ST BENEDICT’S
NEWS
BENEDICT’S SCHOOL a
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LEN T TER M 2021
Return to school – pages 12/13
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London •
W5 2ES
• V 020 8862 2010
M headmaster@stbenedicts.org.uk
F St Benedicts School, Ealing •
L stbenedicts
Dear Parents, It has been another extraordinary term, with just three weeks back at school and an array of measures in place to keep everyone safe. I continue to be heartened and impressed by the resilience, creativity and sheer determination shown by pupils, staff and parents as we strive to keep everything going to our usual high standards throughout the pandemic. The many achievements reported in this edition of St Benedict’s News testify to this determination: pupils have gained impressive EPQ and HPQ grades, excelled in the UK Maths Challenges, and given accomplished performances in regular online concerts and a dance show. They have attended weekly careers talks, a Universities Fair and Helikon Centre talks, and continued to engage with our wide-ranging co-curricular programme. There has also been generous and wholehearted support across the entire school for the Sports Department’s fund-raising challenge.
CCF Honour for Cdt Sgt Amy Vaughan Upper 6th student Amy Vaughan has been awarded this year’s cadet prize from the Worshipful Company of Tylers & Bricklayers. Every year a City Livery company presents an award to one member of adult staff and one Cadet, both belonging to any Royal Engineers badged Cadet unit within London District.
Finally, we marked St Benedict’s Day with a short liturgy, with further celebrations of our patronal feast day planned for the 1st of July. With best wishes for a happy Easter.Year to you and your families,
Andrew Johnson Headmaster
The Lent term has certainly been very different to the one that we might have envisaged. As one might expect of our school community, everyone has risen to the challenge and shown great adaptability and resilience. I have been very impressed with the degree of creativity and positivity that has been much in evidence. I am sure that you will have enjoyed the assorted online musical performances, highlighting our talented musicians. There have also been some terrific sports challenges, and the World Book Day activities were fun and greatly enjoyed by the children.
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Thank you for your tremendous support throughout what has been a highly unusual and challenging period of time. Let us hope that we can continue our progress towards normality and that a splendid spring and summer await us.
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Take good care of yourselves. I wish you a peaceful Easter holiday.
Rob Simmons Junior School Headmaster
Here is part of her citation, written by Mr Hullis, Contingent Commander CCF: “Cdt Sgt Amy VAUGHAN joined our CCF (Army) a year late, having opted in Year 9 to focus on her Bronze Duke of Edinburgh’s Award. On joining, she therefore trained alongside recruits a year younger than herself, and from the very start looked after those younger pupils with the same selfless commitment which she brings to everything which she does: acting as an ambassador for her A Level subjects, debating, Model United Nations, fencing, and, of course, the CCF. When we moved to “virtual” CCF parades during the first lockdown, Amy was one of those NCOs who volunteered to teach lessons in this new format. She did so with confidence, imparting her enthusiasm, knowledge, and experience to her fellow cadets. When we returned to face-to-face training in September, Amy was in the forefront of training, passing her SNCO Cadre with flying colours, and taking over Casey Troop (JNCO development). She imposed her will on these cadets – even her own brother! – and demanded the very highest of standards, helping to assess their teaching, drill, turnout, and commitment. She has never displayed anything less than whole-hearted commitment and a determination to be helpful and is a great credit to her Royal Engineers cap badge.”
Congratulations to Elizabeth Haile, who has a conditional offer to read Anthropology and Archaeology at St Peter’s College, Oxford, and to Oscar Jones, who has a conditional offer to read Engineering at Brasenose College, Oxford.
