to Francesca
Duke (Lower 6th) about her career in music
Do you prefer conducting choirs, teaching privately, or singing yourself?
That’s another difficult one! I have thoroughly enjoyed all my solo singing, but I also love conducting choirs because they provide entertainment for all the singers as well as the audiences (or at least I hope they do!) I would probably say, though, that my main aim is to give each of my private students a good technique to enable them to keep singing either soloists or as choir members for the rest of their lives.
Do your children share your passion for singing?
Yes, both my daughters sing. Only one has classically trained though; the other one is a violinist.
Do you have a favourite piece/favourite composer?
I have a great many favourites; it’s very difficult to choose just one! I think my absolute favourite would
probably have to be Marie Theres’! by Richard Strauss. It’s a beautiful trio in the third and final act of Der Rosenkavalier, one of Strauss’s operas.
If you could play any instrument that you don’t already play, what would it be and why?
Probably the clarinet. I’ve always liked its timbre, and I even started to learn it while I was studying, but unfortunately I never really pursued it. So yes, I think I would choose to take it up again.
Have you ever had any particularly embarrassing moments on stage?
There aren’t any that spring to mind, or at least none to which I would admit! Sorry. But I would say that if you do go wrong during a performance, the important thing is to carry on with confidence and not acknowledge that anything is wrong.
TAKINGNOTES
Why do musicians love music? What does it take to perform well? How tough is the pratice? Two students tell us what they think
THEA DAVID (Year 9)
I can’t remember a time when I didn’t love to sing. I don’t know why I started, but I’ve always loved music; first in Disney films, then in pantomimes. I joined a drama school on Saturdays, where we sang songs from musicals, performing in shows and concerts. In a sense, that was the first choir I was in. I began to learn the piano aged eight, but only joined a ‘proper’ choir at my primary school. I loved it! Singing together felt so communal. It’s like playing sport in a team: every person is needed otherwise nothing worthwhile happens. Everyone is united with a shared passion. Solos always seem incredibly daunting and alone. However, I perform in school concerts in the school choir, in plays and workshops. I don’t practise seriously; I don’t sit down and say “Now I’m going to practice.” I play chords on the piano or sing in the shower – the acoustics are best in there – it’s just a habit.
Performing is amazing; a rewarding thrill. Sometimes I feel like I will spontaneously combust before we go on stage, other times less so. As clichéd as it may sound, sometimes you just have to take some deep breaths and smile.
I have many inspirations, but I can’t forget, aged nine, peering into our grainy computer screen on a drizzly day in February and my dad saying gruffly, “She’s called Adele.” It was Adele’s performance of Someone Like You at the 2011 Brit awards. She became my inspiration. That she had the guts to go onto a stage, with only a piano, and pour so much emotion into that song never fails to amaze me.
I don’t know exactly how singing is going to feature in my future life. I just hope it continues to give me the joy it’s giving me now.
VIOLETTA SUVINI (Lower 6th)
I began playing at the age of four. It was natural for me to choose the violin, as my father teaches it. I do also remember being brought to various orchestral concerts when I was very young and being automatically drawn to the string section. Once you have mastered all the technical challenges of a piece of music,
and you can play it with ease, the experience of then actually performing it with meaning is intensely rewarding. I find it very fulfilling.
As the repertoire gets harder, more and more is demanded from the violinist both in terms of the musical and the technical aspects of the piece; here, physical, mental and emotional stamina come very much into play. Had it not been for my time in the National Youth Orchestra rehearsing eight, sometimes nine hours a day for nearly three weeks non-stop, I’m not sure I would be able, physically, to play some of the long recitals I perform at present.
The violin will always be extremely important to me. There is nothing that can compete with the experience of playing in an orchestra: the sheer joy of performing great works alongside others who share the same motivation and passion for music as you do. Playing the violin has also given me the opportunity to perform in some of the most
wonderful concert halls, such as the Barbican, the Royal Albert Hall and St Johns Smith Square. When I won the Rovere d’Oro international competition many years ago in Italy, the adjudicator, in his prize-giving speech, warned us all not to become too blinkered by the instrument; to do other things: to read, to travel, to go mountaineering! I agree that a great repertoire cannot be fully interpreted by someone who has not tried to experience life, in all of its wonderful diversity.
WHAT NEXT
DARPA, a branch of the US military, has started to plan what most would consider science fiction: small computer implants that will be able to read brain waves. Claire Hodges (Year 10) takes a closer look
There are, in fact, telepathic computers out there already, but they’re extremely slow, so DARPA (The Defenced Advanced Research Project Agency) plans to make the whole process quicker. Apart from these, the only other human-computer interfaces, (non-telepathic, that is) are devices such as mobile phones and IPads. What makes DARPA unique is that it is planning on creating a much quicker computer.
However, DARPA’s main aim is to be working towards something much more terrifying (or exciting): soldier cyborgs. The implant would be able to pass on information faster than any other form of communication. It will also give soldiers other enhanced battle capabilities, such as enhanced hearing or vision. Essentially, it will create an army of super-soldiers.
Called NESD, or Neural Engineering System Design, the project will be complicated and costly. It will take 4 years and cost over $60 million. Luckily (or unluckily), DARPA is willing to attempt it.
Now, the problem with brain to computer communication is our neurons- we each have 86 billion of them! That’s around the number
of seconds in 2750 years. DARPA plans to use a few million connections simultaneously, so the signals will be clearer, and therefore the user will have more control and precision. Current technology is only able to have around 100-1000 connections to process our neurons, so it’ll be a big improvement in humancomputer interfaces.
Imagine two 20p coins, one on top of the other. That’s how big the implant will be. Inserted into the back of the neck, it will have the ability to change brain activity, the “electrochemical language used by neurons”, into computer-readable digital signals, or binary (1011 1110 1101). It is, in other words, a neural interface.
The project won’t just lead to cyborg-soldiers, though. It could also help those with brain trauma, or other disabilities that create complications in communicating, and maybe even lead to further cyborg inventions that would be able to sense a much larger amount of information, such as eyes that would have night vision. If the project succeeds, soon we might have access to a variety of biocompatible computers, to help us reach superhuman levels.
Keyboards may also become
a thing of the past. NESD will only one be step away from implantcontrolled computers. If these become accessible, we would simply need to think the word to write it. Sadly, we all have to wait until typos are killed off and speech recognition is no longer considered the easiest method (if it somehow manages to recognise every word, anyway).
“
it will create an army of supersoldiers
”
The reaction to the project has been extremely controversial: while some believe that doors that may be opened, others are amazed that it actually has the potential to succeed, or even begin. Whether you want it or not, though, the project will start the recruitment process for candidates this February, so we’d better get ready to see what happens!
Painting by Natasha Yuen (Senior 6th)
PHOTOGRAPHY TRAVEL
The standard of entries for our competition this year was again extremely high. 1st Prize went to Isabel Henderson (Year 9) for her beautifully composed and atmospheric pictures of Thailand (opposite page). The other students’ photographs featured on these pages were all Highly Commended.
This page: Spain by Rhiannon Beddoe (Lower 6th)
by Isabel Henderson
travel photography
The deadline for submitting entries for our next travel photography competition is: Friday 30th September For more details, talk to Mr Russell, Head of Art & Design.
This page: Cuba by Lauran Oates (Lower 6th)
Opposite page top left: Cambodia; two pictures, top right: Vietnam; all by Florence Brill (Lower 6th)
The rest opposite: Botswana by Hannah Yetman (Senior 6th)
THE ALPS
Words
by
Rosie
Down and Zel Arif (Lower 6th)
On October the 29th 2015, the AS Level Geography students headed off to Chamonix to study glaciers, rivers and tourism in the area. This trip allowed us to collect data from L’Dranse D’Abondance, a river in Chamonix, and research into various topics which would appear in the fieldwork section of the exam.
