The Priorian 2022 by St Benedict's School

ST BENEDICT’S SCHOOL

THE PRIORIAN

BENEDICT’S SCHOOL a

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ACA D E M IC YE A R 202 1 – 2 022

aling •

London •

W5 2ES

• V 020 8862 2010

M headmaster@stbenedicts.org.uk

F St Benedicts School, Ealing •

L stbenedicts

Issue no. 150

Contents

TBC

CONTENTS

INTRODUCTION ......................................................................................... 1 120 TH ANNIVERSARY CELEBRATIONS ......................................... 2 CCF ................................................................................................................... 7 ART .................................................................................................................... 8 ECOCENTRIC ........................................................................................... 20 PSYCHOLOGY .......................................................................................... 21 GEOGRAPHY ............................................................................................ 22 SOCIOLOGY .............................................................................................. 24 THE LIBRARY ............................................................................................ 26 DRAMA .......................................................................................................... 28 DANCE SHOW .......................................................................................... 30 DUKE OF EDINBURGH’S AWARD ................................................ 32 UNIVERSITY DESTINATIONS 2021 .............................................. 33 SCIENCE FAIR .......................................................................................... 34 MODERN LANGUAGES ...................................................................... 36 SPORTS CAPTAINS ............................................................................... 38 HPQ ................................................................................................................ 41 EPQ ................................................................................................................. 42 U6 LEAVERS .............................................................................................. 43 HELIKON CENTRE ................................................................................. 44 RELIGIOUS EDUCATION ................................................................... 46 CLASSICS .................................................................................................... 47 HISTORY ...................................................................................................... 48 ENGLISH ...................................................................................................... 50 POLITICS ..................................................................................................... 54 MATHEMATICS ........................................................................................ 56 COMPUTER SCIENCE .......................................................................... 58 TALKS & LECTURES ............................................................................... 60 THE JUNIOR SCHOOL ........................................................................ 62 NURSERY ............................................................................................. 62 PP1 .......................................................................................................... 64 PP2 .......................................................................................................... 65 PP3 .......................................................................................................... 66 ICT ........................................................................................................... 67 LOWER PREP .................................................................................... 68 UPPER PREP ...................................................................................... 70 ART ......................................................................................................... 72 PP2’S INTERVIEW .......................................................................... 74 SCIENCE .............................................................................................. 75 MUSIC ................................................................................................... 76 FORM 1 ................................................................................................ 78 FORM 2 ................................................................................................ 80 LANGUAGES ..................................................................................... 82 SPORT ................................................................................................... 83 STAFF LISTS .............................................................................................. 84

Year Group Key Nursery PP1 PP2 PP3 Lower Prep Upper Prep Form 1 Form 2 Form 3 Lower 4th Upper 4th Lower 5th Upper 5th Lower 6th Upper 6th

Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13

Welcome to the latest edition of The Priorian, a showcase of the excellent work completed throughout the year by pupils of all ages at St Benedict’s. I hope you will enjoy reading through this selection of academic and creative highlights from both the Junior and Senior School. The many good things in this edition exemplify the main threads which run through the education we offer, from the Junior School to the Sixth Form. Firstly, the independent learning and intellectual curiosity we encourage is clear from the breadth of pupils’ research projects and presentations. Chosen subjects have included the psychology of dictatorship, the positive impact of dance on mental health, the printing press, and female war artists. We nurture Imagination and creativity, which is evident in the artwork and creative writing in these pages, and in the studentled production of Anna Karenina, Joseph, and the Dance Show. All manner of unforgettable experiences enrich pupils’ learning at every stage, such as trips to Normandy, Hampton Court, the National Gallery, and our well-established German exchange. And the value of the regular, wide-ranging talks given by inspiring visiting speakers is clear from the students’ reviews which follow. Resilience and teamwork are fostered through D of E and CCF expeditions, and outward-bound activities in the Lake District. Finally, everyone has enjoyed celebrating the School’s 120th anniversary; we had a wonderful Sports Festival at the start of the year, an impressive Concert, extensive tree-planting, and the creation of a time capsule for future generations of St Benedict’s students. The Priorian is a celebration of the many gifts and talents of St Benedict’s pupils. It is also testimony to the excellent support, guidance and encouragement they receive from our inspirational staff.

Andrew Johnson Headmaster

Front cover: Tessa Swarbrick Ibarrola (U5)

THE PRIORIAN

Welcome

INTRODUCTION

ST BENEDICT’S

120 TH ANNIVERSARY CELEBRATIONS

A wonderful Festival of Sport was the perfect way to launch our new floodlights at Perivale, on Friday 10th September, 2021.

St Benedict’s students, alumni, staff and professional soloists gave a wonderful concert to mark the School’s 120th Anniversary on Saturday 26th March in Ealing Abbey.

120th Anniversary Concert Saturday March 26th, 2022. Ealing Abbey

Symphony No. 104 ‘London’ – Haydn (1733–1809) Soul – Samuel D. Loveless (b.1997) Missa in Angustiis (Nelson Mass) – Haydn Performed by St Benedict’s School Orchestra, Consort Choir, Soprano Iúnó Connolly, Mezzo Soprano Rebecca Stockland, Tenor Tom Cragg, and Baritone Theo Perry. Conductor: Christopher Eastwood, Director of Music at St Benedict’s

Soul Written for the 120th anniversary of St Benedict’s School, ‘Soul’ is a work that looks inwards at the essence of what it means to be part of the St Benedict’s community. It depicts the heart and soul of St Benedict’s, starting ‘from small beginnings’ and growing into something wonderful, through both prosperity and hardship. It is a celebration of people, community, friendship and family. The text used within the work is minimal in length, but vigorous in substance – hope, faith, life, love & dream, joy, truth and soul (from E. E. Cummings’ poem ‘Hope’). This composition sits slightly outside of

my usual practice, yet I hugely enjoyed the journey in capturing a sense of joy and coming together; something that is cardinally important in today’s climate. This piece, along with this 120th Anniversary of St Benedict’s School, should act to inspire us all to be mindful of the ‘small beginnings’ we come from, and should be a showcase for what we can achieve when we work together as a community through times of sorrow, hardship and prosperity. I would like to thank St Benedict’s School for this opportunity to write for such a lovely occasion and dedicate it to the students, staff, alumni & community of St Benedict’s School. Lastly, I would like

to say a special thanks to Christopher Eastwood, Leandros Taliotis and Dominic Field who taught, inspired and instilled a passion for music in me. Samuel D. Loveless (OP 2016) Samuel is a composer, performance artist, trumpeter and vocalist. His composition spans a range of genres challenging the traditional approach, exploring the relationship between performer, space and audience. Samuel graduated from Goldsmiths, University of London in 2019 with First-Class Honours, having received the Alexander Ivashkin performance scholarship and the Joe Brown Memorial Award for use of electronics. He progressed on to study a Masters in Composition at the Royal College of Music. Samuel has recently completed his studies at the Royal Conservatoire in The Hague under Mayke Nas and Jan van de Putte as part of an Erasmus+ programme. He composes for world-renowned groups such as Explore Ensemble, Apartment House and the Ligeti Quartet, with commissions from the Signum Quartet and the Residentie Orkest.

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Sam Loveless (2nd from left), with some of St Benedict’s musicians

Tree Planting at Holy Family Primary

To mark St Benedict’s 120th anniversary, 120 wild cherry trees have been planted on the school’s site, at the Perivale sports grounds and in parents’ gardens.

ST BENEDICT’S

On Tuesday 30th November, the Headmaster, the Chair of Governors (Mr Joe Berger OP) and guests gathered at Perivale for the official tree-planting ceremony.

On St Benedict’s Day, Monday March 21st, students prepared material to be included in a time capsule, which we will invite our successors to open in 30 years’ time.

THE CCF Squadron Sergeant Major’s annual report SSM Benjamin Ziprin Since I first joined the St Benedict’s School Combined Cadet Force (CCF) in 2017 as a keen recruit just excited at the prospect of shooting a rifle, the contingent has continuously grown, more than doubling in numbers. With an intake of 82 recruits in November 2021, just shy of the record 94 who joined in November 2020 bringing us to the brink of 200 cadets strong. We have also seen incredible retention rates amongst the junior and senior troops even with a difficult two years of online teaching and virtual parade nights throughout the lockdowns.

attacked by the enemy. I personally led the small Section of seniors as we acted as the enemy for the cadets. It was a great experience as we were given freedom to attack them in any way, including night raids on their platoon harbour and defending positions from their attacks. Here’s what one cadet had to say: “I really enjoyed doing the navigation exercise at night in which we had to locate the enemy. I also enjoyed calling stand-too at three in the morning after Carolien and I spotted the enemy.” – Cdt Thornton

Although still being in its infancy, the Corps of Drums (collectively called The Drums) has been a keen part of the CCF growing in both quality and quantity since its inception by SSI Sadiq in 2018. The Drums have continued to amaze all of us at any event they perform, having key roles in the grand opening of the new flood-lights as well as the fireworks celebration of the school’s 120th anniversary and becoming the go-to performance for London RFCA and Ealing military events.

As well as the CCF giving amazing opportunities to students like me and my fellow cadets, I also feel the CCF

is even better at cultivating brilliant young people. Without the CCF, I would definitely not be the person I am today. In part this is due to the core values of Courage, Discipline, Respect, Integrity Loyalty, and Selfless Commitment but also is due to the wonderful environment set in place to challenge us whilst letting us grow as people. As I near the end of my time in the CCF, all I can feel is gratitude for the incredible staff and my fellow cadet Non-Commission Officers (NCOs) who enable all of us to have such amazing opportunities and experiences which can only be found in the CCF. This has created such an incredible community with fantastic young people from all backgrounds. These people are the backbone of the CCF and I feel so honoured to have been their Head in the CCF for in my final year.

The second of the two events was Ex Winter’s Bite, which took place over three days and two nights. Their task was to set up platoon harbours and observation posts and carry out fighting and recce patrols whilst being under a constant threat of being

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Our most recent events occurred over the Lent half term with the first one being Ex Recruit Thunder. Recruit Thunder was a very challenging introduction to living in the field, with sleeping out in the open air for two nights. The recruits also got to fire the rifle blank for their first time which many were excited for. They all did very well to stay enthusiastic and positive despite the adverse conditions they were thrown into.

ART Alongside: Caitlin MacGregor (U6) Below (left to right): George Curtis-Raleigh (U6) Anna Maria Schroder (U6)

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Opposite: Freddie Finnegan (U5)

This page: Luka Rieu Comberti (U5)

Top: Tessa Swarbrick Ibarrola (U5) Left: Eliza Ridout (U5)

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Right: Aniela Hanc (L4)

ST BENEDICT’S

Top row (left to right): Owen Keenlyside (L4) James Bedwin (L4) Riona Egan (L4)

Left: Katie Gutaj (U5) Above: Bailey Davis (U5)

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This page: Elena Llinares-Perales (L4)

ST BENEDICT’S

Opposite page and alongside: Bruno Robinson (U6)

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Below: Suzie Beale (U5)

Ruby Sice (U4)

ST BENEDICT’S

Alodie Aldridge

(L6)

Amelia Rakkar (U4)

Alongside: Amalia Barreto Garrido (U5) Below (left to right): Aoife McColgan (L6) Diego Azpilicueta (L5)

Opposite: Shian Sood (U5)

Middle row (left to right): Gabriela Makarewicz (U5) Juana Rivero Fafian (U5) Alongside: Isabella Downer (U5)

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Top: Ranveer Singh (L4)

Top row: Andrew Khadouri (L6)

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Middle row (left to right): Luca Francis (L6) Sara Hadji-Heshmati (L6)

Left: George Ridout (U6)

Centre: Ezra Goff (U5) Bottom: Riona Egan (L4)

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Top row (left to right): Carmen Gilholm (U4); Nick Kerswell (U4)

ECOCENTRIC Travel Survey

The Benefits of Meat Free Monday

Through the Ecocentric committee here at St Benedict’s we aim to improve sustainability, through research and raising awareness. Recently, we conducted a school-wide survey for pupils and teachers alike to complete, regarding the transport they use to get to school. From those who responded, 62% said that, in theory, they could walk or cycle to school every day, while only 42% actually do. We are of course aiming to increase this number as much as possible, to reduce emissions both for our local school atmosphere but also to do our part for the wider community. Therefore we strongly encourage parents and students reading this to see if this would be possible.

Agricultural organisations are responsible for over 30% of greenhouse emissions with estimates suggesting approximately half of the planet’s habitable land is used for agriculture, and 77% of this is used by grazing livestock to meet the high demands for our global meat intake. Livestock farming is responsible for the release of harsh, impactful greenhouse gases, all contributing significantly to global warming. Not only do animals such as sheep and cows release vast amounts of methane, the most impactful greenhouse house gas of them all, but they also cause the indirect increase in CO2 emissions into the atmosphere. This is from an increase in food miles to deliver the food to supermarkets, and from the destruction of the forest ecosystem, which is one of our world’s biggest natural carbon sinks.

