One Magazine 2019

One Student Magazine - June 2019 •

INSPIRE AND BE INSPIRED

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IF YOU BELIEVE IN YOURSELF ANYTHING IS POSSIBLE

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Front cover photography by Bee Jackson

Team letter

Conversation.

What’s the point?

A bubbling flow of words.

An exchange of information through interrogation?

Perhaps something serious or stuttered small talk.

A social species.

An essential call?

A torrent of stories fly between a group.

“I had to race the bus again” and other amusing anecdotes.

Queries of wellbeing and reassuring hugs.

Gentle nudges of encouragement and a mother’s unconditional love.

Yes information is power but to this correspondence there is so much more.

Exchange of friendship and love.

For hominids it really does matter after all

Welcome to One Magazine for 2018 to 2019.

The team at One magazine are delighted to bring you the latest edition. It is just a snapshot of some of the excellent things that take place in the college over a whole year but hopefully gives you some idea of the unique, interesting and challenging activities that students have been involved in.

Students have shared some of their experiences of college trips and events but there are also some articles that students have written about subjects that are important to them. Holly May and Prim Elvidge have both written about the continuing destruction of the environment in terms of fashion and our use of plastic. Anna Norman has explored how we are affected by stress and how we can combat that. Mia Smale and Lily James have some advice on how to manage Mental Health and Cheyenne Dunnett has considered whether we should be looking more closely at how contemporary society is being represented in the curriculum.

Curriculum areas have shared some of the initiatives that students can get involved in such as trips and societies, as well as some of the amazing work from our Photography, Creative Writing and Fashion students.

It wouldn’t be possible to share all these experiences without the amazing work done by the Graphic Design students who, with little time, have transformed the words and pictures into these beautifully designed pages, as well as sourcing images and pictures along the way.

Thanks to Debbie for guiding them through it and a massive thanks to Sophie for her patience and tenacity in collating the content to enable this magazine to exist and for her writing guidance and editorial expertise.

Thank you to all the contributors to the magazine and to all the people who helped take it from a few ideas and bits of words and pictures to the best edition so far.

Poem by Zoe Burchell

I my father has always had a strained relationship with you, if you could even call it that everytime you’re in the room he tenses, doesn’t speak, or when he does it’s somehow worse than silence - all monosyllabic answers or grunts of yes/no. despite this i know he tries, maybe not hard enough. it’s worse in the car. a tense, strange, atmosphere, each one of us acutely aware of it but everyone just pretending to listen carefully, with utmost attention, to the sound of the rubber tires gliding along the rain soaked concrete slabs of road. you tell him that it’s fine - “just stop here,” he moves to slow down but, noting the torrential downpour for what feels like the first time, he sighs, and it’s almost like he’s let himself down ...with a discernible frown as if it takes all of his effort - straining - says “it’s raining.” and proceeds to drive the next couple of metres to your house. you say thanks and i want to say sorry.

Magazine Team Editorial/Contributors: Anna Norman Mia Smale Lily James Aimee Tee Tia Chapman Prim Elvidge Holly May Cheyenne Dunnett Alfie Loftus Zoe Burchell Ria Fergusson Chloe Baines Ryan Lenney Poppy Gallagher

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i knew the question would be coming. i try to lie but it just feels clumsy, the line too worn out and threadbare and thin, it’s awkward between my teeth even though i practiced it a million times on the train. it feels like nothing would appease him anyway. he’s angry and incredulous and annoyed and, yes, he has a right to be but that doesn’t stop me from getting angry and resentful - justified, perhaps: he doesn’t know what an awful day this has been.

Poem by Poppy Gallagher

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Photography by Georgia L Clarke

i ask him to pick me up earlier than planned and he does, no questions asked. until i get in the car.

Design & Photography: Holly May Dan De’Ath Fletcher Telling Ben Hubert Georgia Clarke Georgia Wilson Eve Pemrick Shannon Macsephney Jack Jarvis

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6 Digger & Green Car, Engineering

7 Dragons Den, Engineering

8 Chicago

The sun reflects its darker days and drowns in the surface, a rippling blaze.