After arriving at Heathrow Airport at the early hour of 5 o’clock in the morning, we travelled to Geneva to begin our fieldwork-packed weekend away. We then took a cable car up to Mont Blanc to observe glaciers and various patterns within cold environments. This provided us with extensive information and helped us have a visual representation of the glaciers, as well as providing us with the opportunity to have our photos taken in a glass box on top of the mountain, which is in the top 20 places to have a picture taken.
The next day we travelled to L’Dranse D’Abondance to measure various features in the river for our fieldwork write up. To do this we measured the upper, middle and lower course of the river to
get accurate and more extensive results. We measured velocity, discharge, wetted perimeter and much more, to collect a large range of information on the results. For each type of data collected, we repeated our measurement process 3 times, for an accurate and reliable set of results. After collecting our results we returned to our hotel to compare data and make notes of factors which could affect it e.g. weather, which would have affected discharge in the river as well as water level. As we visited Chamonix in off-peak season, this meant that although the river was safe to measure as the water was below welly height, it also meant that our sets of data were considerably different to what they would have been if we had measured them in snow season, meaning we had to compare our results with official government data.
Then on Saturday we took a train ride up to visit another glacier and we studied the moraines within it and drew up a field sketch of the glacier. However, to make the day more enjoyable, as it was Halloween, we got to visit a small theme park at the bottom of the mountain and returned back to the hotel for a fun party, where Ellie did some creepy make up on us all and scared Miss Sear!
On November the 1st, we took a long walk up another glacier, to take a closer look at the moraines and study the features such as weather conditions that affect them. Although we were very tired, our hard work was rewarded by a trip to the Spa, where we got to relax and enjoy the steam room and refreshing outdoor pool.
As our final day approached, we visited Chamonix town centre and proceeded to carry out surveys on environmental factors affecting the area such as litter, graffiti and
air quality. We also asked the locals questions about the area’s tourism industry to get a more rounded understanding of what the area is like all year round. For example we asked questions such as “When is the busiest time of year?” and “What nationality are most visitors?” This enabled us to write up detailed information about the tourism and experience first-hand one of our case studies for the Migration section of our exam. Additionally, this gave us some extra time to get some souvenirs and do a little bit of shopping before heading home.
Overall this trip provided us with extensive information about the topics which are included in the AS exam. Furthermore, by experiencing this things first hand it also provided us with a better understanding of what we were studying in class. It was a really fun and enjoyable trip and definitely worthwhile!
design and technology
PROGRESS?
Alex McNaughton (Head
of
The nature of progress has been, and will continue to be, hotly debated. The Arts and Crafts movement, which began around 1880, saw the move towards industrialism as having potentially negative consequences. It advocated craftsmanship in the broadest of senses as a move towards social and economic reform. A few decades later, this movement was displaced by proponents of what became known as Modernism, the distinct legacy of which we are still very much influenced by today. It could be said that the Modernist ideals gave rise to our contemporary practices.
Design & Technology) considers a key issue in contemporary design and manufacture “ ”
we are able to get our products much quicker, easier, and more efficiently
The impact computers are having on society via computer
aided design (CAD) and computer aided manufacture (CAM) is increasingly well understood. CAD and CAM developments have now led to the latest mass-market capability of 3D printing or, as we should refer to it: additive manufacturing (AM).
This is having a transformative effect upon the design and manufacturing industries and in turn the products we choose to surround ourselves with. Our phones, computers, transportation, clothes, recreational paraphernalia and now even the food we eat are being influenced by this leap in technological progress.
And progress it is: we are able to get our products much quicker, easier, and more efficiently; they have improved accuracy and functionality. In other words, we now have more stuff, we can get it quicker, and this new stuff is better made. These new products use modern, better performing materials, and when they break down or are rendered obsolete they can be replaced very easily. We are all enjoying the results of this progress.
Or have we missed the point? Have we lost something? Are things really better? What about the process? What about the journey? What about that satisfaction of handling an artefact brought to fruition by your own hands? What about the joy of making? These notions transcend the products named above. Photography, film, art, fashion, handwriting, and, arguably most importantly of all, cooking are all affected similarly.
Many a furniture craftsperson will articulate in great detail the satisfaction, accomplishment, beauty, joy and pride in a well made dovetail joint or snug fitting through mortice and tenon. This
design and technology
example of time honoured mastery of material and process has a tangible, soul enriching reward. Can our modern methods deliver the same fulfilment? Are we really making progress?
What about the joy of making? “ ”
Natasha Yuen (Senior 6th)
Emily Dixon (Year 11)
Isabella Daniels (Year 11)
physical education SPORTS DAY
Words by Lauren Simmons (Lower
6th) Pictures by
Kathryn Burton and Georgina Ferns
Sports Day this year was a sunny success with parents, teachers, girls, and even some alumni turning out to participate and cheer each other on. The Lower Sixth wore their house colours with pride, with the lower years’ banners and posters showing their loyalty to their houses – Pankhurst, Montague, Quant or Lonsdale. The students competed with great enthusiasm, demonstrating the skills and techniques they had been honing in their PE lessons, and the cheering could be heard around the whole field.
There were many incredible performances, not least from Emily Read who broke the school record for the 300m. Lia Anderson also set a new record in discus. Performances deserving recognition also came from Isobel Leikis and Nicola Bell who previously in the term had broken the records for their respective events.
One of the highlights of the day was the teachers vs students vs alumni relay, which had everybody very tense and excited! Of course, the other teams were no match for the Lower Sixth, who stormed ahead towards victory within the first couple of legs.
At the end of the day the results were close, but thanks to their consistent effort and achievements throughout the year groups, Pankhurst were the winners of the 2016 Sports Day.
Pictures also by Ian Russell
physical education
ROWING
Report by Lily Glover (Lower 6th)
The opening of the new boat club in April 2016 was a momentous occasion for SWPS rowing and has been highly anticipated by all of the rowing community. It shows that the commitment and enthusiasm of the rowers has grown dramatically since 2003 when the boat club began. With the help of this new facility, rowers and coaches will be able to maximise their potential and hopefully inspire and encourage more students to participate in this challenging, sociable and rewarding sport. It is clear with the development of the boat club that rowing is viewed by the students as more than just a marginal extracurricular activity; it has evolved into a thriving and successful part of SWPS life in which girls are able to learn to cope with demanding hours and adopt an ambitious and positive mentality.
This dedication and essential
work ethic has been practised relentlessly this year throughout all year groups. For example, in preparation for the Women’s Henley Regatta, crews from Year 11 and the Sixth Form managed to balance a stressful exam season with the demands of competing at the highest level.
In the Junior 16 Quadruple Sculls (Bella Daniels, Mary
Dalton, Emily Baker and Amelia Berry) narrowly missed out on progressing through to the final rounds but should be commended on their progress throughout the year as well as their performance in a notoriously competitive category.
Incidentally, you might find it helpful to know the following: the number in each rowing category
(e.g. Junior 16, Junior 18, etc) indicates the maximum age the rowers can be when they are competing. Strictly speaking, they must be under that age before the first day of the September that precedes the event they’re competing in. The number of rowers in the crew is indicated by words such as double, quadruple, etc. Sculls means the rowers are each rowing with two oars (as opposed to just one).
The Junior 18 Double Sculls (Emma Fountain and Frances Dawson) also showcased the importance of time management and hard work during their A Level exams. They were still able to give an outstanding performance, qualifying during the time trials with an impressive time.