We also found out that idling (leaving your vehicle engine running while stationary) is actually a legal offence under Section 42 of the Road Traffic Act 1988, meaning you could be breaking the law every day! Separately, and in our opinion more importantly, idling outside the school gates has harmful effects for children. It releases unnecessary emissions into the atmosphere, more specifically the air around the school site, and air pollution of this kind is linked to asthma and other respiratory problems. Potential ways of helping this issue is of course by switching engines off while waiting for children, but also perhaps dropping them off, or having them come to the car a couple roads away from the school. This would decrease the number of traffic jams on the roads outside school every morning and afternoon, decreasing unnecessary fumes being released. Sebastian Norman (L6)

Not only is a frequent meat diet bad for the environment, but it is also bad for our health with research showing that eating meat regularly can increase the risk in certain illnesses such as, type 2 diabetes, coronary heart disease, stroke and certain cancers, especially colorectal cancer. Meet Free Mondays is an international campaign that Ecocentric have promoted and begun at St Benedict’s, as not only will it benefit our health, but it will also reduce our school’s food miles by causing us to adapt to a more locally sourced diet, which can even encourage us, as a school, to grow our own vegetables, creating opportunities for more calming activities like gardening. Although it will make only a small improvement, it can cause such a difference to not only the health of the students in our school, but also the environment as a small improvement is better than a small regress.

ST BENEDICT’S

Sara Hadji-Heshmati (L6)

Ecocentric meeting

The Ecocentric garden

PSYCHOLOGY FACIAL ATTRACTIVENESS BIAS: people prefer more attractive financial partners, even ones who lose them money Tori Dryden (U6)

As a result, researchers have been desperate to find out whether attractive individuals would still be judged favourably in experiencebased decision-making where people make iterative decisions and receive consequential feedback (money gained or lost) following each decision. In June 2021, Emma Young published an article on whether people prefer more attractive financial partners, even if they are ones who lose them money. Previous research suggests that physically attractive people are routinely judged to be ‘superior’ in some ways, for example in levels of honesty and intelligence. Gayathri Pandey and Vivian Zayas at Cornell University in the US, explored how this bias plays out in the longer term. If, say, we’re given information that an attractive investor is actually losing us money, while an unattractive investor is securing profits, surely we will drop that bias in relation to these individual people at least? Alarmingly, the results suggest not. In an initial study, 91 students were each shown four photos of ‘financial partners’, all of the same gender. Two had been independently rated as attractive and two as unattractive. All students were given a hypothetical

$2000 and told to make as much money as possible. Across 50 trials with all male partners and another 50 with all female partners, they had to click on a face to choose one with whom to invest the money, and each time they got feedback on whether they had lost or gained money.

two were clearly favoured. In fact, the researchers’ analysis suggests that a perceived association between attractiveness and trustworthiness explained the results: we seem to use attractiveness as a signal of trustworthiness, and rely on it, even in the face of financial losses.

Before they began, they were informed that some of the partners would be more helpful than others. What they were not told is that there were in fact two equally disadvantageous partners (large immediate gains but smaller long-term profits) – one attractive and one unattractive – and two advantageous partners (who conferred better long-term profits) – again, one attractive and one unattractive.

It’s possible of course that with more trials, which could provide a clearer picture of trends in financial gains and losses, the attractiveness bias would have been eliminated. Only further research will tell.

As expected, the students started out favouring the attractive partners. In fact, they preferred the attractivedisadvantageous partner over the unattractive-advantageous partner. However, 50 trials may have been perceived as not enough for participants to accurately discriminate between attractiveness, so they ran another experiment with 135 participants who completed 100 trials.

And as the researchers themselves note, a study that involved American college students, only white faces and hypothetical rather than real money is only a starting point for research in this area, rather than the final word. However, the new work certainly does suggest that the attractiveness halo colours our judgements, at a cost to ourselves, for far longer than might have been assumed.

These results were slightly different. There was a clear preference for the advantageous partners; however, after suffering a loss, they were still quicker to return to an attractive rather than unattractive partner, and by the end, the attractive-disadvantageous partner was still as popular a choice as the unattractive-advantageous one. “Even with more opportunity to learn about partners’ profitability, time did not appreciably moderate the effect of attractiveness,” the researchers write. The participants were asked afterwards about how trustworthy they perceived the four partners to be. The attractive

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There is ample evidence that attractive individuals, across diverse domains, are judged more favourably. But most research has focused on single, one-shot decisions, where decision-makers receive no feedback following their decisions, and outcomes of their judgements are inconsequential to the self.

GEOGRAPHY

ST BENEDICT’S

Riona Egan (L4)

Eliza Jordan (F3)

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Louis Daniels-Shayvard (L4)

SOCIOLOGY

L6 Sociology Research Projects on Gender and Education L6 Sociology Research Projects on Gender and Education The L6 Sociology students put theory into practice when, in groups, they carried out research on various themes within the topic of Gender and Education. Gendered subject choices and aspirations Isabella Downer, Annice Kerr, Anthony (TJ) Meyers, Henry Rust and Charlie Soden decided to research how gender may affect a pupil’s choice of subject and future aspirations. “We wanted to explore the possibility between these choices in male and female students in Form 3 and Upper Fifth. We started with the hypothesis that girls would prefer subjects and careers related to English, languages and creative subjects, while being put off STEM subjects and Business.” Isabella Downer

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After choosing their topic, the group had to decide on the best methods to obtain their data.

“We wanted to see the big picture, but also the true picture. We settled on using questionnaires and semi-structured interviews: questionnaires would help us get the big picture and semi-structured interviews would help us get the true picture.” Charlie Soden

The students knew that their methods would have strengths and limitations. “The questionnaires ensured confidentiality as the respondents didn’t write their names. They were also selfcompletion so there was no chance of the ‘interview effect’.” Annice Kerr “Using semi-structured interviews had various benefits, for example, by going to Form classes we ensured that participants took part, increasing the response rate. We included both closed-end and open-ended questions which gave us more insight into our research question.” Annice Kerr Some, but not all, of the group’s findings were similar to what many sociologists have seen in their research into gender and subject choice. “After putting our quantitative data into pie charts, we saw some clear correlations that matched our hypothesis. Most boys (Form 3 and Upper 5th) chose English as their worst subject. Most of the Upper Fifth boys wanted careers in STEM or business or law.” Henry Rust

“One thing that was clear is that in Form 3 the boys and girls had similar subject interests, but once it got to Upper 5th there was a split, where they chose subjects mentioned in our hypothesis.” Annice Kerr “The main thing I learnt about sociological research is how hard it actually is; even though ours was only on a small scale, it still took us about four to five weeks to complete everything.” Charlie Soden

Gender and Subject Images Leila Bennadi, Eleanor Bowden, Harry Lyons and Emma Hermans also decided to research Gender and Subject Choice, with a particular focus on GCSE choices. “We predicted that more boys would focus on science subjects; in the Sixth Form currently, only 3/28 students studying Physics are girls. Despite our hypothesis, we were careful not to lead students into a specific answers in the questionnaires.” Eleanor Bowden “We used questionnaires which involved asking nearly forty pupils in Upper Fourth to fill out. It was made clear that these would be anonymous. We asked what domain subjects fall under, and what the societal view is.” Harry Lyons “The most challenging aspect was adding up and codifying all the data from the questionnaires.” Leila Bennadi “Our hypothesis was partially correct in the way that the answers did show the STEM subjects being more ‘masculine’ – e.g. 3D Design, Computer Studies, Chemistry and, overwhelmingly, Physics. Similarly, we were correct in assuming the Arts subjects would be seen as ‘feminine’ – e.g. Fine Art and Drama.” Emma Hermans “We thought it would be useful to gather some secondary data: Mr Wilks sent Harry data from two Upper Fourth classes on pupils’ gender and GCSE subject choices (leaving out their names). Only one girl had chosen to take Computing Studies and no boys had selected Fine Art.” Eleanor Bowden “We also used semi-structured interviews, more of an interpretivist approach. I asked a teacher, ‘Do you think there is a reason boys and girls might feel they can’t pick a certain subject?’. They answered that pupils just have different interests. They outlined there is no lack of role models, with there only being female chemistry teachers, for example.” Harry Lyons “Overall, I do believe our project was successful, and answered our research question well: Upper Fourths do

have contrasting views on the gender domains of subjects, however the majority believe that subjects do not have a dominant gender identity.” Emma Hermans

Gendered Attitudes in School Sport The third group, comprising of Erin Roberts, Gabby McKenna and Oliver Mayes, chose the research question ‘Are there Gendered Attitudes in Sport’, focusing on an educational setting. “Our aim was to find out if there were discrepancies between attitudes towards boys and girls in relation to sport in our school.” Gabby McKenna “We made questionnaires to give to students and interviewed members of the Sports Department; this gave us a good amount of quantitative and qualitative data.” Oliver Mayes “We chose to survey Form 3 and Upper 5th classes as they would have different outlooks on the school. This helped us to gather data that was representative and easy to compare.” Gabby McKenna “Our prediction was contradicted as 70% of the girls answered that their interest in sport had not decreased, and only 44% of girls said they believe the school saw boys’ sport as more important. However, 89% of boys believed they were better at sport than girls.” Oliver Mayes “For the teacher research we took more of an interpretivist approach – we chose to do semi-structured interviews with the Heads of the different sports (both female and male dominated). The consensus was that the boys have a culture imbedded in their sport (such as rugby) which the girls lack… but that the opportunities and facilities are equal.” Erin Roberts “Overall, I really enjoyed this project and topic, and if I could change anything it would just be to use time better.” Gabby McKenna “In carrying out this sociology project, I have found out that researching this topic first hand is surprisingly interesting. Getting different insights on particular educational issues makes you want to find out much more why someone has that perspective.” Oliver Mayes

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“Girls did favour creative subjects much more than boys (40% in Form 3 and 32% in Upper 5th expressed a preference). And a very large number of girls favoured STEM subjects (30% in Form 3 and 40% in Upper 5th) as well as STEM careers – which did not fit with our hypothesis.” Isabella Downer

THE LIBRARY

Hungry

Competition for National Poetry Day and Poverty Challenge Week 2021 To celebrate this year’s National Poetry Day on Thursday 7th October and draw focus to Poverty Challenge Week (11–17th October), pupils in Form 3 and Lower 4th were invited to write a poem on the theme of ‘Poverty’. They were encouraged to think about inequality, child hunger and economic isolation, along with the impact of Covid-19, and how we can harness compassion, community and connectedness to create a more just and equitable society.

Poverty is like a crime happening over time Why does this happen to me? Hope gets strangled in anger. Cash, coins, credit, cancelled. They don’t have much money, Even less than a monkey. Poverty is like a crime, Happening over time. Why am I trapped in this mess? Joy shackled beneath bars. Steal, swindle, scam, sufficient! Poverty makes people frown, The problem is a dull and dirty brown. Poverty is like a crime, Happening over time. When will this nasty curse end? Happiness drowned in nightmares, Hungry, homeless, hurt, happening! Life for them looks unfair, There is not a spec of care, Poverty is like a crime, Happening over time. Sean Mitchell (F3): WINNER

Remember I never knew what it was like, to be living on the streets, I always just ignored those who I thought begged, borrowed, cheat. But now I am one of them, I’m one of the poor, with the wind whipping through my hair and thunder bellowing its roar. I sleep in countless doorways, I sit and wait in rain, Just hoping for a crust or two to fix my stomach pain. No one stops to help No one stops to chat, no one stops to help me, or my fellow street walkers who are so similar to me, people with no home, people with no food or money, people frozen to the bone. So just take a minute, just to think a while because time is moving fast. Remember all of those who were like you in the past.

ST BENEDICT’S

Aimee Paget (F3): WINNER

Hungry... I wake up, another day same as the others, Cold… This room, grey crumbling walls, no heating, no comforts. Nothing, Empty… I long for a soft snuggly chocolate brown bear to play with! Life is hopeless, why does it have to be us? Wishing… I had a hot hearty delicious meal inside my stomach, Wondering… When will people help me, my family and friends? Hoping… Coronavirus is unending, when will my mum work again? Life is full of despair, why does it have to be us? Gratitude… Joyful to have a free warm meal at school, Charity… Food parcel from The Felix Project (things aren’t looking so bleak) Support… St Vincent de Paul charity came round yesterday. I feel a lot better after talking about how I feel, Life is full of hope, are things turning around of us? Thank you… Thank you to all those who help people like me every day. Jessica Williams (F3): RUNNER UP

Beneath the bridge, Amongst the trash, Rationing food, Scavenging cash. All it takes is a few pounds, Combined with others, My home will be found, Safe and clean out of the cold, I beg you, I beg you, no more mould. The life I suffered you can’t imagine, War and strife – enough to fill a wagon, Your over pampered life – surely you can spare a few, A penny, a pound, even a tissue. Please oh please just lend a hand, So, I eventually might own some land, Maybe oh maybe I could start a family, And my children would have friends and allies, Unlike the life I had. Eliza Jordan (F3): RUNNER UP

My master is a loving man My master is a loving man, he doesn’t have a home. People call him names and drunk, but they don’t understand. The world is tough for him. People will just walk on by, Move over to avoid him, Their eyes glued to the pavement, Their headphones clamped on. But we are never lonely When we have each other. My master is a loving man, He goes hungry just to feed me And when he’s not himself I look out for him. He watches me when I am sleeping And I do the same for him.