9 100km Challenge

As the panic grips your sweating palms, an enraged storm of unnatural calm.

16-17 Student Profiles

18-19 Fast Fashion

A frenzied fear flies hastily by the life you knew stolen by the tide.

20-21 Plastic Pollution

22-23 Mental Health

A Cliffhanger:

Merciless wind encompassing thoughts, no matter the effort you couldn’t be taught.

Patent pain withdraws, the terror subsides.

A numbing gulp, swallowing lies.

A vice-mangled fist seizes snapping blades.

A price has been given, The debt must be paid.

10-11 Royal Society Project

12-15 Photography

24 Research at One

25 Winter Concert

26-27 Greek Trip

28 Poetry

29 Modern Muse

30-31 Foundation Learning

32 Student Voice

33 Beauty

34-35 Queerying the curriculum

36-37 Pressure and Stress

38-39 Sport

40-41 Graphics Trip

42-43 Textiles Trip

46-47 Textiles

48-49 Girl Power, Graphics

50-51 Land and Sea, Art

52 Life as a PPT

53 Lumière in Lyon, French Trip

54 Plastic in the Ocean

55 Poetry

Editor-in-Chief: Sophie Martin

44-45 Biomimicry

Poetry by Chloe Baines Designed by Holly May Illustration by Thomas Barton 4

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Engineering Digger

The Engineering department have purchased a digger. Engineering teacher; Abdul Samba, was keen to acquire this piece of equipment to aid students with their study of pneumatic and hydraulic systems.

He explains, ‘This unit helps the students to prepare for an engineering apprenticeship, higher education or even technician level roles in a specialised area. To achieve this we needed a mini-digger to help them carry out the maintenance tasks.’

The Jansen MB-300 digger will be used for Level 2 and 3 Engineering students as part of their course.

DRAGON’S DEN ENGINEERING

STEM students have been given an innovative way to present ideas and gain valuable experience as part of their Engineering course in collaboration with local industry: a Dragon’s Den panel.

As part of their Design & Build project, students design and create a desktop model that demonstrates an engineering principle such as hydraulics, pneumatics or electricity generation. Initial ideas are narrowed down to three which are presented to an expert panel of Engineering companies such as EDF and Balfour Beatty and senior college staff.

Whilst it might seem like a nerve-racking experience, Engineering Teacher Simon Lacquiere says it provides a great opportunity to meet experts in the industry and take part in a real-world scenario, he explains “The whole process gives the students valuable presentation experience which really helps them prepare for interviews for jobs or university.”

After their presentation, the Dragons give their feedback which students then use to develop their idea.

Simon continues; “As well as the experience, students can get real input from industry specialists and the opportunity to meet those people and ask questions. We’re really grateful for the support for this project.”

“

Doing Dragon’s Den was brilliant!! Although it was nerveracking, I feel it has really improved my confidence. It is an amazing way to prepare for interviews and future presentations; being able to talk to professionals within the college, and as a whole I feel this really opens up doors for future employment.

I’m very grateful for the dragon’s comments and feedback on my designs, as it came from managers in real engineering roles.

Lenny Watson

Engineering and Motor Vehicle students have been given the opportunity to collaborate on an exciting project to use their respective skills to design, build and race an electric, single-seater racing car.

Greenpower is an organisation encouraging people from the age of 9 to 25 to get involved in STEM through the excitement of motorsport. Teams take part in the design and build of the car which they then use to compete in 60 minute endurance races. The team that goes the furthest distance within that time wins.

The idea is to inspire young people across the UK of all ages to explore and develop STEM skills and how they can be used

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in a practical environment, in order to offer not only enrichment opportunities but also to encourage students to consider further study in engineering areas to fill the skills gap.

The project is sponsored by a number of large Global organisations including Siemens, Ford and the Institute of Engineers.

Dan Sheldrick who is the Head of Technology has said “working on such an ambitious project is hugely beneficial for our students.

It demonstrates that the hard work and commitment required for a project build can be immensely rewarding when the car you have manufactured performs well when competing against other colleges and universities.”