The diligence displayed by the senior rowing team has clearly inspired our new generation of junior rowers. The evidence of
this was clearly demonstrated at this year’s National Schools’ Regatta as both the Junior 15 Octuple Sculls (A and B crews) came away with well-deserved national medals. 2016 has provided a long lasting legacy for everyone involved in SWPS rowing. Now, as the largest all female junior squad in the country, it’s clear that the attitude of the rowers and their coaches has shaped an ever expanding part of school life that many students are proud to be a part of.
ALL IN OUR MINDS?
Why do you exist? Vera Brown and Anya Shah (Senior 6th) consider some possibilities.
Picture by Rhiannon Beddoe (Lower 6th)
Why do you exist? This is probably the most debated question in human history – so why are we yet to find the answer? The fact is that every person that’s ever lived will have a different response. Many attribute our existence to a supreme creator, who willed us into being. Others put it down to science and only that which can be tested. So how can we ever find an answer to this fundamental question? Each person subconsciously tries to answer this question in their short time on earth and live their life accordingly. Maybe we’ll have to accept that there is no answer and life is what you make it.
One of the most commonly held beliefs is that there is a designer responsible for our existence, who we call God. The problems start when different interpretations of this designer come into conflict. However, all have the same core belief that our existence is so rare and incredible and that the natural and logical
answer is that there must be a creator who, as the ultimate causer of the universe, is the only reasonable explanation. So, is it actually logical to attribute our existence to God, or is this a manmade solution to such a profound mystery? From a religious perspective, there is a lot of clear evidence pointing towards the existence of God. Firstly, the fact the earth is positioned so accurately is enough to suggest divine creation rather than random chance. Admittedly, this could all be an incredible coincidence. But this means that we must also put down to chance the fact that our small planet happens to coexist so perfectly with the Laws of Nature, thus making life on
earth even possible. To a religious believer, our existence is not an unfathomable mystery. In fact, there is a perfectly rational, logical and obvious solution – God. From a Christian perspective, one man’s teachings seems to piece together the chaotic jigsaw of possibilities which have led to life. Jesus provides answers to both the extraordinary and everyday mysteries of our lives. However, from a sociological perspective these claims are a manmade solution to such unanswerable questions.
Sociologist Emile Durkheim believed that religion simply functions to unite society under common beliefs. As such, religion cannot be used as a means of
take life as it is, and appreciate that we are a rare and special result of evolution “ ”
confirmation to these mysteries about existence. Sigmund Freud would agree, as he believed that religion is a ‘psychological crutch’ invented by man to provide a sense of certainty where knowledge is lacking. So, where does this leave us in terms of coming closer to a solution to the mystery that is existence?
Thinkers such as Dawkins would disregard any positive attributes of religion and God, be it in a cosmological or sociological sense. As a strong atheist, Dawkins would argue that even if we cannot answer these questions now, God should not be applied as a logical answer. Everything has an empirical solution, and it’s only a matter of time before we reach a discovery. Therefore, all talk of a designer God is needless and too rooted in the past. As an evolutionary scientist, Dawkins would argue that even though God may be an easy fix to this complex matter, we should always pursue that which is grounded in evidence and can be tested. If we stop and look at ourselves, although human life is undeniable an incredible result of the natural world, evolution provides a logical, progressive answer as to why we are the way we are. As such, we should not be afraid of the questions which still remain unsolved; we should take life as it is, and appreciate that we are a rare and special result of evolution. Our quest for higher purpose is hindering our desire to learn and deduce from evidence and the world around us.
These arguments are clearly in conflict with one another. Yet, what makes this debate so intriguing is that the human reasoning applied by our ancestors centuries ago is still just as relevant in our world today. However, with time this logic has adapted to our secular world, opening up a new dimension to this ongoing mystery. So, which argument is the most logical to you? This is probably the biggest decision you will make in your lifetime, so think carefully!
TALAY’S THAILAND
Words and pictures by Talay Namintraporn (Year 11)
Last year I spent a month of my summer holidays in Thailand, experiencing the fascinating and sometimes bewildering local culture and traditions. Although I was born in Thailand and lived there until I was four years old, this was the first time I had been back.
On arrival in Bangkok I visited Buddhist temples where I queued with Thai people and tourists, lining up to pay our respects to the huge, imposing buddhas embellished with precious stones and gold leaf. I visited Chatuchak weekend market, a bustling treasure trove of every kind of handicraft, antique and tourist souvenir for sale; it contained a colourful array of silks, jewellery, and hill tribe artefacts alongside the exotic aromas of food stalls
selling delicious, authentic Thai dishes.
We travelled to the south of Thailand to attend my Uncle’s wedding. Monks came to the family home and carried out an elaborate ceremony of prayers, blessings and meditative chanting, which was followed by food offerings. I learnt customs such as having to bow your head low to show your respect to the monks, ensuring that you do not turn your back towards them, and sitting correctly on the floor so as not to cause offence by pointing your feet in their direction.
I experienced an elephant ride in the Khao Sok National Park and went trekking through the forest, learning about the incredible flora and fauna from our knowledgable guide. He also shared his expertise in survival skills, demonstrating how to cut and prepare different types of bamboo for use as firewood, containers to boil water, bowls to eat the noodles we cooked, and even chopsticks to eat them with!
On Koh Phi Phi I went kayaking and snorkelling in the beautifully clear and calm turquoise waters around the island. I had an encounter with the mischievous and intimidating macaque
monkeys who attempted to steal our belongings on the beach. The boat captain taught us to fish and then deep fried our catch onboard - definitely the freshest fish I have ever eaten!
“
I had an encounter with the intimidating macaque monkeys
”
My highlight of the holiday was spending a week insect collecting in the tropical rain-forest. I am very interested in entomology (the study of insects) and, having volunteered in the Coleoptera department of the Natural History Museum in London for the past three years, I have a particular passion for beetles. I was invited by Donald Quicke, a retired
professor of Imperial College, and a specialist in parasitic wasps, to join him and his Thai colleagues from Chulalongkorn University on a collecting trip on the border with Burma.
We spent each day searching with sweep nets and pooters, a method of collecting insects whereby the insect is sucked into a collecting pot, before being transferred into a tube with very strong alcohol to kill and preserve them. Each night we set up a light trap, consisting of a large white sheet and some very powerful lamps, to attract the night-flying insects. We travelled by minibus and set up at a new location each evening, enabling a range of different habitats to be surveyed. It was amazing to see the incredible biodiversity of insects: we had large moths, beetles, stick insects and wasps. One night we were
lucky enough to have a female Atlas Moth come to our trap, the largest moth in the the world.
My expedition was all the better for the very friendly and hospitable Thai students I spent time with and their essential tips, such as how to avoid stepping on a snake in the dark, how to safely rig a generator in the monsoon rain and which colour disposable waterproofs looked best!
Despite the heavy rainfall I managed to collect a range of specimens and species which I brought back and mounted by pinning and pointing each beetle so it can be displayed. I am currently in the process of identifying my specimens which is a slow process, involving the use of complex keys, referencing the museum collections and often when I get completely stuck, eliciting the help and expertise of the entomologists at the Natural History Museum.
My trip was incredible; an unforgettable experience.
In the October half term, a group of 18 girls (Years 10-12) embarked on the trip of a lifetime: an experience that I will perhaps argue in a rather clichéd fashion was truly unforgettable; but words cannot describe the joy, the memories and self-satisfaction that I received from participating in this project.
Our aim was to travel to our partner school, Bantuma, and experience the Ghanaian way of life, explore their culture and help them to develop their own school. Collectively, I feel that we really managed to achieve far more than this. We helped to further the School’s partnership, create many new friendships and I know our projects will leave a lasting legacy.
Before we left, we wanted to raise a large sum of money so that we could fund the projects that we could then carry out when we arrived. We achieved this through many methods, including a cake sale, a sponsored walk, a
sponsored cycle ride, sponsored windsurfing, lots of babysitting and other domestic chores.