Poverty Each day that passes by, There is never sun in the sky. No notes or change in your pocket, Or even a safe place in which to lock it. Sitting on the cold damp floor, Feeling the urge to scream and roar. Every being on our streets, Has the right to shelter and food to eat. One, perhaps, small life decision, Can forever change your vision. Never knowing when this suffering will end, Or whether you will die without a friend. So that’s why we all should support, Maybe just a small gesture, prayer or thought. Gabrielle Hynes (F3): RUNNER UP

On the cold winter nights When we lie there shivering I snuggle close to him and We keep each other warm. I’d do anything for him And he would for me Because we are a team. The two of us against the world. Felix Jenkins (F3): RUNNER UP THE PRIORIAN

A life, a strife

DRAMA Why I chose to dramatise ‘Anna Karenina’ Far too many Brits shy away from Russian literature, thinking it to be full of rambling and depressing existentialism. However, by condensing Tolstoy’s Anna Karenina into a short play, I hoped to bring to life all the excitement and elegance of his dialogue and to prove that his works can serve a much greater purpose than a doorstop. Tolstoy crafts characters with a profound sensitivity and understanding of human nature, which means that his audiences from the 19th and right up to the 21st century are able to find parallels between Tolstoy’s fictional characters and those in their own lives. What I love most about his style is that it isn’t typical escapism literature; instead it allows these characters to impose themselves upon the lives of the readers, forcing them to question how they interact with others as well as the decisions and the judgements they make. There are endless lessons to be learned from the follies of the characters in Anna Karenina, both for the cast portraying them and for the audience watching the drama unfold.

ST BENEDICT’S

What were the challenges along the way and what did I learn from them? By working with several members of the team like Caitlin MacGregor who have an excellent understanding of what goes into making a dream come to life on the stage, I learnt so much about staging, set, lighting, sound, and all of the other practical elements of a play that a director must consider. I especially learnt to appreciate the need to moderate my expectations in such a way that I could achieve a vision that was ambitious yet realistic.

The relationship between students and a director becomes much more difficult to gauge and to manage when the director is a student himself. When there is a limited time to perfect a production, it is much easier to have the authority to get everyone to follow your plan exactly, but in many ways I am glad that I never held this position. The play was truly a collaborative effort from the whole cast, with everyone being

able to freely express their opinions and to add their own personal touches – an opportunity that can only really present itself in a student-run production. James Hunter (U6)

AND THE AMAZING TECHNICOLOUR DREAMCOAT

ST BENEDICT’S

DANCE SHOW 2022 MYTHS & LEGENDS

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DUKE OF EDINBURGH’S AWARD

ST BENEDICT’S

In September 2021 Upper 5th students went on their Duke of Edinburgh’s Silver expedition to the Cotswolds. Here are some of their photographs.

Destination Aston University Aston University Aston University Aston University Bath University Bath University Bath University Bath University Bath University Bath University Bath University Bath University Birmingham University Birmingham University Birmingham University Birmingham University Birmingham University Bristol University Bristol University Bristol University Bristol University Bristol University Cardiff University Durham University Durham University Durham University Durham University Edinburgh University Edinburgh University Edinburgh University Edinburgh University Essex University Exeter University Exeter University Exeter University Exeter University Exeter University Exeter University Glasgow University Glasgow University Imperial College, London Imperial College, London Imperial College, London Lancaster University Leeds University Leeds University Leeds University Leeds University Leeds University Leeds University Leeds University Leeds University Liverpool University Liverpool University Liverpool University Liverpool University London School of Economics and Political Science, University of London Loughborough University Loughborough University Manchester University Manchester University Newcastle University Newcastle University Nottingham University Nottingham University Nottingham University Nottingham University Nottingham Trent University Oxford University Oxford University Oxford Brookes University Queen Mary, London University

Course Business and Management Business and Management Psychology and Business Engineering & Applied Science Foundation Programme Economics and Mathematics (with placement). International Management and Modern Languages Spanish Biology Sport and Exercise Science with Placement International Management and Modern Languages Spanish Sociology Sport Management and Coaching Politics and International Relations. Theoretical Physics Geography with Year Abroad Law Geography Business Management (Year in Industry) (4 years) History Economics and Finance History with Innovation Philosophy and Politics Medicine - MBChB Standard entry (5 years) Financial Mathematics Mathematics (3 years) Psychology Engineering (Aeronautical) Business and Management English Literature French and Classics English Literature Classical Studies Politics and International Relations Medical Sciences English Medical Sciences with Professional Training Geography (Science) Philosophy Accounting and Finance with Year Abroad Economics/Psychology (SocSci) Civil Engineering Mathematics Medicine Physics Criminology and Sociology Philosophy and Politics Economics Nutrition Financial Mathematics Nutrition International History and Politics English Literature with Creative Writing Computer Science Business Economics Philosophy Philosophy and Politics Chemical Sciences (Foundation) (1+3) International Relations International Business (with placement year) Geography and Sport Science Social Anthropology Chemical Engineering Marketing and Management Psychology Politics and International Relations Biochemistry Financial Mathematics Engineering and Physical Sciences with Foundation Year Biological Sciences Archaeology and Anthropology Engineering Real Estate Biomedical Sciences

Queen Mary, London University Queen Mary, London University Queen Mary, London University Royal Holloway, London University Sheffield University St Andrews University St Mary’s University, Twickenham UEA University College London University College London University College London UWE Warwick University Warwick University Warwick University York University York University York University

Dentistry Mathematics with Foundation Mathematics with a Year Abroad History History and Politics Physics Sport and Exercise Science Archaeology, Anthropology and Art History History History Nutrition and Medical Sciences Business Management and Economics Philosophy, Politics and Economics (PPE) Economics Mathematics Natural Sciences Bioarchaeology Computer Science

Kingston Kingston Camberwell Kingston BIMM Institute Guildhall

Art Foundation Art Foundation Art Foundation Art Foundation Popular Music Performance & Music Business Drama Production

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UNIVERSITY DESTINATIONS 2021

SCIENCE FAIR Lower 4th Science Projects

Glow in the dark Carla Zoumidou, Sophia Roy, Helina Solomon and Rhyka Mohapatra

Reverse Spherification

ST BENEDICT’S

Ayser Hussain and Isaac Green

Spherification and pH of Boba Georgia Toolan, Riona Egan, Ella Atterbury and Lara Tombs

Above:

Bubble O’Clock Lily Yue, Stella Boatic and Aniela Hanc Mid left:

What variables make a ball bouncy? Owen Fry, Oscar Lewis-Jones, Harry Clapham and Daniel Hatch

Paper Planes: A1 vs A4 Aaryan Rathod-Brew and Oscar Casadio Robinson

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Alongside:

MODERN LANGUAGES: GERMAN German Exchange March 2022 On Saturday 12th March the day had finally arrived for the German students and teachers to meet this year’s St Benedict’s pupils at Ealing Broadway at 6 pm. However, due to some delays on the London underground, the Germans arrived slightly later, but that only added to the tension and excitement of finally meeting our partners. When they arrived, they were warmly greeted by the hosts and teachers and were sent away to do whatever they liked. Some went home and relaxed, whereas some decided to eat out in groups at restaurants such as Five Guys. The next day we all attended the 10.30 am Mass at the Abbey Church and were treated to free drinks at the Benet Bar afterwards, where the newly formed duos chatted and were introduced to other participants in the exchange. The students then left with their partners or in newly formed larger groups and began to start their day. Some people went to Westfield and played mini golf, some decided to venture into central London, and some just decided to relax and prepare for the busy week ahead. When Monday had arrived, the German students were introduced to the school with a tour by their partners and were then sent off to regular lessons until lunch. For periods 5 and 6, there would be an exciting encounter, as the exchange partners would be taking on ‘Freddie Whyle’s XI’ in a football match at Perivale. The game ended as a 5-2 win for Freddie’s team.

ST BENEDICT’S

Tuesday was a regular day for the Bennies pupils, but, while we were at games, the Germans headed to Westfield

shopping centre until 4.45 pm. We then picked them up when it was time, but before long we all met again at Park Royal for a meal at Nando’s followed by bowling. It was a brilliant evening, and we all enjoyed ourselves very much. On Wednesday we all met slightly later at 9.15 am at Ealing Broadway and headed to central London. We started off with a tour of Westminster Abbey, had a break for lunch and then watched a brilliant performance of ‘The Lion King’. We then went our separate ways and headed back home. Thursday was a regular day for all partners as we came into school, did our normal six periods and went home. However, many groups decided to go into London and see monuments such as the London Eye after the school day had finished. On Friday the Germans went into London as a group, but unfortunately for the English partners, they had to endure a regular six period school day. A week had already gone by, and we all met in the Abbey Church at 8.30 am for Mass on Saturday, then walked our partners to Ealing Broadway and finally bade them a sad farewell. Overall, the German exchange was a brilliant experience, and we are all looking forward to the second leg of the exchange, when we shall travel to Meschede and experience life in a German school! Ich freue mich darauf, im Oktober nach Deutschland zu fahren! Joe Crammer (L5)

D’habitude, je regarde beaucoup la télé dans le salon. J’adore les chaînes sur Youtube parce qu’elles sont intéressantes. Mon acteur préféré est Benedict Cumberbatch, qui est ‘Doctor Strange’, car il me fait rire. Je n’écoute pas de musique, mais je chante des chansons sous la douche. En outre, le chanteur que j’aime beaucoup est Michael Jackson. Pendant les weekends, je joue du clavier et aux jeux vidéo. En ce moment, je joue à Minecraft. Hier, je n’ai pas regardé la télé puisque j’ai fait mes devoirs le soir.

DOCT CTOR

STRANG ST

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Aaryan K Rathod-Brew (L4)

MINECRAFT IN N

FRENCH

SPORTS CAPTAINS ATHLETICS Athletics this year has started fast with several events for all age groups at St. Mary’s Ascot, Epsom College, Lord Wandsworth as well as our usual smaller fixtures against St. Augustine’s and Notting Hill. This year has also seen the return of the West London Catholic Schools cup and a first ever Emmaus Championships. St. Mary’s Ascot was the first event of the year and an opportunity for everyone to give their chosen events a first real run out as well as try some new events. It was a first experience of Athletics for some of our Form 3’s who showed great character and determination in their events against a lot of other schools. Some highlights were Eliza Jordan winning her first ever hurdles race as well as the Form 3 girls relay team coming 3rd overall.

years and we are both very thankful to all the athletic coaches for their hard work and determination in helping students to develop. A special thank you to both Mr Stringer as the Head of Athletics and Mr Jukes who is a key member of the athletics coaching staff. We would both like to wish the athletics department the best of luck in the future and have no doubt that it will continue to flourish.

had another dominant performance over Latymer making it 3 wins out of 4. Unfortunately, our second midweek game against RGS High Wycombe was abandoned due to rain. However, after spending 20 overs in the field, George Curtis-Raleigh took 5-23 from his 4 overs, portraying another dominant team performance with one individual standout, to make it 3 names on the honours board in only 5 games.

Charles Harte and Daisy Burns (U6)

Our massively successful start to the season would not have been possible without our dedication to attend preseason training as well as Mr Newell, Mr Henri, and Mr Nehls’ hard work in helping us improve our skills. I am very grateful to have been given the chance to captain the 1st XI this year and hope that our season can carry on in similar fashion to how it has started. Joe Barrett (U6)

We also had many of our older athletes competing for the first time this year. Charlotte Gardiner (U4) was narrowly beaten to first place in her 100 m and Brianna John-Etiko won her Discus event. Izzy Haran claimed 2nd place in the Javelin, beating the current school Javelin record. The Emmaus Partnership event was a fantastic opportunity to show how much we had improved through the weeks of training.

ST BENEDICT’S

Lastly, it was great to compete again for the West London Catholic Schools cup, with schools such as Cardinal Vaughan, London Oratory, Gunnersbury and others taking part. This was track events only and the whole team finished in 3rd place. A special mention must go to Owen Keenlyside who broke 2 school U13 records in the 100 m and 200 m, his 100 m time breaking a record that was set in 1991.

We are looking forward to our last big event of the year at Marlborough College, followed by the House Athletics Championships. It has been a great pleasure to be the Athletics Captains over the past two

FENCING

CRICKET This year, we went into the cricket season optimistic, setting ourselves a goal to win 70% of our matches. We have had a very successful start to the season, winning 75% of our games including good wins against the Emeriti, Ibstock Place and Latymer. They have all been very strong team performances with every player contributing to help us achieve these wins. In our game against the Emeriti, we had an incredible bowling performance with Shreyas Hiremat taking 5-37 and making it onto the honours board in only his second game for the school. In the next game against Ibstock Place we had an even better performance, with another name being added onto the honours board as Jared Braddock scored 101 not out. In our third game of the season, we

It has been a fantastic year for fencing at St Benedict’s, for a great many reasons. After the previous season being so disruptive to the consistency of the training and performance, many fencers discovered in themselves a strong sense of ambition and a desire for selfimprovement. I am delighted to say that during this school year, these goals have not only been achieved, but – in my eyes – exceeded. Many fencers, across all three disciplines, have tirelessly dedicated themselves to this sport, which is beautifully evidenced through our great record of successes this year. In fixtures, we have performed very well, with our épée, sabre and foil teams winning against some of the toughest competition. Examples include beating Eton in five of our six matches we played against them; beating Latymer Upper with a nearperfect record, as well as consistent victories against Highgate and Westminster. As well as fixtures, many fencers have taken part in large-scale competitions

throughout the year. I am especially pleased with our performance during the London Youth Championships due to the consistently high-quality fencing, regardless of age category or discipline. This will later allow the fencers to compete in the British Youth Championships, where they will go toe-to-toe with some of the toughest competition this country can provide. To see St Benedict’s so well represented at the highest national level and at this scale makes me very proud indeed.