Designed by Fletcher Telling

Designed by Georgia Wilson 7

Chicago

100 Take up the Challenge of 100km

One put on the popular musical theatre spectacular of Chicago High School Edition from 28th January to 1st February. Chicago is the longest-running American musical in Broadway history and it finished its latest run in the West End at the end of 2018, so it seemed logical that the One cast went to see it in November.

The High School Edition of the show has only recently been released and the college was one of the first ‘amateur youth groups’ to perform this. Chicago tells the story of two female criminals – Roxie Hart and Velma Kelly who are sent to Cook County Jail after they both commit murders. The musical tells you the story of their crimes, prison life and their murder trials. Songs include well-known classics such as ‘All That Jazz’, ‘Funny Honey’ and ‘Razzle Dazzle.’ One has a reputation for putting on high quality shows and in previous years it has performed We Will Rock You, Guys and Dolls, Hairspray, Little Shop of Horrors, A Midsummer Night’s Dream, Rent and The King and I. The cast performed a matinee to GCSE Music and Drama students from Claydon, Holbrook and Stoke High schools. Three out of four nights were sold out and there was a real buzz about the musical with very positive feedback received from the audience. During the week over 1000 people saw the show. Well done to all the cast, band and crew involved!

One has always been committed to the wellbeing of staff and students. Student Services Co-ordinator Anna Bird came up with an inventive idea to get staff fit and motivated: a 100km challenge.

‘The idea of the One Hundred Challenge came to me when I was looking to book places on various local running events.’ Anna explains, ‘Having done a few 10ks there’s always a positive atmosphere and people who run as part of a team or represent an organisation always seem to have an added level of energy and enthusiasm. That sense of ‘team’ and belonging to something larger than the individual is an idea that I’ve always held in high regard and can have a massive impact on overall well-being.’

‘One is a big team and if we can participate in various events representing the college, this could give a boost to our commitment and, with the college logo on our T-Shirts, raise the profile of One within the wider community at the same time.’ She continued.

Even though staff didn’t necessarily run together, having a shared common goal can spur you on in those final few miles. Anna explained that in line with the college name; One, ‘One Hundred’ and a 100km goal seemed to make most sense. ‘It’s an achievable yet challenging goal, which people had the choice of how they tackled- making it accessible to all. Whether it be 20 park runs for beginners or a couple of marathons for seasoned runners.’ Of the staff who took part, there were a range of approaches to completing the 100km. Some ran longer and more gruelling distances while others ran several 5km over the year. However, there was a catch: the 100km spread over a year had to be in official events- not training runs. ‘I was hoping that people would actually be more physically active as the training needed to take part in the longer events wouldn’t count,’ says Anna, ‘Basically, I was trying to trick people into doing more - please don’t tell them!’

Anna’s project was very successful with a number of staff taking part and running 100km or more. All agreed that the benefits were more than just physical. Sharon Mangoma (teacher of Health and Social Care) said, ‘It’s a challenge but also you feel euphoric.’ Collaboration with people from other departments has also been important and might encourage them to take on another challenge, ‘Maybe the 3 peaks next!’ said Emma Wrigley. Emma and Sharon also took part in Race for Life with some of their Health and Social care students and together they raised £1000.

The success of the project has prompted staff to set up a Wellbeing group offering a range of activities from a lunchtime walk to circuit training or couch to 5k. One Wellbeing Ambassador, Fiona Smith (a teacher of Philosophy and Politics) who as a result of her running and training for the 100k is now running the London Marathon in support of mental health charity MIND. She says “I began running in order to help manage and relieve stress. I decided to try a parkrun, and I really loved it. I am quite competitive so each week I would try to beat my previous time.

I also joined the 100k challenge at work to keep me motivated, and I enjoyed signing up and going to events. It is now a big part of my life, I run three times a week, and am currently training to run the London Marathon in April. Running has given me a focus outside work and family life and has changed me for the better.”