Because of the pandemic, all interviews were online this year. Far from being a daunting experience, both candidates found the interview process to be stimulating, challenging and enjoyable. “It was extremely rewarding to put my knowledge into practice and the professors went out of their way to put me at ease”, said Elizabeth. “I would mention to any future candidate that the interviewers seemed to be more interested in my thought process rather than the content of my argument, and I found that I had prepared more information than I had time to display!” The interviews are also designed to test how well candidates can engage with learning through Oxford’s tutorial system. “You are encouraged to ask questions, to think aloud and to engage with your interviewers as
if they are your tutors”, said Oscar. “The questions are difficult and are designed to make you think outside of what you have learned in school.” Entry requirements vary depending on the course, with some subjects requiring examinations or written assessments. For Anthropology and Archaeology, Elizabeth had to submit past schoolwork and a 500-word essay, entitled ‘What can we learn about people, either past or present, from their material culture?’ Oscar completed a Physics Aptitude Test (PAT) in early November – a mix of physics and maths questions which develop concepts studied at A Level to test how candidates can apply their knowledge to different situations. Both students are very positive about how St Benedict’s has supported them. “The teachers here have been
St Benedict’s Virtual University Fair
very helpful to me throughout my admissions process”, said Oscar. “I met with Mr Bowles every week to discuss the PAT test. I also had two mock interviews with external academics with links to St Benedict’s. These were invaluable because I was speaking to someone unfamiliar through Teams and using a shared white board – just like the real interview. The careers department also organised a general interview skills session, with helpful tips about how to present yourself in an online interview.” “My experience with the admissions process has been overwhelmingly positive, and the school has done much to facilitate this – I’m very grateful!” said Elizabeth. “The school set up multiple practice interviews which were really helpful in preparation for the real event.” Finally, what made them choose their respective courses? “I have been interested in Ancient History since studying Classical Civilisation at GCSE level, and the college and course I’ve applied for suit my interests nicely”, said Elizabeth. “I chose engineering because I have an ambition to make our world more sustainable by decarbonising the transport sector”, said Oscar. “The collegiate system at Oxford appealed to me because the colleges are small and friendly groups of dedicated and ambitious people, which I think will motivate me to do well in my studies.”
The Lower 6th began their journey into higher education applications this term with a wide-ranging online University Fair, organised by the Careers Department. Students gained an overview of the application process, and recent St Benedict’s leavers gave an insight into university life in the pandemic, advice on Oxbridge and medical school applications, and preparation for the world of work after university. There were also presentations from the universities of Exeter and Nottingham and on making applications to universities in North America and Europe. Near peers: University in the Time of Covid-19; Issy Pye (Leeds University: Politics, Philosophy and Economics); Oscar Teeman (Liverpool University: Business Management); Rachel Hughes (St Andrew’s: History) and Jak Mensah (Loughborough University: Mechanical Engineering with a placement year) talk to Mrs Hopgood about their first term.
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Oxbridge News
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DofE Voluntary Service in the local community St Benedict’s students have found lots of ways to help out in their local communities over lockdown, as part of their Duke of Edinburgh’s award volunteering activity. Julian Kenth (L5) has been delivering food to the elderly around Ealing, distributing free meals each week from a local café to the vulnerable and those shielding from Covid-19. Sebastian Zecevic (L5) has been cooking delicious meals for his elderly neighbour who lives alone, who commented: “It has been a ray of sunshine during this time of isolation and being away from my own family to see the spirit of community in our neighbourhood and that DofE continues to encourage these values.” Alex Gribbon (L6) has been reaching out to elderly residents in care homes via Zoom calls, while Helena Ramsden (U4) has been providing musical entertainment by recording a series of violin and piano performances for them.
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Tye Comins and George Ridout (both L6) have offered their services as ushers at their local Covid-19 vaccination hub, while Lola Petrovic, Amelia Young (L5) and Chihiro Hosotani (U4) have been litter-picking around the neighbourhood.
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Finally, Noe Dehon, Rhodri Darwent, Alex Crown and Charles Harte (L6) are raising money for four charities by running 1,700km - the equivalent distance of Land’s End to John O’Groats. Their chosen charities are Papyrus, which focuses on the prevention of young suicide; Young Minds, which supports young people’s mental health; Team Margot, which campaigns for donors in the treatment of cancer, and Alone, which helps older people who are homeless, socially isolated and living in deprivation. If you would like to sponsor them please go to: https://bit.ly/3cOrcxj (GoFundMe)
Noe Dehon, Rhodri Darwent, Alex Crown and Charles Harte
Some of the U4, L5 and U5 students, taking part in the UKMT Intermediate Maths Challenge.
Award thresholds: Gold 86+, Silver 68+, Bronze 55+ UKMT Challenges are tests of mathematical reasoning and mental agility, aimed at the top third of students in the country. It attracts over 600,000 participants from more than 4500 schools with only a very small percentage being invited through to subsequent Olympiad events.