While the performance of our fencing teams has been great, I look to the future with even greater ambition. We have many prospective fencers who are only beginning to reach their potential, and if this level of dedication, hard work, and passion continues into the future, I see no reason why our teams cannot continue to go above and beyond. It has been both a pleasure and an honour to be captain of fencing, and thanks to the endless support of the staff, and the individual commitment of each fencer, I will continue to take great pride in our fencing teams, as I know they will go on to achieve so much more. Ethan Barter (L6)

Tallulah Pilgrim, Cathal Sheehan and Layla Ruffini

HOCKEY The first time I ever picked up a hockey stick was here at St Benedict’s and now, 9 years later, being given the opportunity to captain the 1st XI hockey team this season has been a real privilege. Over my time at the school, it has been incredible to see girls’ sport evolve into what it is today; to see the standard of hockey continue to improve year after year. This season was definitely full of ups and downs – we had a slightly slow start, but in learning from our mistakes, went onto win six games in a row, with notable wins against Highgate and New Hall School in the first and second round of the National Plate as well as great runs in the London and St George’s 6’s tournaments. However, we could not have done this alone. With the guidance and support of the whole sports department, especially that of Mr Nijhar, Mr Condon and Mr Stringer, whether that be through running gym sessions, after school training, giving up their Saturdays to take us to and from fixtures, and just putting up with us in general, have made our hockey game more resilient, spirited and most of all enjoyable, win or lose. The whole team has worked so hard, shown such commitment and it’s been such a pleasure to play alongside such a wonderful group of girls, with another special thanks to vice-captains Daisy Burns and Stella Burgon who have been a big support to myself and to the rest

of the team, both on and off the pitch. I hope that during my time as captain, with the help of all the other U6 leavers, we have in some small way helped the school along its hockey journey and be able to say that we have left a positive mark on girls’ sport at St Benedict’s School. I am confident that the hockey skills I have witnessed from our younger players will guarantee a bright future for hockey at St Benedict’s. I wish them the best of luck and cannot wait to see their continuing success. Tallulah Pilgrim (U6)

NETBALL It has been an honour to captain the 1st VII netball team this season and, collectively, create a standard for netball which will continue for years to come. Following a season filled with uncertainty, it has been great to return to a sense of normality, showcasing the hard work put in by both players and coaches through matches and tournaments. Despite a rocky start to the season, the resilience and commitment from all the girls was evident going into the Middlesex Schools tournament, where we demonstrated our ability to learn from previous games and secure our first wins. Whether it be gym sessions in the mornings or after school training on a Thursday, the team showed a

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At the Public Schools Championships our fencers competed against over a thousand fencers from across the country. Considering the lack of competitive experience due to the pandemic, especially in our younger fencers, the results were astounding, with many St Benedict’s students reaching finalist positions.

drive to consistently improve in a way that allowed the game to flow on court. In addition to this, the support across year groups has been evident throughout the season, with members of the Senior teams often volunteering at Junior School netball events to not only provide advice, but simultaneously unite the netball community within the school. Some of the most rewarding parts of the season included finishing in 1st place at the Highgate U19s Tournament as well as our 43-31 win against Mill Hill in which we displayed one of our best performances against a team that pushed us both physically and mentally. A special thank you goes out to the sports department, notably Miss Maynard and Miss Broome, for all their hardwork and support; the successes of this season would not have been possible without them. I am so grateful to have been given the opportunity to lead the team this year and watch not only the progress we have made all together on court, but also the friendships which have developed off court. I am certain next year’s team, and all those to come, will be full of great achievements and I wish them all the best of luck! Layla Ruffini (U6)

RUGBY

ST BENEDICT’S

The 2021/22 rugby season began with a full schedule of confirmed fixtures which, following the season before (which had been decimated by the Coronavirus pandemic) filled the whole squad with anticipation and fervour. Our pre-season preparations went well, achieving a 3rd place finish at the South Coast 15s Festival on a sun-drenched Sunday afternoon in Southampton, with notable wins over Beechen Cliff (Bath Rugby’s academy) and Marlborough College, which set the tone for the season ahead.

Our opening ‘Daily Mail Trophy’ fixture was a local derby against our great rivals London Oratory, on a warm September Friday night at Perivale, with the occasion marking the unveiling of the new floodlights. Cheered on by our fantastic supporters we won the game 28-0, which capped off a wonderful evening for all.

Our next three fixtures saw us hit the road with away trips to St. Georges, Weybridge, St Albans, and Mill Hill: three away wins, culminating in a fierce contest with Mill Hill under the floodlights at Southgate, galvanised the team. Further victories against Shiplake, St. John’s, John Fisher and Tiffin saw us sitting in the top three of the Daily Mail Trophy League Table (a national league made up of 119 teams). To maintain our 3rd place and achieve our highest ever finish in the league we had to win our final home game of 2021 against Magdalen College. In front of tremendous home support, we ran out winners by 37-5 to cap off an amazing run of victories, which was underpinned by teamwork, never missing a training session and great camaraderie throughout the 1st XV squad. The start of 2022 saw a hardfought win over Northampton School for Boys on a foggy Saturday morning in Northampton followed by a victory against Glyn and an incredible contest with RGS High Wycombe at Perivale. As the memorable 15s season came to a close, our attention turned to 7s. Continued hard work in the gym and on the field saw us achieve a quarter final appearance in the Surrey Cup with victories over Wimbledon College and Berkhamsted along the way. The pinnacle of the 7s season is the National Schools 7s at Rosslyn Park. Our target was to make it through to the 2nd day of the competition which we duly did and in turn achieved a top 20 finish in the National Cup competition. Our successful season has been built upon the values we set out in preseason which included work rate, obedience, respect, lifestyle, and discipline, and a commitment to each other and the team. The goal of the 1st XV this season was to have a winning season and leave a legacy for future 1st XV teams to build on, which we have achieved. I am extremely proud to have captained such an amazing 1st XV who, as a team and squad, have made fantastic achievements this season. Huge thanks must go to the coaches Mr Higgins, Mr Coles, Mr Stringer, Mr Howard, and our chief analyst Mr Fenlon, who have

sacrificed so much in order to help us achieve our goals this year. Most of all, rugby is about enjoyment and forging friendships with your teammates; this season has been one to remember and lifelong friendships have been made. Cathal Sheehan (U6)

HIGHER & EXTENDED PROJECT QUALIFICATIONS (HPQ/EPQ)

HPQ

Here are some examples of this year’s Lower 4th HPQ titles:

Can it be argued that dance can positively help mental health? Louis Daniels-Shayvard

To What Extent was Blackbeard the most notorious pirate of the Caribbean in the Golden Age of piracy? Jack Wallace

How do horror movies impact the human mind? Freyja Caesar What makes a photograph art? Isabelle Tournaire

How has the addition of VAR affected the game of football over the past two years in the premier league? Luca Harvey

Louis

To what extent have Korean immigrants adapted to England when it comes to cooking traditional Korean food? Lucian Drew

How did Katherine Parr impact the Tudor period and why is she the forgotten Queen? Cecily Fox

Is it more beneficial for our environment and our economy to use Nuclear energy or Geothermal energy? Emmanuel Drandakis

What is the psychology behind dictatorship? Victor Crespo-Perez

From left to right: Cecily, Lucian, Isabelle, Freyja, Luca, Emmanuel, Jack

Victor and Wilhelmina

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Seventies dress Wilhelmina Watson

EPQ St Benedict’s Extended Project Qualification (EPQ) students received outstanding results this year, with 93% achieving A* to A. Three students were awarded full marks for their research, and you can read summaries of their chosen projects here.

Mental Health Provision for Young Adults in London Rhodri Darwent (U6) The ideas and questions that formulated my project stemmed from experiences with mental health, drawn from friends and family members who have been psychologically affected during the March/June 2020 lockdown. I became aware of some of the challenges young adults face with their mental health, as several of my peers were struggling throughout lockdown. Ranges of hypotheses have been investigated; these include economic policy, local infrastructure, educational factors, social mobility and demographic. These factors were assessed using secondary data from a range of articles, journals and websites and primary sources (interviews and surveys).

ST BENEDICT’S

In assessing the relative merits of government policy implementation regarding mental health, my research also considered what impacted the mental wellbeing of young adults in West London the most. It was necessary to consider the effectiveness of policy implementation across different boroughs, the removal of education worsening mental health and the demographic of a young adult changing the way they were affected by the lockdown.

This project led to the conclusion that young adults’ mental health was negatively affected by the March/ June lockdown. Central government was quick to respond with policies for better mental health; however, these were poorly implemented across different boroughs due to the inconsistent provision of NHS care.

Additionally, long term research into a wider range of effects of the lockdown is necessary as the topic is so prevalent. These conclusions could help to integrate new mental health strategies into common medical practices to aid their efficiency and efficacy.

Female War Artists Stella Burgon (U6) The research and ideas that formulated this project stemmed from my interest in both history and art, which ultimately led me to the selection of my topic on female war artists. It was clear from my research that the contribution made by female war artists from the Second World War lacked recognition. War art is traditionally seen from the male perspective through their typical depiction of conflict and the battlefield, rather than the social impact of war on ordinary civilians. I therefore aimed to challenge this stereotypical perception, by exploring the depiction of human suffering by female war artists from the Second World War. In my report I addressed how female war art is perceived and also explored the depiction of human suffering represented by the works of Doris Zinkeisen and Mary Kessell.

What has become evident to me through my research is that female war art from the Second World War is not as widely known, despite the significance and importance of women’s art in recording the events of war. In the future I hope to see greater and deserved acknowledgement of the female war artists who are not as well-known. Moreover, I hope contributions, such as my own research, help progress to a stage where art can be viewed equally, where gender does not enforce prejudicial judgement, limit the opportunities, or restrict the subject matter represented by artwork.

Racial Diversity in the GCSE History Curriculum Layla Ruffini (U6) The research and ideas that formulated this project stemmed from my experiences while studying History at Key Stage 4 and the lack of Black History that was included. I became increasingly aware of the arguments in support of the view that there is a large deficit, in relation to the inclusion of Black History within the English Key Stage 4 History curriculum, and my report therefore sought to find out the extent of this deficit and what, if

EPQ that they believe there is a deficit, while also referring to those who disagree – such as Gavin Williamson (former Secretary of State for Education). What has become clear to me through my research is that the current Key Stage 4 History curriculum has a large deficit with regards to Black History. During my analysis of Edexcel’s curriculum, I found that while they made a wide range of topics available to schools to choose from, not a single topic included the teaching of Black History. Additionally, I learnt that while the Black Lives Matter movement was able to encourage more agitation for reform from the public, as well as also helping to secure changes to the Welsh curriculum by the Welsh government,

U6 LEAVERS Benedict Adams Juliette Agrotis Taran Ahluwalia Blanca Azpilicueta Joe Barrett Patrick Barry Jared Braddock Jake Brooks Joseph Brooks Stella Burgon Daisy Burns Lucy Campbell Christie Cannon

Hugo Cheshire Alexia Cifliku Tye Comins Alex Crown Edward Curd George Curtis-Raleigh Rhodri Darwent Olin Davies Oscar De Abaitua-Hind Roque De Monte Furtado Shania Debough Noe Dehon Olivia Dodder

Ayotenu Dosumu Andrew Drake Tori Dryden Catriona Edwards Giovanni Favaloro Grace Fuchs Katie Fuller Josh Gardiner Joseph Gilfillan Jack Gillan Adam Gormley Isaac Green Alex Gribbon Ishan Gupta Kian Haidari Charles Harte Lucas Holmes James Hunter Marcus Hyslop-Peters Oliver Kempner Milica Kostic Olga Kouimtsidis Lola Lafford Angelica Lawson Felix Mac-Fall Caitlin MacGregor Alix Matta Jem Mawer Joshua McDonald Connie McKenna James McVeigh Richard Mercer Alex Mills

it was unsuccessful in bringing about changes to the curriculum taught in England. In the near future, I hope to see the implementation of coursework within the Key Stage 4 History curriculum in order to allow students who wish to learn more about Black History to conduct research and create a project, which would go towards their final grade, on something which they are interested in. However, in the longrun, I recommend that the Secretary of State for Education works with organisations like The Black Curriculum to create a Key Stage 4 History curriculum which does not ignore the existence of general Black History.