When we arrived in Ghana, it was incredible to see the impact that this hard work would have on the community of Bantuma. Through our fundraising, we could import appropriate materials for the building of a new wall that will eventually surround the entire school. We managed to fund the building of the first part of this construction which we then painted and decorated. Admittedly, this may not sound that important, but it was only on our arrival that we could truly understand the significance of this project. By clearly marking and distinguishing the school, we managed to create a distinctive divide between the faculty and the rest of the village community. This reduces somewhat the number of goats, chickens and villagers that would otherwise wander into the school uninvited, hence reducing the number of distractions to the open classrooms and increasing the functionality of the learning environment. Additionally, through the help of Mr McNaughton, we managed to import wood and other equipment for the production of classroom desks. Together, the pupils of SWPS and Bantuma School worked for many hours: sawing the wood; building, sanding, varnishing and eventually painting the new desks. These new desks are valuable,
as they increase the amount of learning space but also permit an increased number of pupils to sit exams. Moreover, through our funding of the materials, we also permitted the Technology class to gain experience in the physical assembling of the product, which was immensely beneficial to these pupils who normally would spend lessons watching a carpenter work. During our trip we experienced a culture that differs so much from our own, and we also benefited from the hospitable company of the Ghanaians, which undoubtedly contrasted with the famous British reserve. We were unanimously and fondly greeted like old friends, by the staff, the children, the villagers and even the chief of Elmina town. Likewise, the connection that we managed to build with our buddies, with whom we were partnered for the stay, gave us an insight into their lifestyles. The music and dancing was also enthralling due to its heartfelt sincerity. This we witnessed on many occasions, including the vibrant opening ceremony
Report by Lauren Oates; Pictures by Rhiannon Beddoe (Lower 6th)
GHANA
performed to us by the school, the dance and drumming workshops we participated in, the fire and dance show we watched and also the two church services that we attended.
Personally, my first trip to the church was the highlight of the trip. Whilst based in the modest location of a corrugated iron roofed shelter, sat on mismatching plastic chairs on a sloping and uneven ground and nestled in the hills of Elmina, we witnessed a service like no other that I have ever attended. The small shelter was filled with perhaps one hundred beautifully dressed
Ghanaians. The power of the profound singing, dancing and praying performed with such devotion and happiness moved me (the same girl that had never cried watching a film in her life) and several other girls to tears. At that moment in time, it suddenly hit me, just how little so many of these individuals owned in material possession, yet the abundance of happiness and gratitude for their wellbeing was overwhelming.
In conclusion, given how much we all enjoyed every part of this experience, I thoroughly recommend it to any of the younger girls lucky enough to be offered this opportunity in the future.
politics
ELECTORAL REFORM
Katie Ingram (Lower 6th) considers the merits of electoral reform. Painting by
Rhiannon Beddoe
In recent years the issue of electoral reform has become a topic of increased interest which culminated in a referendum during the term of the coalition government on whether the UK should adopt the Alternative Vote (AV) system for general elections. Whilst the AV system is not proportionally representative, it would have reduced disproportionate results such as were experienced in the 2015 election under First Past the Post (FPTP) system.
The result in the 2015 General Election has been very much critiqued, due to the fact that the Conservative party achieved a government with a 12 seat majority, while the party achieved only 36.9% of the popular vote. Moreover the SNP won all bar 3 of 59 seats in Scotland with around 50% of the vote in Scotland. This dissonance of electoral success against popular vote is shown even more starkly by the SNP’s 56 seats from 4.7% of the national vote whereas the Lib Dems got 8 seats from 7.9% vote share and even more shockingly UKIP won 12.6% of the national vote share but only returned 1 MP to the Commons.
A significant minority vote does not, however, mean that the views of those voters should override the views of the majority. Proportional representation (PR), with its inevitable tendency towards coalitions involving small fringe parties such as in Germany and Israel, means that more extreme opinions can gain currency in government as a price of forming a stable majority. The imposition of a minority policy for the life of a government on
the majority of the populace is scarcely fair either. Moreover, the business of stitching together and maintaining a coalition resulting from a proportional representation system can distract from decisive and effective government. Finally, as was shown with the Conservative/Lib Dem coalition, election manifestos get thrown out of the window as a result of compromising principles for power- the lib Dem position on student loans being a good example of this.
In the past, when there was effectively a two party system, the distribution of seats broadly aligned with the relative positions of the two main parties; although the Lib Dems did proportionally worse. With a wide range of parties, this becomes less sustainable and calls into question the legitimacy of a majority government elected on just over 1/3 of the vote.
PR inevitably removes the link between MPs and their constituency, something which historically is a corner stone of the British electoral system. However, this can be overstated in the modern era where people tend to vote on national policies and with national communication, including social media, hence the link in national elections with a local politician is weaker. Furthermore, with only 18% of the population trusting a politician to tell the truth, and the strength of the party whips in Parliament being so pervasive in managing votes, it is no longer a strong argument for FPTP.
Whilst PR would solve the distortion between popular vote and number of seats, it’s not a panacea for fairer elections as proportional representation creates its own problems, both in terms of the quality of representation but also the ability for a government to govern effectively. Given the fact that this issue raises as many issues as it solves, this should not be a priority in a period of economic and geopolitical instability.
GOVERNOR’S Q & A
SWPS Governor Jill Hilliard talks to Francesca Duke (Lower 6th). Picture by Georgina Ferns
What attracted you to becoming a SWPS Governor?
I’m good friends with Kate Clemo, a former Governor here. In the summer of 2015 she said “Now that you’re a recovering workaholic, and you’re not doing anything, I think you should put yourself forward at Perkins, because that would mean I could retire!” I also used to be a parent at the school, with two daughters here, one who joined in 2004 and one who started in 2006.
Which aspect of SWPS do you like the most?
As a parent, I’ve always been a big fan of girls-only schooling, so I really love that about the school. I think the other thing that I really admire is the emphasis on science and maths and the success that girls have in those subjects in particular.
What do you do outside of being a Governor?
In theory, not a great deal in comparison to when I worked full-time, but actually I find my diary is just crammed. I have no idea where I found time to work before! I do tennis, and other sports, and walking the dog; I also own a couple of properties which I refurbish and let out, and deal with all sorts of nightmares that go along with that!
What did you do before?
Most recently, I set up and ran my own marketing consulting business; I employed about twenty people. It had been going for about six years when I decided to sell my stake in the business. Before that I worked for another consulting company, and before that I worked for big multi-national
organisations like Proctor & Gamble and Pepsi Co.
Can you describe what led you to do those jobs?
The person I have to thank for that is the Professor of Marketing at Edinburgh University. I actually started out studying law. The way the system works in Scotland means you can study courses from another faculty in your first year, so I thought I’d try some business ones, and I just loved marketing. My professor suggested that I apply to Proctor & Gamble for their vacation course, so I did that and I really liked the experience. In addition, I was National Chairman of the Student Industrial Society, which gave me lots of exposure to big, sexy companies.
One of the things I like about marketing is that it’s a combination of science and art, so it gets both bits of your brain working.
What has been the most significant accomplishment of your career?
When, as Marketing Director of Walkers Crisps, we became the biggest brand in the UK, and most profitable brand in the Pepsi Co. portfolio worldwide.
Do you have a role model?
Yes: a good friend of mine called Kate Boycott, who is currently the Chief Executive of Asthma UK. She is extraordinarily organised, a very accomplished public speaker, very driven, and extremely passionate about her cause. She was previously Marketing Director at Shelter. In addition, she’s a single mum; she has two very intelligent, potentially exhausting, children but she manages to juggle it all
and achieve a great deal. I’m somewhat in awe of her.