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Congratulations to John Adenigbagbe (U6) and Niall Wynne (L6), who were awarded prized Certificates of Merit in the UKMT Senior Maths Olympiad Round 1 (a 2.5 hour exam) in December – no mean feat. Certificates of Merit are awarded to a relatively small percentage of those who sit the Olympiad paper and this is only a very small fraction of those who participate in the preceding Senior Maths Challenge. The other five St Benedict’s Olympiad participants were Oscar Jones, Laurence Daly-Jones, Felix Mac-Fall, Roque de Monte Furtado and Jin Tao Wang, who all achieved respectable scores and were awarded Certificates of Qualification.
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This year’s online, UKMT Intermediate Maths Challenge results were extremely encouraging, particularly in the circumstances, with Gold Certificates awarded to seven students: Yukita Ryuku (L5 – awarded the ‘Best in School’ certificate, achieving a remarkable score of 122); Katriona Reynolds-Imam (U5); Yuzhao Chen (U5); Bernard Zhu (U5); Thomas Gordon (U5); Ben Rimmer (U5); Rami Ahmad (U5) These students – and three U4 students: Oubai Chbib, Nicholas O’Sullivan and James Reiss – were been invited to take part in the next round of the competition which took place on 18th March. Intermediate Entered Gold Silver Bronze Olympiad Certificates 2021 109 7 16 29 10 52 2020 116 6 19 25 8 50 2019 129 13 25 32 13 70 2018 105 6 16 19 5 41 2017 100 4 12 20 3 36
UKMT Senior Maths Olympiad
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UKMT Intermediate Maths Challenge 2021 results
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MUSIC Virtual Performances Lockdown hasn’t prevented St Benedict’s musicians from developing their skills and giving wonderful performances, as this term’s five excellent virtual recitals have proved.
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Cyrus Drandakis (UP) Piano: The Reef by Walter Carroll
Henry Rust (U5) Clarinet Study in D minor by Friedrich Demnitz William Edwards (F3) Marimba: Too many notes samba by Rik Elings
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Jake Toynton (F3) Piano: Bagatelle in E flat by Beethoven
Rory Johnston (L4) Piano: Rondo alla Turk by Mozart Helena Ramsden (U4) Violin Concerto in A minor (1st movement) by Bach
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Lydia Ramsden (L4) Trumpet: Die Kapferkeit by Telemann
Elsa Munos Alvarez (UP) Piano/Voice: When I grow up (from Matilda) George and Mark Majcherczyk-Olczak (L4) Piano/ Voice: Ombra Mai Fu by Handel
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Ned Watts (L5) Cello: Elegie by Faure
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George Majcherczyk-Olczak (L4) Piano: Mazurka by Chopin
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Helena Ramsden (U4) Piano: Nocturne by Chopin
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Rebecca Ramsden (UP) Violin: Perhaps by Farres
Angus Macallister (L5) Double Bass: Sweet Georgia Brown by Pinkard Rory Johnston (L4) Saxophone: Sonata in G minor (Adagio) by Bach
Dancers from all year groups recorded 24 performances for the ‘Dance at Home’ Showcase this term, show their versatility and talent in a range of dance styles. Performers: Viren Mathias (LP) Elsa Munoz Alvarez (UP) Anna Kluemper (F1) Natan Siekierka (F2) Jessica Williams (F2) Louis Daniels-Shayvard (F3) Mia Makkar (F3) Krisha Popat (F3) Lily Hussein (L4) Kara Larkam (L4) Lucie Remington (L4) Maria Scott (L4) Alfie Shilling (L4) Ranveer Singh (L4)
Lettie Stevenson (L4) Iris Whiteley (L4) Georgia Thornton (U4) Jayme Ferrett (L5) Henry Rust (U5) Sixth Form: Stella Burgon Kira Depal Ayotenu Dosumu Emilie Fawcett
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Children in the Junior School had lots of fun celebrating World Book Day by dressing up as their favourite story-book characters!
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WORLD BOOK DAY
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“Books themselves and the ideologies that they represent are never dangerous, rather condemning certain books because they are
“When the Americans raided Osama bin Laden’s compound in Pakistan in 2011, they discovered many books on US politics but they also discovered 2008 Guinness Book of World Records and a guide to sports nutrition. It is the reader and not the book that is dangerous.” Edmund Harper (U4) “Reading about and understanding different opinions which we disagree with is key to developing society and ourselves, and by stopping these opinions from spreading only hides them from us. It is only by reading and understanding other people’s viewpoints that we can learn more about others.” Oscar Jones (U6)
“The most serious danger of books (and the same goes for social media) is the propagation of misinformation, falsehoods and conspiracy theories.” James Marlow (U4) (The full text of Ms Wallace’s talk can be found on the Blog page of the St Benedict’s website.)