Isabel Mitchell-Bruguera Toby Moore Kaitlyn Moran Elikem Nornoo Niamh O’Haire Sophia O’Neill Lucia Orsi Tallulah Pilgrim Alessandro Procaccini Conan Reynolds-Imam George Ridout Nathan Roberts Bruno Robinson Thierry Roy Sebastian Ruano-Knapp Layla Ruffini Elena Russo Anna-Maria Schroder Cathal Sheehan James Sherwood Amy Slaughter Luke Smith Ellen Suckley Miles Tarry Harvey Teeman Ermioni Vasileiadou Benjamin Walker Grace Walker Jin Tao Wang Niall Wynne Theo Zachariou Benjamin Ziprin

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anything, was being done to address it. In my report, I initially provided a brief background on the current Key Stage 4 History curriculum taught in schools in England, and then proceeded to analyse the curriculum provided by the exam board Edexcel. In order to reach a conclusion, I used primary and secondary sources such as: government documents, statistics, social movements, and newspaper articles, while also looking at the role of the government, schools, exam boards and teachers. My report takes into consideration both sides of the argument – addressing organisations such as The Black Curriculum and the National Association of Schoolmasters Union of Women Teachers, to show

HELIKON CENTRE Here are some of the research posters created by St Benedict’s students in Form 3 to Lower 5th, on a range of chosen subjects.

ST BENEDICT’S

Above: Deen Hoque (L4) Alongside: Owen Fry (L4)

Above: Rory Johnston (U4)

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Top: Sophia Roy (L4) Centre left: Alfie Shilling (U4) Left: Felix Klötgen (U5)

RELIGIOUS EDUCATION Theology and Philosophy Conference Lecture on spirituality in art, by Dr Gabriele Finaldi, Director of the National Gallery

Dr Finaldi continued by showing us a work by Jan Gossaert, called ‘The Adoration of the Kings’. It depicts a scene from the Nativity, however it is slightly strange as the colours should be richer. We can further see that the Holy Family are combined with an environment of violence as soldiers can be seen in the background which could symbolise the fact that Jesus was born into a world of violence and danger. We also see that Jesus is turning away from the gift of myrrh which can symbolise the fact that Jesus must die on the cross for us and is seen to be turning into a white sheet which can also symbolise calvary. Dr Finaldi then brought up the subject of vulnerability by showing us a statue by Mark Wallinger named ‘Ecce Homo’ which translates to ‘behold the man’ – said by Pontius Pilate. This piece poses questions to the viewer as it makes them reflect on themselves and on the death of Jesus. The statue looks insignificant compared to the big buildings around it and so also helps make the piece look simpler.

Mark Wallinger/St Paul’s Cathedral

Dr Gabriele Finaldi

On January 28th, the Upper and Lower 5th were given a talk by the Director of the National Gallery, Dr Gabriele Finaldi. The talk was titled ‘Spiritual passion in National Gallery paintings’ and was one of several events marking the 120th anniversary of St Benedict’s School. We were first shown a painting by Jean Auguste Dominique Ingres, called ‘Madame Moitessier’. The painting showed the aunt of Blessed Charles de Foucauld (1858–1916), a person who is an inspiration for Christians around the world; he is known for trying to convert people to the faith but was only able to covert one person before he was assassinated as a martyr to the faith. On 15 May 2022, Blessed Charles de Foucauld will be canonised.

ST BENEDICT’S

Dr Finaldi finished by talking about ‘A cup of water and a rose’ by Francisco de Zurbarán. This piece is very spare and is said to appear in two other religious paintings by the same artist; this links the paintings and suggests the work may be symbolic of Mary.

We thought that the talk was remarkably interesting and helped to link what we were learning in Religious Education with how it is expressed in life and art. Matthew Curtis & Oubai Chbib (L5)

CLASSICS Here are some of Form 3’s thoughts on learning Latin. Mass, but now learning Latin each week helps me to understand the meanings (and the Nominative and Accusatives!) and improves my spelling and vocabulary. I also find it interesting discovering how many of the words we use today originate from Latin. Overall, I love Latin as a subject, and I can’t wait to study it in future years. I am also thinking about studying it for GCSE. Jessica Williams

Latin is a great subject to learn because you learn about history and a new language. I liked learning about trade in Pompeii. Lots of the time I see parts of Latin words in everyday English words. I have also learnt new ways to revise. Ollie Troman

This year in Latin I have really enjoyed learning about Pompeiian city life and Pompeiian houses. This is because there were so many funny and interesting stories of Caecilius, Metella, their servants, and lots of other characters providing an insight into Roman life. Since learning Latin at

F3: Chocolate Greek Temples

St Benedict’s, I can now see that many words that we use today around the world derive from Latin vocabulary. For example, in Latin, ‘salutat’ means to greet; this is like the English word ‘salute’. There are plenty of phrases that can be found in other school subjects, including our school motto ‘a minimis incipe’ which means ‘from the smallest beginnings’ . I have also loved learning about Roman theatre. For the Easter holidays, we were asked to create theatre masks. Through this task, we learned several facts about Pompeiian life, for example, how the servants in plays normally had red hair and they wore very colourful costumes on stage. This is so people seated at a distance in the theatre could see more clearly and so that they knew who a character was from the second they walked on stage. Overall, I think Latin is a fascinating subject to learn at St Benedict’s because it can help you with other languages and shows how much influence the Romans had on our world. Lessons can be really fun. I just wish we had them more often! Gabrielle Hynes

Mask making

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Since joining the Senior School I have started to learn Latin. I have thoroughly enjoyed Latin not only for starting a new language but for the encouragement given to us every lesson. We learn something new each time, extending the vocabulary we have learnt from previous weeks. My teacher has encouraged us by using games, reading, writing and translating, making Latin lessons fun. I knew a few Latin words before studying it because of going to

ST BENEDICT’S

HISTORY

Top: Lizzie Doherty (U4) Above (left to right): Nick Lewis (L4) Rory Johnston (U4)

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Opposite page (top): Bella Swarbrick Ibarrola (U4); (bottom): Beatrice Lafford (U4)

ST BENEDICT’S

Tusika Vimalan (F3)

ENGLISH

Deen Hoque (L4)

Shaan Deegan (F3)

Giuseppe Saggese (F3)

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Jonny Pow (F3)

ENGLISH I have stood here for one hundred and twenty years, Largely unnoticed stood amongst my peers. Together we have supported this building frame, We are here to protect from the wind and rain. We are as strong as the day we were laid, Although being so old we gradually fade. We witness life that passes us by, First boys, then the girls came to learn to fly. This place breathes with their very souls, Each child aims for their ultimate goals. Sometimes the rugby ball meets the posts, Resulting in concussion to us poor brick ghosts.

12 Behind our strong and sturdy wall, The music fills each and every hall. The piano, violin, viola and cello, Flute, trumpet and clarinet, oh so mellow! I have heard them practise for 43,200 days, The melodies fly through corridors and doorways. Like an old man, my time gets shorter, I shall crumble down with the fragile mortar. The memories of sea of green As each child becomes a teen.

So dear St Benedict’s, Happy 120th Anniversary. Be proud of your Benedictine values to Sixth Form from Nursery!

ST BENEDICT’S

Gabrielle Hynes (F3)

120 years of work 120 years of perks 120 years of hope 120 years of quirks 120 years of fantastic sports 120 years of amazing reports 120 years of inspiration 120 years of superb education 120 years of stupendous communication 120 years of outstanding concentration 120 years of students learning 120 years of students earning 120 years of students working 120 years of students observing 120 years of breath-taking creativity 120 years of sensational activity 120 years of wonderous abilities 120 years of endless possibilities 120 years of St Benedict’s Lucie Remington (U4)

There are many facts about the number 120 Here’s a few, but I could give you plenty.

120 is the atomic number of Unbinilium Which is also known as eka-radium. It’s the height of a regulation hoop in the NBA And the scale for model trains on the railway.

And lastly, something for you all For 120 years we’ve had St Benedict’s School. Marley Rabin (F3)

This is us; this is who we are; This is our school, this is our 120. Thousands of hearts, thousands of dreams, This is where it all begins. Through the hallowed halls, and sacred souls, Our journey of life with generosity and kindness, Our journey of learning with integrity and fairness. Sometimes we may fall and yet we get up stronger, Sometimes we may shed a tear yet smile from ear to ear. This is where traditions are born, and memories are made. This is where leaders emerge, and characters are built. A Minimus Incipe; This is us; this is who we are; This our school, to another glorious 120 and more. Deen Hoque (L4)

There are 120 seconds in two minutes, As well as symbolising “human perfection” in Hebrew, 120 only has 3 digits, Which still lets the fact be true, That this doesn’t mean that this number is not powerful, It only suggests that small things can also be great, This links to our motto which is desirable, Which we can all translate. “A Minimis Incipe” it reads, We all know it well, “From small beginnings” it means, And because of this we excel. I must admit 120 is very important to our school, But most importantly it is important to us all. Mark Majcherczyk-Olczak (U4)

THE PRIORIAN

120 is the factorial of 5 Moses was that age when he died.

POLITICS

BARONESS BENNETT OF MANOR CASTLE (Green Party Leader 2012–2016)

ST BENEDICT’S

On the evening of Thursday 12th May, I was very lucky to chair a fascinating talk with the former leader of the Green Party and current member of the House of Lords, Baroness Natalie Bennett. She began her lecture by explaining her background in Agricultural Science, and how that informs the environmental policies she advocates now. Her comments were truly thought-provoking, as she questioned how the government is representing the opinions of the population, outlined the effect of past generations on our current climate crisis, and expressed new hope for green legislation following the party’s recent success in the local elections. She then went on to answer students’ questions about reforming our system of government, corporate green washing, and the potential effectiveness of the Green Party as a governing body, drawing on her personal experience and wealth of knowledge throughout. I thought the Baroness answered each question excellently, with a candour we rarely see in our parliament today. It was a true honour to be a part of this discussion, and vital to learn that green politics is more than just the environment: it’s about the people. As Baroness Bennett says, “Politics is something that you should partake in. It’s not something that should be done to you.” Valuable food for thought.

Caitlin MacGregor (U6)

SHABNAM NASIMI

In February the Politics Department was delighted to host a talk from Shabnam Nasimi (Policy Advisor to the Minister for Afghan Resettlement, women’s rights activist and commentator). In an interview with Politicast*, Ms Nasimi powerfully spoke about how Afghanistan had been betrayed by NATO and how the trust which the people previously had was destroyed. She also spoke about how servicemen and women had been betrayed because they are now living in fear of the Taliban as they have been abandoned by those who were supposed to protect them. In addition to this, Ms Nasimi explained the restrictions on the rights of women in Afghanistan that have been put in place by the Taliban. Over the last 20 years, women in Afghanistan had many new opportunities available to them – such as access to education, politics and the media which allowed them to speak up for their rights as their voices were finally being listened to. However, the Taliban regaining control of Afghanistan has meant that these women have had their rights unfairly taken away from them and now they are being forced to comply with laws set by the Taliban – which restrict their rights and make it impossible to do what any human being should have the right to do, such as receive an education. Moreover, she was certain that NATO’s withdrawal from Afghanistan gave Putin the confidence to take the step to invade Ukraine as he knew that NATO would not be willing to commit to fighting another war. The invasion of Ukraine has now meant that the world’s eyes have been taken off Afghanistan and the actions of the Taliban, such as house to house searches, which are no longer being covered in the media to the same extent as before.

*St Benedict’s Politics students launched a new series of political podcasts this year.

THE PRIORIAN

Stanley Isaac (L6)

MATHEMATICS Maths Story Annie had to be in a meeting in 20 minutes, in a building that was 7 miles west and 4 miles north of her house. There was a road diagonally straight to the building, but she had spilled tea on the map and couldn’t see how long it was. Her fuel tank only had enough for 8 miles. Annie needed to know quickly whether she could drive to the meeting, because if her car ran out of fuel she would be late.

Annie frantically texted all her friends, and soon Bill the mathematician replied. He said, “I’ve got work to do, so I can’t work it out for you. But here’s the idea: in a triangle with a right angle – that’s 90 degrees, like the corner of a piece of paper – the squares of the sides either side of the right angle add up to the square of the hypotenuse – that’s the longest side, opposite the right angle. Here’s a diagram:

Meeting

C2 B

House

“That sounds great but like I said I’m actually really hungry,” said Mathematics. “Now that you mention it I’m also starving too. How about sushi?” asked Pythagoras. “Nah, I had it the day before yesterday.”

ST BENEDICT’S

“What about kebab, pizza or burritos?”

“I want pizza. I heard there is a new pizza place around the corner. Want to go?”

They found out that it takes 70 metres if they went along Opposite Lane and up Adjacent Avenue.

Then, she had to find what squared made 65, since that was C2. She had to find the square root.

The diagonal road was 8.062 miles long. Annie only had enough fuel to drive 8 miles, so she could not drive to the meeting. Annie made a mental note to buy more fuel as she got on the bus on the way to her meeting. Lydia Ramsden (U4)

But Pythagoras and Mathematics were starving and wanted their food immediately.