Anna, Hannah, Dan and Fiona

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“

During the week over 1000 people saw the show

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Staff who took on the 100km challenge: Fiona, Sam, Ian, Emma and Sharon

Written by Lois Hinsley Designed by Fletcher Telling

Designed by Georgia Wilson

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Royal Society partnership project

At the start of 2018, Year 12 Biology students were given the opportunity to take part in an experimental project with The Royal Society.

Students undertook the project ‘Using Thermography to assess drought resistance in two types of crop plants.’

Year 12 students planned, conducted and evaluated an experiment measuring leaf temperature of Maize and French bean plants grown under well-watered and drought conditions, with the help of Professor Lawson from the University of Essex. Conclusions were then drawn about the crops sustainability to grow in environments derived from climate change.

Why this project?

Many A Level students enjoy learning the content of the Biology course, but struggle with scientific skills because there are sometimes no practicals that can be taught alongside the specific content. Since students are tested on practical knowledge within their exam, it is vital that they expand their understanding of the skills associated with undertaking experiments.

“I really enjoyed looking around the labs at Essex University and seeing how the investigative process works, as it has given me an insight into what it would be like to go into research. I also really liked using the thermal imaging camera alongside the computer programme in order to quantify the results. I think what I got out of this most is learning how to present my results in a professional manner, for instance I have learnt I need to condense my analysis so the poster is more brief rather than like an essay.”

Rosie Gault, A Level Biology student

Students had the opportunity to present their research findings at the Royal Society conference in London, attended by a number of Nobel Prize winning Scientists

This project required students to be meticulous and critical when presenting and reporting results; key if they want to pursue a career in science.

“This project dramatically improved my confidence and communication skills and also taught me how to create a succinct but detailed piece of scientific work. My favourite part of the project was a tour around and presentation at the University of Essex that inspired me to pursue further education in the scientific field. The skills I have gained from this project will serve me well in the future, including writing research pieces and doing future presentations.”

George Russell, A Level Biology student

Designed by Dan De’Ath

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Photography A Level Photography students explore a wide variety of Photographic genres and image making possibilities.

They start the two year course learning camera technique and image manipulation methods through practical exploration on the theme of Environment. Moving on to explore projects that include Portraiture, Documentary, Illusion and a London themed project. Students are

encouraged to learn photographic conventions in their first year and break them in their second year. Students have access to some great resources at One; Industry standard image manipulation software, Photographic studios and a traditional analogue darkroom.

Faye Alexander - Year 12

Jasmine Rink - Year 12

Poppy Lam -Year 13

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Abi King - Year 13 Eloise Head- Year 13

Harvey Bridgewater - Year 13

Ben Hubert- Year 12

Eloise Head- Year 13

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Isiah Jordan - Year 12

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student profile

student profile

Name - Tommy O’Sullivan Previous School - St Albans Subjects - BTEC Extended Diploma Applied Science and Psychology A Level

Name - Kasey Green Previous School - Debenham High School Subjects - Media, Graphics and Philosophy

One - I like that everyone can be themselves here. There’s a lot of individuality and uniqueness amongst us and a real mixture of people from different backgrounds and lifestyles. The college is light and spacious and feels relaxed and comfortable.

Are you part of any clubs or extracurricular activities?

Self defence club

Clubs - I have been part of the college Basketball club. I used to play for Ipswich Basketball so it’s really nice I can still play here. We put music on and have some downtime with friends.

Do you know what you want to do after One? Yes, I want to go to University to study creative advertising and branding then go on to make a career out of it What is your favourite song right now?

‘I wish I was a punk rocker’ by Sandi Thom

After One - Working as lifeguard for a year to save money to travel next year. Then University in a couple of years hopefully if I get the grades, to study BioMed/Microbiology or Nutrition.

If you had a million pounds, what you do with it?

Invest half of it and with the other half travel the world

Song - ‘Vice City’ by XXXTentacion

If you could travel anywhere, where would you go?

Venice, Italy

Million Pounds - Divide among family. Buy funky properties in different places around the world including one with a tree growing through the middle of it. Random.

Travel - Want to meet Upsy Daisy in The Night Garden or The Clangers on the moon. Alternatively, back to Indonesia which I have visited, I really liked the vibe in the area we stayed.