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“I think that books do have the potential to be dangerous. However, I believe that this danger sometimes stems from how many people lack the skills required to decipher the intentions of authors of non-fiction materials. Like fake news, books can be manipulative and misleading, which could certainly create dangerous situations.” Eleanor Bowden (U5)
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The Helikon Centre’s Thinking Forum complemented the talk by asking the question ‘Are books dangerous?’ Here are some of the comments:
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believed to be ‘dangerous’ is, historically, what has tended to damage societies. Allowing all books to be freely published and distributed can only help society to flourish and prevent polarisation, as people can inform themselves from a range of sources and perspectives.” James Hunter (L6)
To mark World Book Day, St Benedict’s Librarian Emma Wallace talked about books which have been banned, for social, cultural, religious and political reasons over the centuries. These include Lewis Carroll’s Alice in Wonderland, Adolf Hitler’s autobiography Mein Kampf, the Harry Potter series, William Golding’s Lord of the Flies and Orwell’s Animal Farm.
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“Yes, books are dangerous. They should be dangerous – they contain ideas.”
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Taking a look at some ‘Dangerous Books’
HELIKON CENTRE – for academic stretch and challenge
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Colour, by Maddy Constable
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Poster presentations have continued online throughout lockdown, with pupils presenting their research into a variety of chosen topics each week.
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This term’s talks have included: What is Art? (Head of Art, Mr Pereira)
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Dangerous Books, on World Book Day (Librarian, Ms Wallace)
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What makes a criminal? (Head of Psychology, Miss Lindau)
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Review by Natalia McFadzean (U5) The Friday Talks are always a golden opportunity to explore a myriad of thought-provoking and compelling topics. However, when I heard that there would be one on psychology, I was particularly intrigued. This subject was introduced fairly recently to the school’s curriculum, I always look forward to seeing which topics will be explored. The question ‘What makes a criminal?’ is particularly engaging, with even more engaging answers. The question of whether video games cause violence was discussed. Miss Lindau talked about the various studies that have been done to create different psychological theories. For this example, there
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Daydreaming, by Adam Spencer-Lane
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were various cases supporting the idea that people, especially children, imitate the behaviour that they see – including aggressive behaviours. It was surprising to learn that children had copied the TV show character ‘Peppa Pig’ by jumping in muddy puddles and talking back to their parents. It was really interesting to see the evidence showing that perhaps video games do have an influence on aggressive behaviour.
brain to find out that his activity was somewhat similar to that of a criminal. In the end, Raine did not conclude that there were only biological causes for violence, suggesting that this activity was not strong enough to have a large effect of criminal behaviour. I was intrigued by how the biology of the brain could perhaps be designed in a way that influences your behaviour (as well as environmental factors).
Personally, I was especially interested in whether violent criminals have different brains, and learning how the underactivity or damage of the pre-frontal cortex may result in impulsivity, immaturity and the loss of self-control. The researcher, Adrian Raine, wanted to see if criminals had abnormalities in their brains, especially in the pre-frontal cortex. By conducting PET scans to compare brain activities, he found that there was in fact reduced activity in areas linked to violence. Out of curiosity, he scanned his own
While this topic is still being investigated and developed, it was very interesting and surprising to see what affects criminal behaviour and how this has been researched, as well as the different studies that have been conducted to provide evidence for these theories.