“Uuuggh, it has been such a boring day today”, said Mathematics. “We have been sitting around all day doing nothing and I’m starving, Dad.” “Me too, but at least the sun’s shining outside and Right-Angle United, the local football team, are in their prime now”, exclaimed Pythagoras. “They’ve just signed Isaac Newton, Archimedes and Albert Einstein which can’t get any better. Also, they beat Golden Ratio City 1-6 last week. It was amazing!”he said.

Pythagoras’ Theorem

”Sure. Let’s go”, replied Pythagoras.

42 = 4 x 4 = 16 72 = 7 x 7 = 49 16 + 49 = 65

√65 = 8.062

A +B =C2 2

Annie looked at the diagram and realised that it matched her problem. The diagonal road was the hypotenuse of her triangle! So, 42 + 72 = the answer to the problem! Annie thought about the maths.

They wanted to calculate the most direct route to ensure they got to the pizza place as soon as possible. Pythagoras realised that the angle between Opposite Avenue and Adjacent Lane was 90 degrees which formed a 50 right-angle triangle with the points of the pizza place, their house, and the corner between the roads. As it was a right-angle triangle the two could apply Pythagoras’ theorem to 30 discover the most direct route. Pythagoras’ theorem is that the square of the hypotenuse (the slanted side) is equal to the square of the two other sides (Opposite Avenue and Adjacent Lane). Using this he knew that a2 + b2 = c2 . A being Adjacent Lane, B being Opposite Avenue and C being the hypotenuse. Mathematics knows that Adjacent Avenue is 30 metres and Opposite Lane is 40 metres. Using Pythagoras’ theorem, they calculated 302 is 900 and 402 is 1600. 900+1600 is 2500. Pythagoras knew that 502 is 2500. Therefore, the hypotenuse/quickest route was 50 m which was quicker than going around the corner. Pythagoras is truly the Father of Mathematics! The two quickly hurried to the pizza place through the field and ordered a large pepperoni pizza to share! Fionn Egan (U4)

PROBLEM I SY HANNAH DORMANN

LONG AGO IN A LAND FAR, FAR AWAY, THE COMMANDER-IN-CHIEF OF THE IMPERIAL TERRITORIAL ARMY SEBASTIAN AND VIRTUOUS CROWN PRINCE EREN WERE TASKED WITH UNCOVERING THE SOLUTION TO A PROBLEM. THIS PROBLEM WAS THE ANSWER NEEDED TO FIND OUT THE WHEREABOUTS OF THE DEMON EMPEROR'S SECRET LAIR.

THE FIRST THING THAT WE SHOUL D DO IS CONNECT ALL THE POINTS ANO LABEL THE DIAGRA M WITH THE INFORMATION WE ALREADY KNOW,

THEIi W£ CAN START 50L\IING FOR OTHER ANGLES

--------

WE KNOW THAT CO-INTERIOR ANGLES ALWAYSADDUPT O 180� SO WE CAN FIND our THE ANGL. E BY DOING: 180-70 = 110

360 - 100 - lf0 " 150°

NOW WE CAN FIND OUT THE ANGLES INSIDE THE TRIANGL OTHER TWO E, BECAUSE SINCE BOTH SIDES ARE THE SAME LENGTH IT IS AN ISOSCELE S TRIANGLE SO BOTH OF THE ANGLES WILL BE EQUAL

FINALLY, THE CROWN PRINCE EREN HAD MANAGED TO SOLVE THE PROBLEM THANKS TO THE COMMANDER-IN-CHIEF SEBASTIAN'S HELP. USING THE SEARING THAT THEY HAD UNCOVERED, THEY WERE FINALLY ABLE TO FIND OUT THE WHEREABOUTS OF THE DEMON EMPEROR'S LAIR, AND SO THEY SET OFF ON ONE FINAL EXHILARATING BUT PERILOUS QUEST TO OVERTHROW THE FORMIDABLE DEMON. FINALLY, THE CROWN PRINCE EREN HAD MANAGED TO SOLVE THE PROBLEM THANKS TO THE COMMANDER-IN-CHIEF SEBASTIAN'S HELP. USING THE SEARING THAT THEY HAD UNCOVERED, THEY WERE FINALLY ABLE TO FIND OUT THE WHEREABOUTS OF THE DEMON EMPEROR'S LAIR, AND SO THEY SET OFF ON ONE FINAL EXHILARATING BUT PERILOUS QUEST TO OVERTHROW THE FORMIDABLE DEMON.

I sv H NNAH DORMANN � (U4)

--�

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I sv H NNAH DORMANN � (U4)

Hannah Dormann (U4)

THE PRIORIAN

ONCE WE HAVE FOUND our THAT ANGLE, WE CAN FINO our THE THIRD ANGLE AROUND POINT B BY DOING ,

COMPUTER SCIENCE St Benedict’s first Robotics Club came up as an idea from my form tutor, Dr Curtis, who suggested the creation of a robotics-related club that could compete in competitions. In the Philippines – my home country – I had participated in several robotics competitions, and since the school already had robotics and engineering kits, I felt it would be a great idea to start this club. After our first meeting in October, we began organising ourselves and scouting for competitions. Once we chose our first competition, the creation process and robot-building commenced. Most of our work was concentrated in the final two weeks before the competition, and several times we remade our robot. In the end, we were able to make a functional robot that would eventually prove to be a potential national qualifier.

ST BENEDICT’S

Our first tournament was on January 29th: the VRC (Vex Robotics Challenge) Tipping Point Regional, held at Queen Elizabeth’s School, Barnet. Tipping Point itself is essentially a complex, two-on-two game where you hoard as

many objects on the field as you can. A total of twenty-two teams took part, some seasoned veterans and others new players like us. The tournament was divided into two parts: the Qualifying stage where team-ranking is determined, and the Finals stage where teams are eliminated. Each team had to play in ten qualifying matches, and the results of each match were combined to determine their score and overall ranking. These rankings then served as bases for the Finals stage, where the teams got to pick their own partner teams and formed ‘alliances’. For the Qualifying stage, we did quite well. After suffering two losses in the beginning, we decided to modify our robot’s structure and code. This proved to be a step in the right direction, seeing as we won six out of the remaining eight rounds. With a win-loss count of 6-4, our team placed 8th out of 22. I must also note that the robot’s strange design and possibly never-before-seen strategy made it a crowd favourite! The Finals stage is where things were really looking up for us. We were able to make an alliance with great synergy

and communication. Many still could not figure out how to deal with our unorthodox strategy; we were able to win three consecutive rounds, all the way from the Round-of-16 to the SemiFinal. However, due to a field issue, we had to redo our Semi-Final round and – tragically – lost when it really mattered. It certainly was infuriating for us to have our chance at winning ‘robbed’ from us. But from my experience, mishaps like this in robotics competitions are more common than one may think. Ever since the creation of this club, I believed the school had potential to participate in robotics-related events. St Benedict’s has a lot of support when it comes to Computer Science related activities, especially – which surprised me at first – robotics. The school has three full VEX robotics kits that I know of, and students certainly showed keen interest in the idea of making robots. Our success in this competition was a great display of our potential and I am very much looking forward to our next competitions and the future of robotics at St Benedict’s. Gabe Soriano (L6)

THE PRIORIAN

Miro e-robot

TALKS & LECTURES ‘Is Africa the world’s future?’ Professor Carlos Lopez Professor Lopes opened my mind to a whole new perspective of the international scene. He introduced the Cappuccino effect, which I thought was a very profound way of looking at the failures of sustainable development in the 21st century so far. He used the environment as the sprinkling of cocoa on top of a cappuccino, which if the coffee is not good at the base (the economy) is not needed to make a great cappuccino, unlike the base itself. This prioritisation of the economic benefits of capitalism sums up why sustainable development hasn’t worked. Globally, we crave economic dominance over each other, and this quest for power only leaves the environment and poorer countries’ rights and development as background noise in terms of world priorities. However, my fascination with this discussion peaked when the Professor mentioned a need for a social contract between the globe and certain regions in terms of technology, climate change and demographic impacts, to master the sustainable development of our globe, and to level out inequalities. This struck me, as seemingly it is such a straightforward proposition to be able to look out for one another for the greater good and for the survival of this earth; yet still we see large nations, much like our own, prefering to pursue only their greedy need for power and wealth.

‘The life and legend of Sultan Saladin’ Johnathan Phillips

I thoroughly enjoyed this discussion and even got to ask my own questions of Carlos himself about China’s impact on Africa, which was immensely interesting. Toby Moore (U6)

Carlos Lopes’ presentation was a perfect way to start off the St Benedict’s Lecture Series. Lopes shared interesting explorations into Africa’s importance for the world of economics, politics, sustainability, and more. The discussion was broadened out further by several questions from the audience, which gave the lecture such a great level of engagement that it felt as if it were in-person. Despite covering lots of different ideas, which spanned the interests of many disciplines of study, Lopes spoke in great detail throughout – showing the full extent of the intrigue and potential of this continent.

ST BENEDICT’S

James Hunter (U6)

During the lecture, the importance of Africa as a source of a young workforce was highlighted in our world that is ageing, and how it is likely to be a global leader in the future. It was interesting to learn about the vast amount of potential on the continent as well, like the huge amount of arable yet unutilized land. Furthermore, the talk showed the flaws with the UN’s approach to climate change, as too many countries still prioritize economy over addressing this crisis. The talk also showed how long some of the UN processes can be, spanning up to 16 years to resolve and implement decisions made. Overall, the talk was excellent in showing the importance of Africa in our future. Angelica Lawson (U6)

‘Covid-19 – Experiences from the Front Line of Healthcare’ Dr Peter Jaye

’Resilience: the art of bouncing back’ Donna Fraser OBE and Dimitri Coutya OP 2016

Both Donna and Dimitri gave some great advice about how to deal with pressure and expectations. Donna mentioned that having the support of her team really helped her to relax before races. What struck me about this is that, although neither athletics nor fencing are completely team-based, having teammates that have experienced the same before, can really strengthen you and are key to resilience. Dimitri said that something that helped him was trying to lighten the mood by joking around with his opponents. If his opponent reciprocated it calmed him down and, even if they didn’t, it assured him that he wasn’t the only one who was nervous. This strategy must have worked because he came back from Japan several medals! Elena Russo (U6)

‘Climate Change’ David Saddington

Climate change activist and enviropreneur David Saddington engagingly informed us of the history of the earth’s climate which he then linked to the world we live in today. He emphasised the importance of saving the planet and made us all aware of the steps we must take to be as eco-friendly as possible. This is something the school is striving towards, with new recycling strategies, energy saving tips and encouraging sustainable transport. One of the most important steps Mr Saddington advised us to take is to cut down on our meat consumption – something the school is attempting with our ‘meat-free Mondays’. As aspiring climate activists, three of us had the opportunity to chair the discussion. Mr Saddington helped encourage us to make small changes to our school life to reduce our carbon footprint. Henry Rust (L6)

THE PRIORIAN

On the 10th of November Dimitri Coutya and Donna Fraser gave a talk about resilience in the world of sport and in our lives. Dimitri explained how after losing in his first Paralympics in Rio, he realised how important mental training was. He mentioned that once you get to the top level in anything the only way to progress is through the way you approach new challenges. I was surprised to hear a paradox: every year the top ten fencers in world competitions always lose their first match in the Paralympics. The only person Dimitri knew who had won twice in a row said that he treated the second time as if he had never won and put no pressure on himself. This really opened my eyes to the difference that being in the right mindset can have on performance.

ST BENEDICT’S

THE JUNIOR SCHOOL: NURSERY

Remembrance Day poppies

Nativity play

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Making gingerbread

PP1 World Book Day

ST BENEDICT’S

Top: Visiting Ealing Broadway Station – Exploring Transport topic Centre left: Making gingerbread Centre right: PP1 Nativity Bottom left: Butterfly Maths Alongside: Celebrating Spring

PP2

Robin Hood

Eddie “The medieval banquet food looks so delicious. I think I would like to go to a banquet!” Olivia “The garderobe castle toilets were fascinating! I can’t believe they went to toilet that way!” Ben “I like learning about how the Knights go on the battlefield and fight. The Knights had a horse called a warhorse especially for battle fighting.” Florence “I liked the way medieval people ate with a knife. They stabbed the food with a knife and then gently picked it off the knife to eat!” Freya “I liked how we got to build castles! I know a lot about castles now!” Olaf “I really enjoyed making puppet knights. A Knights armour covered the whole of its body!” Leo “I liked colouring the Knights horse. It looks really strong.”

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The Topic in PP2 this term was Turrets and Tiaras. The children were asked to reflect upon their favourite parts of learning.

PP3 London Calling topic

ST BENEDICT’S

Turrets & Tiaras topic

JUNIOR SCHOOL ICT

Form 1 worked in small groups to build cathedrals in Minecraft

Storms at Sea mind map (UP)

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Turrets & Tiaras topic: word clouds (PP2)

LOWER PREP

ST BENEDICT’S

Trip to Kew Gardens

Swords & Sandals topic Above: Roman oil lamps

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Enchanted Forest topic

UPPER PREP

During our Roman day, we dressed up as Roman people and had lots of fun activities. We had Dantastic come in and teach us about the Romans.