Peru also interests me.

If you could have a superpower, what would you have and why?

Be able to speak in any language.

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Photography by Faye Alexander Designed by Dan De’Ath

Photography by Bee Jackson Designed by Dan De’Ath

Superpower - Telekinesis so I can move things with the power of my mind, telepathy - communicate without speaking. No unnecessary effort expended, which I like the idea of.

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FASHION INDUSTRIES DEATHLY ENVIRONMENTAL IMPACTS

Today, the Aral Sea located in Kazakhstan and Uzbekistan, Central Asia, is a symbol for cotton’s devastating impacts on the environment. It has been shrinking since the 60s ever since the region was developed for cotton clothing industry. Previously, it was one of the four largest lakes in the world. The area that was 5m deep in blue waters, nearly the size of Ireland has gone in just over four decades, with barely 10% left. However, Kazakhstan is only the eighth largest producer of cotton.

The Aral was a haven for 10,000s of fish and wildlife, famed for its beauty that attracted 1000s of tourists every year to swim in its turquoise tropical water. Now, camels stroll on the seabed.

10 years ago, the Kazakhstan government built a dam along the narrowest part of the Aral Sea in an attempt to encourage the sea back. As a result, over the last few years it has started to return. It is only a small fraction of what was there, but it is something. This shows if nature is given the chance it can restore itself.

White sand, screaming seagulls, and breathtaking blue waves were once so beautiful. The impact of unemployment, health crisis, weather and seasons “are so shocking, all for a man made cause” – growing cotton for our clothes.

Fast fashion is to blame for the loss of the Aral Sea, as it lures us into buying more clothes than we need. Fast fashion is a production system that brings us clothing in excessive volumes.

We used to have autumn, winter, summer and spring collections. Today, we have 52 collections a year, some brands even have up to 2 or 3 collections a week. It is all about buying it now while it is on trend, while it’s in store. Brands say ‘If you don’t buy it now, you wont get it next time as we won’t restock.’

The general public don’t realise we are part of the problem. We are guilty of over-buying clothes that we don’t need or only wear a few times. 1 pair of jeans needs 15,500 litres of water to make, which is equal to over 2 male African Elephants. 20,500 litres are used for a white shirt and jeans, this is equivalent to around 6 African bush Elephants. Also, for 1 100% cotton hoodie 10,330 litres of water is needed which equates to 24 years of drinking water for one person.

FAST FASHION is to BLAME

The Loss of the Aral Sea has impacted life in every aspect. The Aral determines the seasons of the countries with summers as hot as 45ºC and winters dipping to -39ºC. The entire ecosystem that the sea supported has died away. As there is less vegetation, there is nothing to break the sand storms. These are so extreme they can be seen from space.

Without the Aral, people have lost jobs, can’t fish or grow food, which is leading to a rise in poverty related illnesses across the Aral Region.

Most locals are suffering from; high blood pressure, tuberculosis, strokes and cancer. The suffering has spread worldwide as millions live with serious water shortages and health problems as a result of the cotton production, in which the impact is still felt today.

Everyone knows and understands the problems with plastics as we are fed this information everyday, as we rightly should be. However, did you know that cotton could be responsible for the disappearance of an ocean?

It’s not that people don’t care it’s that we don’t know. We are not informed.

The fashion industry is a huge source of pollution in Britain and 300,000 tonnes of clothing is dumped in landfill every year.

Many brands are aware of the damage fashion is doing and are trying to change, but many are not. The message is to wear clothes more than once.

Indonesia is a developing country of international hubs for the production and exportation of clothes globally. “These include high street brands, which lots of us wear, many of the items of the clothing being produced in Indonesia.” Indonesia is in the top 5 countries for clothes manufacturing.

The Citarum River previously used for playing, swimming and irrigation, now has 50 factories using the river as sewers. Citarum is described as the most polluted river in the world and the army were sent to clean it up. The factories’ pipes are underwater because they thought no one would notice the chemicals churning out, now turning the river purple. Foam is visible fizzing and frothing creating a strong smell. This is making it difficult for people to breath and the river looks like it is boiling; signalling that there is no oxygen and the wildlife is dead due to the chemicals.