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On 8th March all pupils returned to St Benedict’s, having been learning online at home since December. “Lockdown has affected everyone differently, and the way in which we adjust to remote learning varies greatly. For some, working from home helps them concentrate, while others find it more difficult to be productive. “For me remote learning is effective for shorter periods of time, however when it is prolonged, I begin to lose focus and motivation. I am glad to return to school, since my productivity is maximised in the classroom. It also means that I can see my friends in person again, allowing us to properly socialise for the first time since December. “At first the new rules may seem a bit inconvenient, but I would much rather follow them than work from home, as I can get the necessary support from teachers almost immediately and be in an environment where I feel most productive. The weekly lateral flow testing is also beneficial, as it minimises the risk to the health of others. “Returning to school two weeks before our first round of U6th exams allows enough time for effective revision, as well as adjustment to the new schedule. For me the return to school was beneficial both for my education and wellbeing.” Delia Capatina (U6) “Being back in school is great! The in-person classes are leaps and bounds more interactive than online learning. I’m looking forward to going back to music lessons and finally getting my Grade 8 Singing done.” Rhodri Darwent (L6)
BACK TO
“I think my schedules are more organised now I have returned to school and the best part is that I can talk to my friends again which is very important.” Jin Tao Wang (L6) “I really have enjoyed being back in school. Being able to see friends and having lessons face to face with teachers is what I have missed most. Very happy to be back!” Mia Hobbs (U5)
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“I think the best part about being back at school is seeing all your friends in person after only being able to call or message them. The thing I missed the most was being in an atmosphere where you’re able to enjoy your learning to the fullest. It felt quite strange and unnatural returning to school after so long in front of a screen, though it didn’t take long for me to adapt.” Mark Maalouf (L5)
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“Even though I grudgingly returned to school on the 8th March, I soon became used to the norm I used to know. I like interacting in lessons more at school and engaging in discussion. I missed seeing my friends and classmates and yearned for a break from what seemed like a punitive isolation from the outside world.” Amirreza Kebryai (L5)
“I have enjoyed being back at school a lot. The social aspect of school and being able to see my friends in real life rather than through a screen has been the best part for me. As well as this, I am happy to be back in an interactive class where activities and learning in general are much more appealing.” Noe Dehon (L6) “I am really happy that we have gone back to school due to the fact that I get to see all my friends and teachers again after being at home for quite a while! However, after a week somebody in my class tested positive for Covid, and 8 out of 18 people were sent home to isolate, leaving only 10 people in my class! Even so, I wasn’t affected and I must say it is nice having fewer people. My return to school has been really enjoyable and I’m very joyful to be back.” Owen Fry (F3)
SCHOOL... “Coming back to school has made me reflect upon myself, and what I have taken for granted; for example, socialising with friends, physical interaction, studying in a classroom environment, help from teachers, science practicals and especially doing sports. I now appreciate all these activities. During lockdown and online learning my emotional wellbeing was slightly fractured due to the lack of interaction and the constant use of electronic devices. Since coming back to school my emotional well-being has significantly improved and changed in a positive manner. Seeing my peers and teachers and being able to function as a pupil in a school setting has given me a sense of direction, stability and contentment. The pastoral care of the school and staff is much appreciated!
“I was surprised how much I enjoyed returning to school. I definitely think that it has been beneficial to get back into our normal routine and I have enjoyed seeing my friends in person again.” Molly Garner (F3) “Going to school is better than home learning and it is a lot more fun!” Grace (PP3)
“Although it was great being able to learn online during lockdown, I am really happy to be back at school for several reasons. The main one is that I see my friends. I also think lessons are more interesting in a classroom because we participate more, asking and replying to questions. In addition, for some lessons, including art, music and drama, we have better equipment at school, which makes the lessons more fun. I am also happy that I am able to do PE and games outside, with my friends. Finally, some days during lockdown I found it tiring to be staring at a screen for most of the day.” Isabelle Tournaire (F3) “I have learned to appreciate going to school and working with my friends.” Ernest (PP3)
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Also, I have a huge passion for cricket and being able to pick up a bat and “ ball after a long time feels incredibly amazing.” Deen Hoque (F3)
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MOOCs
Sixth Form students studying a variety of MOOCs – or Massive Open Online Courses – have made a series of videos presenting what they have learned. These are now available for students from any year to watch on ‘MOOC Mondays’ (a new addition to the co-curricular programme) and include an outline of each course and a mini-quiz at the end.
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This term’s topics: Build your App (JinTao Wang) Driving Business towards Sustainable Development Goals (Jem Mawer) Intercultural Competence (Ermioni Vasileiadou) An Introduction to Contemporary Geopolitics (Conan Reynolds-Imam) Evolution and Natural Selection (Theo Zachariou) The Frozen Planet (Lucia Orsi)
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EPQ and HPQ: brilliant results!