ST BENEDICT’S

We also made delicious Roman Rocky Roads, as well as making volcanic eruptions using bicarbonate of soda and fairy liquid!

Swords & Sandals topic: making chariots

PGL trip

Storms & Shipwrecks topic: National Gallery visit THE PRIORIAN

Storms & Shipwrecks topic: What I would take if I was shipwrecked

JUNIOR SCHOOL ART

Elsa Munoz Alvarez (F1)

Top right: Ruairi Martin (F1) Above: Chloe Renaud (PP3) Left: Anthony Sherlock (UP) Bottom left: Ben Cadwallader (F2)

ST BENEDICT’S

Electrical Control ATV Buggies (F2)

Fourth Plinth Competition winner for Ealing: Maria Rosa Carias (F2), pictured with her winning entry ‘Pollution is the Cancer of the World’

Nora Khatibi (F1)

Viren Mathias (UP)

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Evie Beake (LP)

PP2’S INTERVIEW: MRS LAWRY wipes… you have seen me using all of these things. Sometimes I have had to use Calpol. Ben: How long do you study to become a nurse? I studied for 4 years because I did General Training and then I studied a further year as I wanted to work in Operating Theatre. Nicholas: What is the best thing about being a nurse? The best thing is that it is different every day! I get to meet lots of different people and I can help people get better and make them feel good again.

Mrs Lawry, we have been incredibly lucky to have you as our School Nurse. You have looked after us all through the difficult times of Covid and you have ensured that we have stayed as safe as possible in the school. You have always been there for us. Thank you for being such a kind and caring lady. Please can we ask you a few questions?

Mojtaba: How tiring is it to be a nurse because you have to do so much stuff because so many children get injured and it will be a very long day for you? Sometimes it is a long day and it can be quite tiring. I am used to it now because I have done it for a long time.

ST BENEDICT’S

Eddie: How do you make things better? You can’t always make things better but you can always help. So if it is something like a bad earache or high temperature we can give you medicine. Sometimes you can feel better by a kind few words.

Yuzuki: How long have you been a school nurse? Well, I have been a school nurse for nearly 23 years. Long before you were born! Florence: What is it like being a nurse? When you train to be a nurse it is very interesting and never boring?

Olivia: Why did you want to be a nurse? I wanted to be a nurse because I didn’t want to have a job where I sit at the desk all day. I wanted a job where I could move around and do different things! Owen: How long does it take to cure people if they have an ill head? There are lots of different ways in which you can have an ill head and it takes a different length of time to cure the different ways. If you have a really bad cut on your head it may take a week or longer. If you have a bump on your head it may take a shorter time to get better. David: What things do you use to help you in your job as a nurse? I mostly use my eyes and my ears! I have to use my eyes to look at the person to see what’s wrong and my ears for the child to hear what is wrong. If I am looking at someone and they are very pale I will know that they might be feeling sick. I use the ice packs, plasters,

Isabella: What do you use to help people get better? If you have a tummy-ache I can give you a hot water bottle. I use lots of different things to help people feel and get better. Sometimes children bring in their medicines into school from their doctor and I give it to the child. Adam: What do you do when you get home? I make the dinner then 3 times a week I go to dancing classes. I do Tap and Modern Dance and Yoga! I watch tv and look after my grandchild. Helena: How hard is it to be a nurse? Well, it is good if you like studying Biology as this will help you as a nurse! You can choose to study Biology at school and then you go on to University. Adam: How do you handle everyone? Have you ever heard of ‘the worst goes first?’ When there are lots of people in the sick bay the person who is bleeding more than another person, I see them before anyone else. Or it might be somebody who is going to faint and that person I will look after first. After that I will look after everybody else.

JUNIOR SCHOOL SCIENCE

Looking after teeth

LP identifying fossils

F2 make models of the heart

PP3 investigate how to make a strong Lego wall

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Life cycle of a frog display (F1)

JUNIOR SCHOOL MUSIC Do you enjoy singing? I didn’t used to when I was younger as I thought that I wasn’t very good. However, it has got easier over the years and I enjoy singing much more now. Out of 10 can you rate how much you like being a teacher and rate how hard you have to work? It is fantastic to inspire pupils to enjoy music as much as I do and to see the end results in concerts in school. It is also very satisfying to see pupils develop their talents in the Senior School and see how much enjoyment they get out of it when they are older. It is amazing to see pupils who also choose music as their career when they have left St Benedict’s. For those reasons, a 10. As for how hard I have to work it’s a score of 11! There is a lot of organisation, preparation and rehearsals that go into everything we do at school.

Music Ambassadors interview: Mr Field Mr Field, the school is incredibly lucky to have you as our Head of Junior School Music. You inspire the children to become wonderful musicians. You work across both the Junior School and the Senior School producing wonderful musical performances. We would like to ask you a few questions....

How many instruments can you play and what are they? The two main instruments I play are the trumpet and the piano. The trumpet is my main instrument that I have performed all over the world on, also playing in West end shows, The Proms, TV programmes and films.

ST BENEDICT’S

What are your favourite artists and why? For ‘pop’ artists it has to be The Who. The energy in everything that they performed has never been surpassed by any other band in my opinion.

What is your favourite era or style of music? To be honest I enjoy all types of music as long as it is good! My favourite composer is Gustav Mahler. His music

has so many levels to it as he was such a complex character himself and his symphonies are amazing to play as he wrote such fantastic solos for the trumpet. What song would make you get up on the dance floor? That’s a tricky one! I think it would have to be ‘Superstition’ by Stevie Wonder. When you hear the drum rhythm and then the keyboard join in with the main riff you can’t not get up to that! What is your least favourite instrument and why? Without question, the bagpipes. It needs a really good player to play them well and in tune, and when there are a group of them; I just cannot enjoy listening to them.

Is there anyone who inspired you to be a teacher? I was very lucky to have great trumpet and piano teachers when I was young. I was also very fortunate to be in lots of Youth Orchestras that performed to a very high standard and would perform lots of concerts and tours abroad too. How long have you been teaching music? I started teaching trumpet and piano in schools when I was still at music college and I have been teaching at St Benedict’s since the last millennia, 1999. What do you look for in a class? Whether it is a class or an ensemble or choir, I am always looking for those who listen and follow instructions and simply do them straight away. They are the ones who progress the most. If you could meet a musician dead or alive who would it be and why? This is difficult as there are so many. Two that spring to mind would be Mahler as I mentioned earlier and Freddie Mercury to see his stage presence and vocal talent live! Interview conducted by Maria Rosa Carias and Frank Williams (Form 2)

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FORM 1

Be Bold Boris: COP26 poem

ST BENEDICT’S

Travel & Treason: The Tudors topic

Trip to Hampton Court Palace

Teambuilding

William Pokorny Imogen Cull

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Hilary’s Heights topic

FORM 2

Lake Distrct Outward Bound trip

ST BENEDICT’S

Travel & Treason topic: Mihiro Hosotani

Teambuilding

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Hilary’s Heights topic: Alex Mobley, Dylan Monaghan, Thomas Neal and George Wiley

JUNIOR SCHOOL LANGUAGES

ST BENEDICT’S

Form 1 trip to France

Piñata making (UP)

Café role play (F1)

JUNIOR SCHOOL SPORT

Form 1 – Why I love my sport…

Wilfred Holland – Rugby – I love Rugby because it is a great way to interact with others and meet people from different schools. I really enjoy getting to make tackles and score tries. Elsa Munoz Alvarez – Netball – I love netball because it’s a very interactive, your team needs to work together like building steps. I love the sensation, of when the ball leaves the tip of your fingers and I wait a few milliseconds to see whether the ball will go in the hoop. Netball is very competitive, and I love competitive games!

Maria Szyszko-Walls – Tennis – I enjoy Tennis because it is a great way to meet new people and compete with them. I find tennis very fun – I especially enjoyed challenging myself against some very strong players in the fixture against Belmont. Claudia Scott – Hockey – I enjoy Hockey because it is a team game where I can play with my friends and learn new skills. Hockey has also been a great way to meet new people and make new friendships. William Pokorny – Fencing – I enjoy Fencing because it is quite different to other sports, which I find very interesting. I also find Fencing to be very fun, especially the competitions and the chances to meet new people from other schools or year groups.

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Christo Kopoi – Cricket – I love playing Cricket because I enjoy batting, bowling and getting to play with my friends in the sunshine. Cricket is a great team game, and I really enjoyed scoring a 50 this year when batting!

STAFF LISTS HEADMASTER

Mr A Johnson

SENIOR EXECUTIVE TEAM

Mr L Ramsden Deputy Head Ms F Allen Deputy Head (Academic) Mrs C Bedwin Bursar & Clerk to Governors Mr R Simmons Junior School Headmaster Mrs T Scott Junior School Deputy Head Mr C Wilks Director of Teaching & Learning

LEADERSHIP TEAM AND SENIOR STAFF Mr J Foley Mr A Heald Mr A Rees Mr S Scicinski Mr D Thomas Mrs M Dryden Mr R Ferrett Mrs T George

Assistant Head: Pupil Welfare Director of Sixth Form Academic Manager Director of Academic Challenge Senior Master Head of Human Resources Estates Director Development & Alumni Engagement Director, Acting Marketing Director Ms L Pepper Registrar Mr C Smith Director of ICT Mrs R Wynne Miss L Busher Mrs T Boyle Miss A Dodd Ms M Robb Mrs A-L Armstrong Mrs S Trowbridge Miss P Montanez-Valle Mr R Baker Mr F Curran

ST BENEDICT’S

Mr S Codrington Mr J Coles Mrs M Comins Ms G Comyn Mr D Condon Mr A Conyard Ms T Correia Mrs C Crean Mr M Cybulski Dr R Curtis Miss M da Cunha Miss A Davis Mr M Donegan Miss L Eades Mr C Eastwood Mr J Edgar

Mr S El Akioui Dr T Ennis Headmaster’s PA Bursar’s PA Mr J Fenlon Data and SIMS Manager Miss C Ferrario School Office Manager Ms J Fitzgerald Senior School Receptionist Mr B Flanagan Senior School Receptionist Mr C Flavell Deputy Heads’ Projects Assistant Mr M Foley Cover Coordinator, CCF Mrs R Gbadamosi Old Priorian Association Mr T Gil Development and Alumni Dr J Greenhough Relations Manager Mrs A de Berg Sixth Form Administrator Mr T Good Mrs A McKenna PE and Games Administrator Mr K Grodzicki Mr A Thompson Head Groundsman Mr M Hamika Mr P Berni Assistant Groundsman Mr R Hanbury Mrs K Mythen Music Administrator Mrs E Hansell Mrs M McPartlin Music Administrator Dr H Harper Mr. R Ramraj Facilities Manager Mrs A Hayes Mrs A Barreto Estates Officer & Minibus Service Mr J Henri Mr S Claridge Health and Safety Coordinator Mrs O Henry Mrs C Bernardi Mehrabi Parent Ledger Accounts Mr Z Higgins Mrs A Dayeh Finance Controller Mrs S Hopgood Mrs J Flynn Payroll Officer Mr S Howard Mrs D Johnson PR and Marketing Officer Mrs G Hullis Mrs A Stringer Human Resources Officer Mr S Hullis Miss E Wallace Librarian, EPQ Level 3 Lead Supervisor Ms G Hurtado Ms A L Crespo Assistant Librarian Mr A Hutchinson Mrs J Henshaw Assistant Librarian Mrs P Jarvis Mrs A Rodericks Assistant Librarian Miss A John Mrs J Wallace Examinations Officer Mrs N Jolly Mrs A Yue School Nurse Mr M Joyce Mr J Kelly School Marshall Ms M Lee DofE’s Award Administrator, Mr S Jukes Educational Visits Coordinator Ms J Kelly ACADEMIC AND PASTORAL STAFF Ms L Kelly Miss L J Kennett Ms J Adams Modern Languages Miss R Kestenbaum Mr C Aguilar Dance Miss F Kissoon Mr P Allwright CCF Mrs S Larkam Mr S Atkinson Sports Coach Mrs A Lewer Miss P Bartholomew Chemistry Ms N Lindau Mr A Bela Fencing Coach Miss K Linton Mr W Berard PGCE student, Computer Studies Mr G Littlemore Mr A Billinge Mathematics, CCF Ms A Loaiza-Palacio Miss S Binic Theology & Religious Education Mr P Lowen Ms J Bleau Chemistry Mrs E Maidment Mr B Boon Sports Coach Dr F Manieri Mr C Bowles Physics, Director of Science, Mrs S Marais Head of Physics Mrs L Brooks Head of Modern Languages Miss A Maynard Miss A Broome Head of Tennis Mr P McAleenan Ms N Burns Art, Design and Technology, Mr P McCarthy Second in Department Mr M Cattaway Tennis Coach