A total of 28 million people rely on the untreated water for nearly all their daily needs and many suffer from skin problems. Long exposure to the waters can cause neurological problems.

The problem between the developing and the developed countries is increasing and they are not well connected. It is costing people their livelihoods and their health.

It is costing us the Earth. It is a situation that needs addressing and fast, as we are running out of time. We need to change.

ALL CAUSED

BY CHEAP CLOTHING

Written and Designed By Holly May

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Plastic Pollutiona plastic world

“Once a saviour to our natural world.

Now it is our destruction.”

Micro-plastics exist everywhere. When the substance was revolutionary due to it being the first “product that was not constrained by the limits of nature,” it was a way to limit the use of wood, stone, animal bones, tusks and horns which it was praised for. I believe that it once saved the natural world from our destructive forces but will be in the long term, our destruction.

We have produced 8.3 billion tons of plastic since its invention in 1898. Plastic is used for pretty much everything! You’d be surprised where we use plastic in everyday life; from the clothes we wear to the flooring under our feet. Plastic is everywhere. In 2016 alone, we produced over 335 million tonnes of plastic and we only safely recycle 21% of it.

2 years ago I visited the Philippines. I witnessed how the country dealt with things like pollution and how the majority of the population chose to ignore it. I started to see a reflection of my actions through behaviours of other people and I realised that by having the mind-set of not caring about environmental problems because I had my own worries to deal with that I was being lazy, and so are the majority of the people in the world. We think we don’t have the right equipment to help us, but, the best equipment we could have is a powerful mind-set to tackle the problem now, before it is too late.

As a teenager, I can easily discard this from my thoughts because at the moment it does not affect me. Why should I worry about a problem that the government should be handling? As a teenager, my priorities are certainly not focussed on how to reduce my plastic consumption.

However I realise that just because I cannot see it, does not mean that it’s not there. If I took time to see how rapidly plastic pollution is happening, I would have realised that even now, there is danger of over using this man-made product. 8 million tons of plastic end up in the ocean and are highly exposed to the sun which allows the particles that combines plastic together to break up quicker.

In summary, when these particles get small enough, they are consumed by small organisms like planktons and are introduced into the food chain. We are consuming these plastics which studies have found to cause hormone interference and cancer.

I now understand the importance of involving ourselves in matters that are happening around the world and understand how it affects our natural habitat. A study has found that some innovators are searching for ways to make recycling more efficient and to “perfect a process that converts plastics back to the fossil fuels from which they were derived,” * and whilst this is an ongoing process we can help by altering our lifestyles to be progressively plasticfree. I understand that plastic is an essential part of modern life and helped the creation of products like computers, laptops and mobile phones. However, there is an incredible amount of plastic still damaging wildlife. There is a choice to control the amount of plastic waste you and your household produce and how you can contribute to the reduction of it. I now want to take part in exposing this problem in various media platforms and I want to change the way I’m so nonchalant about huge environmental problems because I believed I couldn’t see it when I could. It’s here, there, everywhere. It’s a great challenge but it is not impossible, and while there is great coverage on plastic pollution we have not yet done the best we can. So now I ask;

What are you going to do about it? *Quote from the Science History Insitute, Conflicts in Chemistry: the case of plastics

Written by Prim Elvidge Designed by Eve Pemrick

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Mental Health

Mental health effects every single one of us, whether that is positively or negatively, and has a significant impact on our daily lives. Defined by the Oxford dictionary as: “a person’s condition with regard to their psychological and emotional well being,” mental health has more recently become a frequent topic of discussion, but are teenagers and young people receiving enough support for it?

According to YoungMinds, a UK-based charity dedicated to young people’s mental health, half of all mental illnesses manifest by the age of 14 and 75% by the age of 24. Despite this large number, only 61.4%* of One students who took part in our survey believe that there is enough support for young people.

There are many possible reasons for the sharp rise in diagnosis of mental illness such as an increase in the use of social media, more stress and pressure over exams or simply because it is taken more seriously.