Tilly Glide: Cannabidiol and cannabidiol-based medicines: A consideration of their uses to treat bipolar disorder patients that experience psychotic symptoms in the United Kingdom. (A*) Stephanie Maalouf: Reconstructive memory: the significance of this on eye-witness testimonies since 1974. (A*)
Sixth Form students have achieved impressive Extended Project Qualification results, with 81% securing A*to B, and 54% A* to A. Zoe Ziprin, who received full marks for her project on medical ethics, said: “I have learned much from my EPQ, such as better time management, research skills, and how to present using Microsoft Teams – ensuring that a non-specialist audience understands your research.” In the Middle School, 53 students who completed Higher Project Qualifications when they were in Lower and Upper 4 last year have also been highly successful, with 74% achieving A* to B and 51% gaining A* to A. William Bedwin, who achieved A* for his project on The impact of technology on the future of medicine, said: “During my HPQ I have learned how to time manage effectively, so I can properly research as well as write essays and hand things in on time. I have also learned how to use the Harvard referencing system, so all my research is grouped together to avoid plagiarism.”
HPQ topics included: Helena Ramsden: To what extent do neurology, biology and cultural stereotypes contribute to the difference in how Asperger’s Syndrome is presented in boys and girls? (A*) Karam Dhawan: To what extent did World War II have a positive impact on Britain?’ (A*) Martha Hickman: To what extent is Heathrow expansion going to affect the people negatively, within a two-mile radius? (A*) Ned Watts: To what extent do young people value living in a liberal democracy? (A*) Arthur Hair: Are Bacteriophage the Key to Stopping Antibiotic Resistance? (A*) Riya Kantamaneni: Will the actions we take today be enough to prevent the direct impacts of climate change? Or is it too little, too late? (A*) .
The EPQ and HPQ allow students to delve deeper into subjects which interest them, learn effective research skills, evaluate their learning through writing a project journal and gain confidence in giving presentations. Guided by a supervisor, they complete their projects in their own time. The qualifications equate to half an A level and half a GCSE respectively. “At a time when teaching and learning has again moved online, the ability to be able to navigate using critical digital literacy skills has never been more important nor more necessary”, said Dr Greenhough, Head of EPQ. “It is testament to the inner resilience of all the students who brought their research projects to completion, as well as their academic prowess, that they still secured outstanding results in such unprecedented times.”
It is testament to the inner resilience of all the students who brought their research projects to completion, as well as their academic prowess, that they still secured outstanding results in such unprecedented times.
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EPQ topics included: Frederick Bartlett: Anthropology: A personal exploration into post-1948 South African race relations within politics and social conformity. (A*)
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THE BIG DRAW
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Form 3 have taken part in the Big Draw, the world’s biggest drawing festival aimed at promoting the pleasure and benefits of drawing. Their wonderful artwork, produced just before lockdown in November, was finally displayed in March, soon after everyone’s return to school, and adorns the Cloisters staircase. The theme this year was the relationship between people and the environment, and the need to harmonise with nature.
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LAMDA results Congratulations to all pupils who took their LAMDA exams at the end of the Michaelmas term – comparatively few in number, because of the challenges of the pandemic. They achieved some excellent results! Louis Clow (U6) Distinction Finley Carty-Howe (U6) Distinction Ben Page (U6) Distinction Oliver Perotti (U5) Merit Laurie Traeger (U5) Merit Felix Kloetgen (U4) Distinction Oliver Fox (U4) Merit Zack Fitzpatrick (U5) Merit Yuzhao Chen (U5) Merit Tadhg Scott (U4) Pass Orson Powell (U4) Pass Finley, Louis, Ben (above) and Felix (alongside), who all achieved Distinction in their LAMDA exams
Form 2’s War Horse Form 2 have created a beautiful sculpture of a horse, inspired by the National Gallery’s art programme for schools, ‘Take One Picture’. When the children were introduced to Uccello’s 15th century painting, The Battle of San Romano, last term, it was the horseman leading the Florentine army who stood out for them. After studying other works of art featuring horses, such as The Kelpies, they drew Uccello’s horses and made armatures – frameworks around which sculptures are built – using paper straws and tape, to make small models. Working in groups, the children cut aluminium wire to size and used hammers on aluminium plates to create texture. These were put together with thin steel wire and added to a basic outline of a horse’s head. The finished sculpture now sits proudly at the entrance to St Benedict’s.