SUPPORT STAFF

Mr V Cheung Miss E Clark Mr W Clarke

Mathematics History Academic PE, EPQ Level 2 Lead Supervisor, Housemaster of Barlow Acting Head of Biology, Director of Gifted and Talented Director of Rugby Learning Support Assistant, Economics and Business Studies Head of Sociology, Housemistress of Roberts Hockey Coach Fencing Coach Modern Languages, Lower 5th Division Head Learning Support Assistant (Mathematics) Geography Head of Computer Science, Physics EAL Teacher Modern Languages, Head of German Theology & Religious Education, Middle Manager Pastoral History, Second in Department Director of Music Theology & Religious Education, Lay Chaplain, DofE Award French Language Assistant Modern Languages, Senior French Teacher CCF, Duke of Edinburgh’s Award Geography Maths Art, Design and Technology Geography Classics, Upper 4th Division Head History Business Studies English, Head of EPQ, Centre Coordinator for EPQ Level 3 PGCE student, Chemistry ADT Technician Fencing Coach Strength & Conditioning Coach English English Biology Sports Coach Netball Coach Director of Sport Head of Careers Sports Coach Classics Classics, Contingent Commander CCF Spanish Language Assistant CCF Mathematics Assistant Director of Music Head of Academic Music Head of Government and Politics Head of JS Boys’ Games and Core PE Biology Technician Sports Coach Head of English Head of Dance English Sports Coach English Head of Psychology Art, Design and Technology SEN Assistant, Sports Coach School Counsellor, Head of PHSE Fencing Coach Chemistry Physics Head of Biology Head of Netball English, Drama Economics and Business Studies, 3rd Form Division Head, Head of Initial Teacher Training

Mr D McKeown

Theology & Religious Education, Lower 4th Division Head Dr S McLaughlin Head of Theology and Religious Education Mr P McWillams Theology & Religious Education, Second in Department Mr M Mendes Art, Design and Technology, 3D Product Design Mr R Mushiso PE and Games, Housemaster of Gervase Mr F Nehls Sports Graduate Assistant Mr K Newell Head of Cricket, Housemaster of Pickering Mrs N Nicholls Head of History Mr J Nijhar Head of Hockey Mr D Nonoo CCF Mrs K Norris Careers Officer Mrs S Obhrai Modern Languages, Learning Support Assistant Mrs D O’Connor Head of Chemistry Mr B O’Hara Head of Junior School Girls’ Games Miss L Pask English, Second in Department, Head of MOOCs Mrs I Payne Modern Languages, Head of Spanish Mr R Pereira Head of Art, Design and Technology Miss C Perkins Biology Mr L Pickett Biology Mr P Podgorski ADT Technician Dr E Ragga Chemistry Ms K Ravenscroft Head of Drama Dr D Robb Head of Mathematics Ms C Rodwell PGCE student, English Mr H Sadiq Head of Fencing, CCF SSI Mr K Sarrafan-Chaharsoughi Physics, Firefly Coordinator Mr M Searle Sports Coach Mrs K Sheddick Mathematics Miss W Shi Mathematics Mr I Simpson Head of Economics & Business Mr J Sloman Fencing Coach Miss K Smith Geography, Second in Dept Mrs S Smith SENCO Ms S-J Sorohan Deputy Director of 6th Form, Head of Classics Mr B Spivey Physics Technician, CCF Dom Thomas Stapleford, OSB Chaplain Mr M Stringer Head of Strength & Conditioning and Athletic Development Mrs I Szymanska Chemistry Technician Miss S Toraub Mathematics Mr D Traynor Acting Head of Academic PE, Biology Mr S Victory Economics and Business Studies Mrs C Wall Biology, Upper 5th Division Head Mr P Walton Head of Geography Mr M Watts English, Literacy Coordinator Mr A Wijnberg History, Head of e-Learning, Centre Coordinator for EPQ Levels 1 and 2 Mr O Williamson Mathematics, Key Stage 4 Mathematics Coordinator Mrs A Yates Deputy Director of Sport and Head of Girls’ Games Mrs W Yuen Yip Mathematics Ms M Zakowska Science Technician

VISITING MUSIC STAFF Dr T Atherton Mr O Butterworth Mr M Chaundy Miss C Cooper Ms G Di Laccio Ms O Duque Mr J Ellwood Mr M Fletcher Miss C George Ms E Jackson Mr P Jaekel Mr J Janik Ms I Kent Mr R Leach Mr R MacManus Ms H McLatchie Mrs F Meakins Mr P Michael

Drumkit and percussion Drumkit and percussion Singing Piano Singing Oboe and piano Brass Drumkit and percussion Woodwind Violin and viola Piano Piano Piano Piano and organ Violin, viola and double bass Violin Harp Bass guitar and piano

Flute Guitar Singing Guitar Clarinet Guitar Guitar Singing Singing Singing ‘Cello Piano

GOVERNORS

Mr J Berger Chair of Governors Mr M Ainslie Mrs M Boyle Mrs M Davies-Wright Mrs M Edis Mr D Howe Dr P Hopley Mr P Keyte Mr M Leonard Dom Ambrose McCambridge, OSB Mr P Murphy-O’Connor Mrs R Nockles Mr A Pereira-Inacio

JUNIOR SCHOOL HEADMASTER Mr R Simmons SENIOR EXECUTIVE TEAM Mrs T Scott Junior School Deputy Head Mrs C Bedwin Bursar Mr L Ramsden SS Deputy Headmaster Ms F Allen SS Deputy Head (Academic) LEADERSHIP TEAM AND SENIOR STAFF Miss L T Powell Assistant Head, Designated Safeguarding Lead & Head of Key Stage 2 Mrs M Edwards Head of Early Years Found. Stage & Designated Safeguarding Lead Ms F Rutherford Head of Key Stage 1 Dom Alexander Bevan Chaplain SUPPORT STAFF Ms H Clarkson Headmaster’s PA Mrs E Murru Office Administrator Mrs M Koleva Receptionist Ms J Kelly Afternoon Receptionist Mrs M Lawry School Welfare Officer Mrs I Sotiriou SIMS Administrator Mrs B Everett Junior School Registrar FORM TUTORS Form 2 Miss K Halpin 2M Mrs M O’Malley 2P Mrs E Kottler 2S Form 1 Mrs R Nwaka 1M Miss C Langlands 1P Miss L Powell 1S Upper Prep Miss P Brown UPM Miss E Keenan UPP Lower Prep Miss M Indra LPM Mrs L David LPP

Pre-Prep 3 Mr J Laffey PP3G Ms F Rutherford PP3Y Pre-Prep 2 Miss E Flint PP2G Mr L Wright PP2Y Pre-Prep 1 Mrs M Edwards PP1G Mrs D Petrovic PP1Y Nursery Department Mrs L Bartle Nursery Teacher Mrs D Sewell Nursery Manager

ACADEMIC AND PASTORAL STAFF Mr C Aguilar Dance Teacher Ms A Bhatti Head of Modern Foreign Languages

Mrs E Pilgrim Mr B Taylor Abbot Dominic Taylor, OSB Mr J Walsh

SCHOOL OFFICIALS Head Boy: Head Girl: Deputy Head Boy: Deputy Head Girl:

Rhodri Darwent Milica Kostic Cathal Sheehan Blanca Azpilicueta

Senior Decans: Stella Burgon Alexia Cifliku Alex Crown Roque de Monte Furtado Ayotenu Dosumu Tori Dryden Catriona Edwards James Hunter Lola Lafford

Angelica Lawson Felix Mac-Fall Caitlin MacGregor Toby Moore Conan Reynolds-Imam Layla Ruffini Amy Slaughter Ben Walker Ben Ziprin

Presidents of School Council:

Alexia Cifliku and Conan Reynolds-Imam

Mr B Boon Miss A Broome Mrs E Campbell Mr J Coles Mrs C Connolly Mrs F Cox Mrs M Crowley Mrs L David Miss A Derliunaite Mr D Field Miss K Halpin Mrs V Halpin Mr J Henri Mrs C Hernaman Mr Z Higgins Mrs H Hoque Mr S Jukes Mrs C Keenan Miss E Keenan Miss L Kelly Ms R Kestenbaum Mrs E Kottler Mrs B Krok-Paszkowska Mrs S Larkam Mrs J Mallinson Mr C Markou Mrs C Matkov Miss A Maynard Mrs S Munro Mrs J Murphy Mr R Mushiso Mrs S Nee Mr K Newell Mr J Nijhar Mrs R Nwaka Mr B O’Hara Mrs T Rebello Miss M Reid Mr H Sadiq Mr M Searle Ms L Sharp Mrs S Stevenson Mr M Stringer Ms B Sullivan Mrs S Whiteman Mrs D Yallop Mrs A Yates Mrs J Zaradna

Sports Coach Head of Tennis ADT Assistant Head of Rugby Teaching Assistant Teaching Assistant Teaching Assistant Head of PSHE EYFS Practitioner Head of Junior School Music Head of Mathematics Teaching Assistant Sports Coach After School Club Assistant & Science Assistant Director of Sport Teaching Assistant Head of Junior Boys’ Games/ PE & Head of Core PE Learning Support Assistant Head of English Sports Coach Head of Dance Key Stage 2 Deputy Teaching Assistant Swimming Coach After School Club Assistant Head of Art Learning Support Teacher Head of Netball Learning Support Teacher Learning Support Teacher & After School Club Assistant Sports Coach EYFS Practitioner Head of Cricket Head of Hockey Head of Religious Education & Key Stage 2 Deputy Acting Head of Girls’ Sports After School Club Assistant & Lunchtime Assistant Teaching Assistant Head of Fencing Sports Coach SBJS School Counsellor Head of ICT Head of Strength and Conditioning & Head of Athletics Head of Learning Support Head of Science EYFS Practitioner & After School Club Co-ordinator Deputy Director of Sports & Head of Girls’ Sports EYFS Practitioner

House Captains: Barlow: Cathal Sheehan and Amy Slaughter Gervase: Ben Adams and Lola Lafford Pickering: Charles Harte and Daisy Burns Roberts: Olin Davies and Alix Matta Decans: Ben Adams Jem Mawer Taran Ahluwalia Richard Mercer Joe Barrett Isabel Mitchell-Bruguera Joseph Brooks Elikem Nornoo Olin Davies Niamh O’Haire Noé Dehon Sophia O’Neill Olivia Dodder Lucia Orsi Grace Fuchs Thierry Roy Joseph Gilfillan Elena Russo Charles Harte Ellen Suickley Lucas Holmes Ermioni Vasileiadou Olga Kouimtsidis Captain of Boys’ Athletics: Charles Harte Captain of Girls’ Athletics: Daisy Burns Captain of Cricket: Joe Barrett Captain of Fencing: Ethan Barter Captain of Hockey: Tallulah Pilgrim Captain of Netball: Layla Ruffini Captain of Rugby: Cathal Sheehan Head of CCF: SSM Ben Ziprin CCF Cadet Drum Major: Sgt Rami Ahmad Leader of the School Orchestra: Ben Dovey President of the SVP: Catriona Edwards

JUNIOR SCHOOL OFFICIALS Head Pupils: Mihiro Hosotani and Eric Zhang Deputy Head Pupils: Thomas Bent, Nicolas Gonzalez Valenzuela, Anna Kluemper and Suri Virdi Prefects: Bella Dawson, Evie Dormoradzki, Lucas Kowalski, Ria Patel, Darcie Philpot, Jeffery Qiao-Rizae, Tshego Wanjau and Mia Sonahee Winter House Captains: Bede: Aaron McQuillan Visintini and Kanika Sandhu Fisher: Ben Cadwallader and Masie Higgins Gregory: Alex Bishop and Lara Kowalski More: Lysander Brown and Sophie Georghiades Art Ambassadors: Xavier Burt, Coco French and Isabelle Neal English Ambassadors: Ben Cadwallader, Sophia Georghiades, Tom Hill and Mia Sonahee Winter Eco & Geog. Ambassadors: Alex Mabley, Isabelle Neal and Arjun Randhawa History Ambassadors: George Wiley and Arjun Randhawa ICT Ambassadors: Neev Gangwani, Tom Hill, Dylan Monaghan, Thomas Neal and Eva Pangrazi Mathematics Ambassadors: Owen Hand, Mihiro Hosotani, Jeffrey Qiao-Rizae, Eva Pangrazi, Jeremy Renaud, Miyabi Said and Eric Zhang Music Ambassadors: Maria-Rosa Carias and Frank Williams Pre-Prep Ambassadors: Jemima Bartlett, Thomas Bent, Maria-Rosa Carias, Sophia Georghiades, Lois Hand, Hassan Ali and Archie Scambler Science Ambassadors: Lucas Kowalski, Thomas Niesolowski and Tshego Wanjau Mini Vinnie President: Sara Krunic School Council Chair: Finn Lagan Housemistresses/masters: Bede: Mrs S Stevenson Fisher: Miss C Langlands Gregory: Mr L Wright More: Mr J Laffey

THE PRIORIAN

Mr S O’Regan Mr J Preiss Mrs A Rayner Mr C Regert Mrs J Sapsard Mr A Scheuerer Mr E Stewart Ms R Stockland Mr L Taliotis Mr M Waldren Ms G. Wareham Mrs N Yeghiazarian

ST BENEDICT’S SCHOOL a

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ST BENEDICT’S SCHOOL a

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W5 2ES

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