If you could give one piece of advice to your 17-year-old self, what would it be?
Oprah Winfrey said, “You can have it all, just not at the same time.” I think that’s really important because as I went through life, I did want it all. I had a hyper-stressful job, a husband, kids, etc, and all the responsibilities that came with those things, and it was just too much. Sheryl Sandberg, the Chief Operating Officer at Facebook, says her advice to all professional women is to lean in - put yourself forward for everything. But actually, I think back away is quite a good piece of advice that I would give myself. I took on too much, and you just have to choose what your priorities are at different times in life.
KITCHEN REVISION
In the sixth form, SWPS students have the chance to hone their cooking skills through attending the HE Department’s Student Grub classes so that when they get to university they can enjoy doing some real cooking for themselves and their friends. Our reporter Maria Marshall (Lower 6th) decided to try out one of the recipes. Pictures by Grace King (Lower 6th)
STUFFED PEPPERS
1 medium pepper
25g white rice
2 large mushrooms
25g sweetcorn (or frozen peas)
25g cheese, grated
¼ tsp mustard
30ml cream or crème fraîche
15g butter
Preheat your oven to 180°C / fan: 160°C / Gas: 4. Put a large saucepan of water on the hob to boil.
Rinse the rice. Put it in a
separate saucepan and cover with 2cm of water. Bring it to the boil and simmer for 10-12 minutes or until cooked. If you’re using frozen peas instead of sweet corn, add them to the boiling rice a couple of minutes before the end of the rice’s cooking time. When the rice is cooked, drain and set aside.
While the rice is still cooking, wash the peppers. Cut off their tops and remove the inside seeds and fibres. Put the peppers into the large saucepan of boiling water and simmer for just 2 minutes.
Clean and chop the mushrooms.
Carefully lift out the peppers from the pan. Stand them upside down on some absorbent kitchen paper to drain.
Mix together the rice, sweetcorn (or peas), mushrooms, grated cheese, mustard and cream. Season (with salt and pepper, or just ground black pepper) to taste.
Stand the peppers in a shallow oven proof dish. Fill them with the rice mixture. Put a knob of butter on top of each pepper. Cover the dish with foil. Place it in the preheated oven and bake the peppers for 20 minutes.
Serve and enjoy.
Safiyya Beere (Lower 6th)
Grace King (Lower 6th)
Katerina Matheson (Lower 6th)
Rhiannon Beddoe (Lower 6th)
Maria Marshall (Lower 6th)
Rachel Simpson (Senior 6th)
Scarlett Higham (Senior 6th)
Rebecca Ackroyd (Senior 6th)
Maria Huxstep (Senior 6th)
Juliette Wright (Senior 6th)
FOR ISABELLA
A new short story by Annabelle Workman (Year 11). Artwork by Rachel Simpson and Maria Huxstep (Senior 6th)
Carlos lives a few kilometres up the course of the Amazon River – where the stream runs narrowest and swiftest, and the untamed rainforest staggers over the banks on each side – in a small, cramped fishing village named Obidos. The heat is like a great glass dome over this dilapidated town, the sun’s warmth concentrated as it beats down upon apathetic residents: fishermen so weathered that folds in their leathery skin map a network of lines across their faces, and slouching young men whose slurring talk could be associated with the beer bottles spewing from the jeeps they laze in. A wide river of thin, brown dishwater hurries through, dragging along boats and anything its currents can get a grasp on.
Carlos sits in the front of one such boat on a day in late September. Some would say that it is unwise to be traveling on a day like today, with its ominous storm clouds that appear to be creeping towards Obidos, intent on obscuring the sun with their thick opaqueness. They’d warn that the wind seems to be holding back, and that the air is saturated to such an extent that it feels impossible to breathe –an indication of an inevitable tempest. They would say that the storm is just waiting to break, and it’s a question of when rather
than if. Yet, in his mind, Carlos hasn’t a choice. His only child, his beloved Isabella, is to marry a man who can support her and provide her with an escape from this decomposing village and this unfulfilling life – something Carlos was never able to give her himself. However, he needs money to pay for the wedding. So Carlos is here, on this ill-omened day with his two best (and only) hens, preparing himself for the ordeal of extracting a good price from the miserly, crusty old salesman up the river in Manaus.
As more people press aboard, kicking his chicken crate in an effort to pass him, Carlos pushes his way to the back, through the dense crowd of damp bodies and angry faces, their sweat and breath adding to the water-logged air and amplifying a sense of being corralled like cattle.
The captain appears at the bow of the vessel, a gaunt, hung-over looking youth with a face where a sickly tinge has taken residence under the natural tan. His gait is unsure, staggering, and there’s a slur in his voice when he shouts the final call. All the signs show Carlos that he should be anxious about continuing with this trip, yet he knows his daughter won’t have a chance without it. So he stays, even though he senses he should disembark. Even though he notices that the boat is more tightly packed than normal; even when he observes it sinking further into
the river than it usually does. Even though he can hear the growling of the storm over the struggling efforts of the engine to start the overweight barge.
Their riverboat finally lurches out of the shabby port, clipping off a piece of jetty and earning a few angry shouts. As the river takes them, the gathering wind begins tugging at clothing and picking at hair. It makes the jungle enveloping them on both sides sway and groan; the protruding branches of Amazonian trees take on the form of hands, grabbing at the boat and whispering hoarse warnings quickly swept up by the gale – as if they are secrets that must be kept from the travellers aboard the craft. Carlos’s chickens are nervously clucking and squabbling. From behind a wooden crate to the left of where Carlos is situated, a dog whines. Animals always know.
The reckless, swirling eddies and currents twist and splash under the surface. They’re dying to grab hold of this imprudent boat and take it down to whatever lurks beneath the murky surface. Have patience, the incessant waves hungrily lapping at the sides of the hull breathe. The storm is yet to break.
As the river widens out, the water becomes turbulent, angered by the small boat’s determination
in cruising along its current. The waves push more forcefully against the sides of the boat, which causes spray fired like ammunition to drench those unfortunate enough to be cramped against the railing. Carlos hushes his cargo as the scared mothers around him hush their children. It will be all right, they say, just a bit of wind.
A beam of lightening suddenly illuminates the sky, so glaring that the passengers aboard the craft are momentarily disorientated, dumbfounded and blinking until the imprint of the flash leaves their vision. Thunder follows after a few seconds, a whip cracking across the heavens so forcefully that it seems as though the whole of Earth beneath it is vibrating.
It’s as if that glass dome has shattered. The skies are torn open, hurling down the rain by the fistful; it sizzles from the metal piping and soaks through the flimsy canvas roof. Wind screams at them, joined by the roaring thunder as the waves grow larger, tossing the riverboat and the wailing people from side to side. A tortured, harrowing scream of pure and unadulterated torment erupts from a woman as the baby she has been cradling close to her heart is ripped by the merciless storm from her arms, the first to be taken of hundreds.
Carlos still sits at the back,
pressing himself further into the wooden bench with his chicken crates to his chest. He thinks of his Isabella and remembers her smile, her laugh that has been unchanged since she was three and the way she sings to him when he’s lonely. Of the way she respects the grumpy ancient fishermen and promises to care for Carlos when he is old and worn. He’s just thankful that Isabella is not here to witness this unforgiving incident. He sees the chaos of petrified people swearing and beseeching a seemingly absent Lord for their lives. He watches a shrieking child grasp at his motionless mother. A screaming man follow his beer crates overboard; a goat wild with panic and blind with fear flailing towards the edge of the ship. Once the passengers are under the surface, God knows they won’t be back; yet still some leap off and try to swim to safety. But Carlos stays as he is, shocked into mindlessness by these gruesome scenes that no man should ever have to observe and his absolute terror of being dragged under by those ruthless waves.