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Enrichment Afternoon – taking a break from screens… As part of Children’s Mental Health Week in February, an afternoon was devoted to enrichment activities for Form 3 to Upper 4 and the Junior School. St Benedict’s pupils enjoyed a variety of activities, including art, photography, baking and music-making.
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HOCKEY & NETBALL UMPIRING Upper 4th and Lower 5th students have been learning how to umpire hockey and netball matches, as part of their Duke of Edinburgh’s award skills component. During the latest lockdown, St Benedict’s hockey and netball coaches ran an 8-week online umpiring course covered the basic knowledge, skills and attributes needed to be an effective umpire. It is hoped that the new umpires will have the opportunity to officiate at school matches once fixtures resume.
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BOARD GAMES During online learning, Junior School pupils took part in creating and decorating their own fitness-based board game. Most games focused on a snakes and ladders style game, where pupils advanced round the board having to complete different fitness tests based on which square they landed on, with some having to move back a square if they were unable to complete the challenge. We received some wonderful photos and videos of the pupils’ work.
ST BENEDICT’S ‘SPORTING CHALLENGE’ RAISES OVER £5K FOR CHARITY! St Benedict’s pupils and staff have raised over £5,000 for two charities: The Passage, which supports the homeless, and The Sarah Cannon Cancer Research Fund. This was a fundraising sporting challenge for the entire school – for all pupils aged 3 to 18 and their teachers. Shortly before half-term, everyone at St Benedict’s was invited to run, walk and cycle a suggested minimum of 1km each. Many exceeded this, covering 5, 10 and even 100km individually, finding sponsors or donating money to support the charities. By the end of the 2-week challenge, St Benedict’s had raised a total of £5,016.68, collectively covering over 4,000 km! There were many outstanding efforts: Lili Fuchs and Arabella Campbell (both in U6) walked the distance of a marathon together, while Alexander Le Bouëdec in U4 ran, cycled, walked and rowed 100.23 km – the furthest individual distance achieved in the entire challenge. The Headmaster, Mr Johnson, said: “It is terrific to have raised over £5,000 for these two worthy causes. I am very proud of everyone for showing such generous, determined support for this challenge.”
VIRTUAL MINI OLYMPICS vs ST BERNARD’S
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I am very proud of everyone for showing such generous, determined support for this challenge.
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During the final week of online learning, St Benedict’s Junior School competed in a virtual Mini Olympics competition with St Bernard’s Prep School. The competition ran from Lower Prep to Form 2 and consisted of eight ‘at home’ events that tested speed, power, accuracy and athleticism. The scoring for each event was based on the top three boys’ and girls’ combined scores per year and despite some excellent St Benedict’s scores, St Bernard’s proved triumphant. A special mention to Christopher Le Bouëdec (Form 2), Bella Dawson (Form 1), Elsa Munoz Alvarez (Upper Prep) and Anthony Sherlock (Lower Prep) for being standout performers.
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Careers Breakfasts This term’s Careers Breakfast talks have provided invaluable insights into a range of professions. Our guest speakers have given helpful advice about the skills and qualifications needed for their work, as well as interesting accounts of how they arrived at their chosen professions. The talks have been very well attended by pupils from all year groups, who have engaged enthusiastically with the question and answer sessions. As ever, we are extremely grateful to St Benedict’s parents and alumni for generously giving their time. Building a career in architecture Harbinder Singh Birdi FRIBA, FICE, Architect and Partner at award winning London-based practice Hawkins\Brown, described the skills needed and the training given, at University and practice, to become an architect. He also described projects that architects are responsible for shaping, from designing homes to major railway stations and new towns and cities.
and their owners, executing the purchase and related due diligence, driving value creation during Montagu’s ownership, and selling the business to drive returns for investors. Katerina studied Maths and Economics at the London School of Economics and is a chartered accountant.
A Life in Law Anthony Searle (OP 09), Barrister at Serjeants Inn Chambers, shared his career journey, and provided advice on the different routes to Law. A Career Journey from Archaeology to Property Development via the City! Rosie Kavanagh (OP 07) studied Ancient History and Archaeology at Nottingham University. As a graduate she joined a boutique merchant bank as an analyst and later worked in events and marketing. A move to an alternative asset consultancy allowed an insight into property funds. With a strong background and understanding of the property sector Rosie moved to work as Director at Front Row Developments UK Ltd, which focuses on development and property management.