Carlos looks to his left and watches as a great wall of water hurls itself at the side of the boat, but as he hurriedly abandons the chickens and joins other passengers scrambling to the other side to balance the craft, it is tipped their way, taking on copious amounts of water and flooding the deck, dragging howling humans and cargo alike under the greedy surface. He’s saved only by clinging to the railing and thinking of Isabella, how he must live for her. Yet as he is heaving himself back on board, he looks across the deck, and the mighty wind launches forth deserted cargo. The last thing he sees before going down beneath that ravenous surface is his chicken crate being hurled towards his head over the remains of this ill-fated ship and its passengers, and the clouded crimson water beckoning him from below.
TWO CITIES
Report by Louise Plastow and Georgia Ayres (Lower 6th)
We took off from Heathrow. 3671 miles later, 28 students and 3 teachers landed at Dulles International Airport. After chasing our luggage around the airport, and experiencing some intense airport security, we made our way to our hostel in Washington DC.
The next morning comprised of serious sightseeing, covering most of the city’s major landmarks such as Capitol Hill, the Supreme Court and the library of Congress. Following lunch, students had the freedom to visit any of the Smithsonian museums, the most popular of which turned out to be the Museum of American History. After dinner at an Italian restaurant we were given a night tour of DC and Virginia; however our visit to the White House was cut short due to a visiting diplomat causing the police to close Pennsylvania Avenue. The tour included the World War Two memorials and the Washington Monument.
The next day, after an interesting visit to the Newseum, we had a moving tour of Arlington
National Cemetery where we saw the Tombs of the Unknown Soldiers and the Kennedy memorials. After travelling to the memorial by metro we were a bit dismayed to discover that we had to walk back to Washington to see the Lincoln Memorial!
We were all excited at the prospect of seeing a basketball game. We thoroughly enjoyed the free buffet, despite the basketball game confusing us initially. By the fourth quarter, though, everyone was on the edge of their seats; the two extra quarters were excruciatingly tense and unfortunately ended in a loss for the Washington Wizards.
Our last day in Washington saw us swap the heat wave in DC for near freezing temperatures in New York.
Our first day in New York included a visit to the incredibly sobering 9/11 Memorial Museum. That evening we had dinner at the Hard Rock Café and saw a fantastic performance of Chicago on Broadway. The UN headquarters visit the next morning, despite including a fairly long wait outside in the rain, gave us an enlightening insight into world politics. A quick boat trip to Liberty Island gave us lots of photo opportunities with the Statue of
Liberty and the New York skyline.
One of the most popular parts of the trip was the surreal nighttime view from the top of the Empire State Building.
Our last morning involved a tour of Midtown New York, which included Times Square and Grand Central Station; also a frantic last minute shopping trip and the realisation that our suitcases would be too heavy for the flight home. We landed in Heathrow exhausted but happy, despite having failed to find a single person willing to admit to being a Donald Trump supporter!
The trip was definitely historically enlightening and a fantastic opportunity.
ANYTHING?
Francesca Duke and Rosie Down (Lower 6th) report on this year’s triumphant production of Oliver!
Lionel Bart’s 1960 musical Oliver! is, of course, based on the novel Oliver Twist by Charles Dickens. It’s a thrilling story, with hugely compelling characters, and the musical features memorable, timeless tunes.
So, the SWPS production of the show was bound to be a hit, and with Mr Muller describing it as “West End standard”, I think it’s safe to say that it was!
Auditions were held back in June 2015, and the intensive rehearsal process began when we came back to school in September. Every Tuesday and Thursday after school we would meet to rehearse dances, dialogue and/or songs. There were also
numerous rehearsals after school on Fridays and, of course, the dreaded technical rehearsal bright and early on a Sunday morning. The tech took twice as long as expected, and it started to feel as though we would never be able to get certain numbers right. We were amazed at Mrs Sweeney, Mrs Scrutton and Mrs Bucknall’s seemingly endless patience with us all.
However, on the night of February 4th, we pulled it out of the bag. A mixture of both comedy and tragedy was created with hilarious portrayals of characters such as Fagin (played by Beth Norman-Walker) and the Artful Dodger (Anna Sheridan), the fear evoked by Bill Sikes (Sophie
Park) and the sympathy that the audience felt for both Nancy (Megan Partington) and Oliver (Aishah Akhtar), particularly with their tear-jerking renditions of As Long As He Needs Me and Where is Love? The chorus of orphans, urchins and street sellers also showcased the performers singing and acting talents in unforgettable numbers such as Food, Glorious Food.
Those of us in who were in the cast were hugely grateful to our excellent backstage team, and were simply in awe of the brilliant performance of the SWPS Chamber Orchestra.
In fact, I would even go as far to say that I’d do anything to perform Oliver! again!
Lauren Younge tells us about her D of E Experience; pictures by Eden Plaistowe (Year 10) and Katie Ingram (Lower Sixth)
AWARD DUKE OF EDINBURGH’S
The expedition is perhaps the most daunting and anticipated part of the whole Duke of Edinburgh’s Award experience. My only experience before the expedition was an overnight Brownie camp which I attended years ago and the training day at school. There, we wrapped bandages over fake wounds, managed to cook pasta and familiarised ourselves with the multiple uses of a compass.
I went into the training walk hoping that there would be no casualties and that navigating would be easy. Nevertheless, we somehow managed to get lost almost instantaneously. That was when we discovered our loathing for the woods, because there are hundreds of unmarked trails and paths on the map. If you take a wrong turn, it’s easy to become lost, but we soon learned to determine our location from the physical indicators around us. Only through checking that our surroundings matched with the map did we manage to distinguish
where we were; we only ended up taking a slight detour from our assigned route.
After this initial debacle, everything went comparatively well and we made it back almost on time, even if we were one of the last groups to finish! However, our supervisors were incredible and taught us to take our time when discerning our location. Aside from that, most of us went into school the next day with aching limbs and blistered heels, despite all the plasters!
Luckily for us, the practice expedition was in the same place as the training walk; so we managed to not get as horrendously lost, and we even recognised some of the route. When we reached the campsite, we found that erecting our tents proved to be much easier than expected, but setting up for dinner was another challenge. Most of the other groups had placed logs outside of their tents to sit on whilst eating. Thinking it was a good idea, we decided to do the same. However, most of the more desirable logs from the giant pile had already been plundered and
duke of edinburgh’s award
it took a while for us to find five or six dry, relatively lightweight logs. After helping each other to laboriously carry the heavy wooden seats to our tents, we sat down and waited for two other members of the group to bring theirs. What we didn’t expect to see was them sauntering over towards us, seemingly enslaving two boys who were carrying their logs behind them. It was a shame that the rest of us didn’t exploit the chivalry of those two scouts: it would have saved a lot of time and effort!
The next day, we were given more freedom by our adult leaders and navigated sections of the route without them, meeting up at agreed checkpoints. Surprisingly, we didn’t get lost and showed up on time. This gave us a lot of confidence for the qualifying expedition and boosted the group’s morale.
Before the qualifying expedition, I was incredibly excited. Miraculously, on both expedition days, we made good time and didn’t get lost. Although, at one point at the beginning, we knew where we were but took
a wrong turning and ended up quite close to the cliff’s edge. Further along, we came to a real challenge: a preposterously steep valley, on a windy day with heavy backpacks. I looked down and it seemed to go on forever! I traversed it nonetheless and felt a huge sense of accomplishment afterwards. This obstacle early on in the expedition made everything afterwards seem much easier in comparison to it- apart from the cows. One girl in my group is quite scared of them so when they were blocking our path once, we all protected her whilst trying to manoeuvre around the cows without provoking them. Apart from that, both days were beautiful and when we walked along the two ridges flanking Corfe Castle, we could see amazing views for miles around.
Overall, I really enjoyed my bronze Duke of Edinburgh Award expeditions and am glad that I completed them after learning so much. Now, I’m looking forward to doing silver, although mud has been quite a challenge so far!
L IFE B EYOND SWPS
RACHEL FARAGO
It seems like yesterday I was waving goodbye to the blue uniform, but in reality I finished at Sir William Perkins’s in 2012. My time at SWPS will always be remembered fondly as the school where I was stretched to my full potential, filled with memories of classroom antics alongside friends that have and will last well into my post-education years. When I was first considering further education I was concerned about what I should be studying, rather than what I wanted to do. Thanks to a supportive family and teachers, I was reassured that if I did what I loved at university, then I would enjoy my time and excel. Thankfully, I was able to achieve the grades to study my passion –Music.
The University of Sussex felt tailor-made for me! It was not only a great place for me to continue my education, but I was also able to establish myself as a performer outside of my degree. I have very fond memories of crazy first year
workshops and performances that challenged social norms, as well performing in my first opera production; where I discovered my love for the art form. It’s also worth noting the incredible moment of wanting to write a dissertation and achieving a First for it – something Mrs Scrutton will probably refuse to believe.
After I left university, I was fortunate enough to earn a place at Trinity Laban Conservatoire of Music and Dance where I am currently working towards my masters in vocal studies. Studying at Trinity has been completely different to university life; in contrast to other postgraduate courses, my masters acts more as training for professional work in the Opera and Classical music industry. Even more so than at University, your success is entirely dependent on your own drive and motivation, which took some adjusting to and is something I wish I had known I was capable of in school.
Since leaving school, I am thrilled to have achieved a First Class BA Music degree with a prize at graduation for the highest mark in a module for my final recital. Getting into Trinity Laban as the youngest postgraduate at 21 is
also something I am very proud of and inspires me to continue challenging expectations. If I could say anything to my 16/17 year old self, it would be to be true to your passion and work hard at it. No one else is going to work for you, so stay motivated, strive for your goals and believe in yourself.
RACHEL BROWN
Since leaving SWPS in 2013, I’ve been studying Law at Queen’s University Belfast. I’d had a wonderful seven years at SWPS but I needed to step outside my comfort zone to really make the most of my university experience. Naturally, nowhere seemed more ‘exotic’ than Belfast. Being separated from home by a plane journey was a little daunting at first but I felt immediately welcome in the city. Belfast is not actually as remote as people think: I’ve caught the first flight from Heathrow and been a few minutes early for a 9am lecture! Nevertheless, it was comforting to know that my parents couldn’t easily come and surprise me! Before applying I took the time to visit the city and explore the university outside of an official open day. I got a more authentic feel of what student life would be like and I would encourage anyone else to do the same. You can make your own mind up about any pre-conceptions and work out what’s most important to you in a place of study. Whilst I discovered, to my disappointment, that the Northern Irish accent doesn’t really compare to the smooth tones of the South, I could assure my grandmother with confidence that
life beyond swps
Belfast is not a warzone! The library and the sports centre also stood out to me, as well as the relatively close proximity of all the university buildings, minimising the time (and money!) I would have to spend travelling around.
I chose to study Law because of a genuine interest and curiosity, and this has been key to enjoying my degree. As long as you find the majority of the course content interesting and engaging, it is far easier to work though the inevitable drier parts. For someone with a relatively limited attention span, the diversity of Law made it a perfect subject for me: a week’s lectures can range from damages and injunctions in contract law to applying property law to human body part and cases involving dwarf tossing! There’s more than one path to every profession so choosing a subject that you can really engage with makes it far easier to enjoy your time a university, work hard and get good grades! Northern Ireland’s constitutional status and the range of backgrounds in my class have made it a particularly interesting place to study Law.
There remains a lot of work to be done in Northern Ireland and the wounds of the past few decades are still raw. Northern Ireland’s cultural eccentricities
have been a source of both frustration and inspiration. Disappointingly, sectarianism remains prominent and the majority of schools, both primary and secondary, continue to be defined through the sectarian divide. Despite this, I have learnt so much about the value of family and relationships as a healing tool. People are beginning to stand up and refuse to let themselves be defined by the politics of the past. I continue to be touched and inspired by the mature, open-minded and constructive discussions of my peer group, irrespective of community background.
I feel I’ve made the most of my time at university, both academically and socially, by pushing myself outside of my comfort zone, and I feel so lucky to have had SWPS give me the confidence to do it. I’m graduating with a First in Law but will take so much more from the people, culture and environment that I have been part of for the past three years.
And what’s next? It’s a surprise!
life beyond swps
CHARLOTTE AINSLIE
I left SWPS in 2014 and have since been studying Human Sciences at St Hugh’s College, Oxford. I chose to study Human Sciences because I’ve always been
fascinated by people and culture, an interest that has developed alongside a passion for travel. SWPS provided me with some incredible opportunities to see the world, with trips to Ghana, Iceland and Morocco really standing out for me.
Earlier this year I was selected as one of ten Oxbridge students to travel to Japan to facilitate a Youth Empowerment Programme in three schools across the country. While there, I stayed with host families, which was an amazing way to experience Japanese culture. 15 and 16-year-olds from my host families toured me round their
local areas, introducing me to the wonders of anime, J-pop and Purikura – a sort of photo booth that widens your eyes, whitens your skin and lengthens your body, which in my case produced rather alien looking results! Spending time with these students provided me with a real insight into what it was like to be a young person in Japan.
The Japan Youth Empowerment Programme that we were part of aims to build the confidence of Japanese students, encouraging them to express their point of view and to consider looking outside of Japan for university or post graduate education. For us at SWPS, where open debate was hugely encouraged and where we were often asked to speak in front of the class, raising a hand to answer a question may not seem like a particularly daunting challenge. However, in Japan, the majority of the education system relies on a repeat after me culture where students learn from textbooks
and through rote learning. This means they are rarely given the opportunity to critique concepts or present differing opinions. Upon arriving at the schools, the students were incredibly nervous to engage in any sort of conversation with me, even in very simple English, but by the end of the programme they were able to speak in front of the group, in English, about their aspirations for the future. It was amazing to see the difference in the students between Day One and Day Five; and to think that I had helped them make that leap! Japan was a truly amazing country to visit, especially for someone who loves photography. I was amazed by the deep orange of the shrine gates that are found around every corner and the beauty of the kimono that was donned by many girls, particularly in Kyoto. I was lucky enough to be in the country for cherry blossom (sakura) season and to take part
in the associated festivals, such as picnicking under the trees. Japan is a country full of tradition and yet it is so technologically advanced. Robot-run hotels and restaurants are emerging in many cities and the bright electronic screens of Tokyo seem a million miles away from the magical temples and pagodas of Kyoto. It is a country of contrasts, which is what makes its exploration so exciting. On top of all that, the Japanese people were some of the most hospitable I have ever met. I would love to visit again someday.
I still have a year left of studying at Oxford and who knows what will come next! One of my life ambitions is to visit every country before I die. There are records for being the youngest person to do so and I would still be in with a chance, but I really want to experience each country properly, photographing its people, climbing its mountains and tasting its food. For that reason, I’m in no rush to complete the challenge. I may not know exactly what I’ll be doing in the future but I do know travelling and photography will be a big part of my life; after all, I have 163 countries left to visit!
IMOGEN NEWEY
In 2014 I dog-sledged across Norway and Sweden. Still with a thirst for adventure, in the September of the same year I attended interviews to become one of twelve trainee leaders on a six-week expedition to the Indian Himalayas with the British Exploring Society.