Behind The Screens: Working in TV Sebastian Umrigar (OP 11), an Assistant Producer and Researcher working in entertainment television, provided advice on how to get into TV. After an English Literature from the University of Exeter, he completed an MA at UCL. He currently works on the BAFTA winning Graham Norton Show, and has previously worked on projects for the BBC, Comedy Central, and NBCUniversal.
ST BENEDICT’S NEWS
A Life in Medicine
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Dr Sinan Khadouri (OP 04), who graduated from St George’s, University of London, embarked on a surgical career, choosing urology for its technological advancements. He has an interest in academia and is leading on one of the largest international research projects in cancer diagnosis. Dr Khadhouri talked about his career and provided insights into working in the NHS in 2021. Careers in Investment Management Katerina Turner Soukeras (OP 08) offered her advice on following a career in Finance. Katerina is an Investment Director at Montagu Private Equity, having joined in 2014 from Unilever. Her role includes finding potential companies to purchase, building relationships with management teams
The Life and Career of an Engineer Alex Ozegovic (OP 12) is a chartered structural engineer, having joined DCL Consulting Engineers after graduating from Birmingham University with a Masters in Civil Engineering. Although his day evolves around managing a small design team, he prefers and enjoys being involved in the design of building structures which evolve physically. Sports Psychology Sean O’Connell (OP 11), a former professional rugby player with Ulster, London-Irish and Ealing Trailfinders, graduated from Northumbria University with a first class Leadership and Management degree, and the University of West London with an MSc in Psychology, and now combines his academic expertise with his experience in professional sport, working within sport, education and business. Tea Time Talk: Studying in the USA In February we welcomed Dr Ruaridh Macdonald (OP 08), a postdoctoral researcher at MIT in the USA, who shared his experience of studying ‘across the pond’. He works to develop new clean energy technologies which match our changing electricity grid and other energy systems. He received his BSc, MSc and PhD from MIT in Nuclear Science and Engineering.
NEWS DEVELOPMENT & ALUMNI RELATIONS
Thank you to those who have already visited and donated to the Annual Fund via our new website: https://annualfund.stbenedicts.org.uk/pages/home-2217 I am so grateful to our Parental and Alumni community for your ongoing generosity. Our projects this year – increased Bursary provision, installation of floodlights and the refurbishment of our much loved drama studio – still need your support. As we move closer to our targets, I do hope you will be able to take some time over the Easter holidays to consider giving to one or more of our very worthwhile projects. All funds raised are allocated directly to whichever project you specify when making your gift, and allows us to deliver the highest standard of equipment and resources from which our students will benefit. Every single gift we receive makes a difference, no matter the size. Finally, I would like to take this opportunity to wish all our families a very happy and peaceful Easter break. Best wishes,
Tara George Development & Alumni Relations Director
Careers Breakfasts with Old Priorians This term, in conjunction with the Careers Department, we have welcomed a number of Old Priorians to host a Thursday morning Careers Breakfast seminar. Thank you sincerely to all our alumni who generously given up their time to participate. All of our Old Priorians who have taken part are available to be contacted for careers advice via St Benedict’s Connect.
Forthcoming Events: Unfortunately, due to the ongoing Covid-19 restrictions, the Development office will be unable to host large events next term, including our Annual Old Priorian Dinner. We hope to be able to host these events in the Michaelmas term. Society of Parents & Friends (SPF): A huge thanks to our fantastic SPF team lead by Mrs O’Brien and Mrs Morrey for helping to raise £1,800 from the recent Christmas offers for our Bursary Fund. We really do appreciate all the support we receive. Save the date: Saturday 26th June – for the very popular SPF BBQ at Perivale. Further details will be announced after the Easter holidays. Supporting Restart: I am delighted to let you know that alongside our alumni rugby club, OPRFC, we have collectively voted to support Restart in 2021/2022 to help with the charity’s efforts supporting professional rugby players suffering from serious injury, illness or hardship. Restart is the official charity of the Rugby Players Association (RPA), founded by Old Priorian, Damian Hopley (OP 87), and provides support for current and former professional rugby players in England, across the men’s and women’s game. The charity provides financial support for players forced to retire and unable to work due to serious illness or careerchanging injury, helping with medical costs, rehabilitation and home improvements for disabled access. Restart also provides potentially lifesaving emotional support for players and their families struggling with mental health issues.
ST BENEDICT’S NEWS
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