In Summer 2015, after five weekends of training, spread over nine months, the advance party I was part of headed to a remote location in the Zanskar valley. Even reaching our base camp, at 4400 meters, was a three-day journey across difficult roads. The camp was surrounded by stunning lakes, jagged peaks, expansive glacier, vast rock faces, and alpine flower-speckled hills. The full team included 13 leaders with specific mountaineering and
scientific expertise, 6 doctors, 12 trainee leaders (including me), and 49 explorers aged 18 to 25. I was teaching everything from basic camp craft to how to safely cross crevasses. Leading people with such diverse characters was challenging, but also a fantastic opportunity that taught me a lot. We filtered and treated our own water, documented flora and fauna, navigated rock faces, performed glaciological and other environmental studies, and even experienced some Ladakh culture at a local temple.
Here are some extracts from the diary I kept during the expedition:
Monday 10th August: Shyok Ascent
Goodbye to mobile phones, instant boiling water, and hot showers! I’m so happy to be scanning maps of the Zanskar region for the Shyok team mission. It’s a great shame that two of the original group are not joining us, but ascents aren’t for everyone and there are so many other things to do, from scientific study to glacial exploration, rock climbing to cultural encounters.
The scenery throughout the day didn’t fail to meet expectations, as we climbed through meadows, across spree, over rock fields and beyond. The Drang-Drung Glacier seemed even grander; like a butterfly, the larger it grows the more beautiful and intricate it appears. The elation at reaching a bivvy site, the grace of the sunshine, and the thrill of a 340-degree view prompted a big photo shoot.
We rationed water tonight and will melt more fresh water from the snow patch an hour into tomorrow’s trek. We recced the area for a place to stay the night. I was proud to be the one who found the site. Jenny congratulating me hinted that the leaders are always watching; ready to give you feedback on areas for improvement and where you’ve noticeably improved.
life beyond swps
Tuesday 11th August
The excitement of the day is too much to resist for long. Initially it’s like the dread of leaving a warm house to go outside into a freezing cold day, but when the horizon is a sunrise and you’re about to go on a grand adventure with new friends, staying put is inconceivable. Rob shuffled like a caterpillar to try and get up the gentle slope he’d slipped down during the night, which only made him slip further down. It was very funny; everyone was back in their usual high spirits.
The snow was precariously
overhanging the mountain ridge we had to cross. Our pressure on the snow could have made it give way, causing us to fall like rag dolls into the abyss. We avoided using crampons until necessary but this meant crossing large slippery snow/ice patches without any support. At one point I became as frozen as the ice. But I persevered and found a route. Each person has their strengths and weaknesses but that’s what helps make a team. I moved a rock, opened a foot-sized dent in the icy snow and made a better route for those behind me.
Summit: 5795m
Amazing! Spectacular! And the best part was that we had made it as a team. Joyous shouts of “Well done!” filled the air. There was much hugging and extreme posing for photos, along with taking relieved gasps of oxygen from our tanks.
Through taking on challenges like this I have raised nearly £10,000 for Make a Wish, Meningitis Research Foundation, and Blind Veterans UK. For more information email me at: imi-victoria.n@hotmail.com
ANNA THAIRS
I left SWPS in 2009. My journey to university and the world of work was a little unconventional – one Foundation Course, two degrees, one internship-turned-job and three exhibitions later, I think I’ve found my career rhythm!
I took a gap year, during which I did an Art & Design Foundation Course while I decided whether I wanted to pursue academia or art. I’m passionate about painting and most of my memories of SWPS are of drawing, painting and making (oh, and being the year to start the sixth-form Smurf tradition!) but at the same time I love learning –anything and everything I can get my hands on, from psychology to history to sociology to law. I ended up deciding to pursue Philosophy & Politics at the University of Exeter. What will always stay with me about uni is the societies I joined. I became very invested in both Model United Nations and theatre, spending two years as publicity officer for both MUN and a theatre society. It was at this point that I started considering advertising as a career path – I always knew I wanted to do something that used both my creativity and interest in learning, but hadn’t considered the ad industry at all. Making posters, designing logos and figuring
life beyond swps
out how best to target students was something I found really interesting.
By the end of my undergraduate, I’d decided to do an MA at art school. I studied Illustration at Camberwell. Halfway through my MA, I got an internship at an advertising agency in Soho, which turned into a full-time job. I thought I was going to be a Creative, making the ads, but when I got there it was suggested I try something called Account Planning. Planning is 50% creative, 50% thinking – I have to research topics and learn the most I can about groups of people, products and brands, and then think creatively to come up with the ideas that make the ads. It’s stimulating to be learning new things every day, and actually putting that knowledge to use in a creative way.
The world of work has been interesting. I didn’t realise how hard it would be to get a job, and how much graft is needed to succeed as a new graduate. I thought working a nine-to-fiveish job would be depressing after the freedom of setting your own schedule at university, but actually it’s a relief not having to structure my own days!
I’m especially pleased that I’m keeping up with my art. I’ve realised in the past few years that as rewarding as my work is, my passion is for art, so I’ve been pursing it in my free time. It’s a lot of extra work on top of a full-time job, but I’ve managed to be a part
of two public group exhibitions, and this year I had my work printed in a fine art magazine.
I wish I’d known when I was 16 or 17 how important it is to do something you love, not something you think you should.
My goal for the future is to eventually become either a fulltime fine artist, or run the Planning department of a top agency – or both! In the next few years, I want to keep up with my art and hopefully continue to raise my
profile; I’m aiming to enter a 30 under 30 competition for Account Planners; and finally, I want to spend as much time as I can traveling and experiencing new cultures, ideas and places!
physical education
GO ROWE!
Rebecca Rowe talks to Mary Dalton and Isabella Daniels (Year 11) about her life in sport
Tell us about you work at SWPS
I am Assistant Head of Rowing as well as teaching PE A Level. I coach all years and in particular Year 10. I’ve worked at the school for three years.
We hear you play rugby. Tell us about that I took up Rugby Union five years ago and have been playing at an international level for two. I play rugby for Wales.
How did you get into the sport?
I used to row for Great Britain, until I had to stop due to an injury. I wanted to keep fit and still do sport competitively. My friends took me along to some of their rugby training sessions and I really enjoyed the sport and meeting new people.
Why did you decide to take up rowing coaching?
Having quit rowing myself I was keen to stay in the sport. I started coaching so I could pass on my knowledge to others, to get young people rowing and loving the sport.
What do you love most about rugby?
It is very inclusive of all shapes and sizes. It is also a very social sport and a great place to make new friends.
What does your training programme consist of?
A typical week consists of three weight sessions, two conditioning
sessions and two rugby specific sessions.
How do you juggle training with work commitments?
Training is normally in the morning before work and matches are usually on a Sunday so my work is not affected. The school is also very accommodating and supportive, particularly during busy times like the six nations.
How do you deal with a disappointing training session or match result?
If I have a disappointing training session I ask myself why it wasn’t good and then next session attempt to put it right. Sometimes it’s best just to forget about a disappointing session, you can’t always be perfect!
If I have a disappointing match result afterwards I assess my individual performance and the team performance and try and learn from our mistakes. It’s best not to dwell on a disappointing result. Other times I accept that the better team won and that nobody did anything wrong; we may have played our best but it was not enough.
Do you still have time for rowing?
Not really, but I often use rowing machines as part of my rugby training. I occasionally row while coaching, if there is a lack of people and another rower is needed.
What advice would you give a SWPS student keen to pursue
competitive sport?
You should try and find a good balance of work and training so that you don’t become stressed and remember that work should always come first. You should be organised and manage your time well. Most important is that you are enjoying the sport, if you no longer enjoy the sport it’s not worth continuing it.