How many times have you compared your life to that of something you have seen on social media? Or focused on the number of likes or followers? It’s likely we’ve all done one or both of these things at least once. Social media usage has certainly risen and now plays a large part

of our daily lives, setting unrealistic standards of body image and appearance. A 2017 Royal Society Public Health report found that rates of anxiety and depression have increased by 70% in the past 25 years with 91% of 16-24 year olds using social media regularly. The same report also found that those who used social media for more than two hours a day are more likely to report poor mental health.

With the most popular social media sites being Snapchat, Instagram and Twitter, we may all steer towards a road of internet addiction, which can have serious negative impacts on mental health. It can give us unrealistic expectations and ideas about how we should look, act and live our lives. Although the majority of us will have positive experiences on social media, it can also be a breeding ground for cyberbullying, with 25.7%* of One students

who took part in our survey claiming they had been cyber bullied and 44.3%* knowing someone else that has. We cannot ignore the negative implications this can cause. Whilst cyberbullying is certainly not the only cause for mental illness it can play a huge part in how we see ourselves, much like any other form of bullying can impact our daily lives.

However, this rise in mental illness could be due to a rise in stress and pressures surrounding exams. In 2017, the number of counselling sessions about exams provided by Childline for 16-18 year olds rose by 21% with more than a quarter of all counselling sessions taking place in August. This calls into question how big a role school and exam pressure plays in young people’s mental health and what we can do about it.

I think I, or someone I know, is struggling with mental illness, how can I get help?

• Talk to your PPT or visit Student Services • Speak to your GP • There are also online resources and helplines • The Samaritans: call 116 123 • Childline: call 0800 1111 or message their one to one service on www.childline.org.uk/get-support they also have advice articles • Mind info-line: call 0300 123 3393 or text 86463 (Mon-Fri 9am-6pm) for advice and information *Results from survey conducted by Mia Smale and Lily James

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Written by Mia Smale and Lily James Designed by Holly May Photography by Maggie Lynch

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@

Research

Winter Concert Why educational research?

When someone decides to become an educator, a large part of their motivation is often a desire to increase young people’s life chances by helping them to achieve and progress, whether this is by making a subject come to life in the classroom, or by helping students to develop into resilient well-rounded individuals, e.g. focussing on transferable skills and emotional well-being. Staff at One are no exception - they continually look for improvements to their practice for the benefit of our students.

Since the start of the academic year 2018/19, many teachers and Personal Progress Tutors (PPTs) have taken a more structured approach to continuous professional development by engaging with evidencebased practice, not only via research publications demonstrating the impact of particular teaching and learning strategies (such as guidance reports from the Education Endowment Foundation), but also by conducting their own investigations into the effectiveness of these in a sixth form setting. One’s six Research Champions have developed their own projects, ranging from investigating the effect of FLASH marking and lifestyle choices to active learning, leadership, meta cognitive skills and NLP strategies. A couple of projects have also been supported by the Ipswich Opportunity Area evidence-based practice fund as these directly address local priorities by focussing on underachieving disadvantaged students.

Full details of all the projects can be found on the One website under Research@One (https://www.suffolkone.ac.uk/work-one-2/).

Significant evidence-based developments in teaching and learning.

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One of the most significant and recent research findings has been the large impact of well-developed meta cognitive skills alongside subjectspecific knowledge on student outcomes. Pedagogic research has demonstrated that, showing students not only what and how to learn but also how to evaluate the effectiveness of their learning, is an extremely powerful teaching strategy to influence attainment and progress. Whilst this is not a new concept, guidance reports, such as those published by the Education Endowment Foundation, recognise the need to translate such academic results into manageable steps for educators to put into practice. Teachers and PPTs at One have started to unlock the great potential of such practical guidelines, which can be interpreted and implemented to become subject and centre-specific, thus providing meaningful tools to drive continuous improvement of their practice.

Next steps@One and beyond As staff at One are engaging more and more with pedagogic research findings, their active involvement with research projects will grow and so will the evidence base on our website, hopefully reaching a wider audience of educators across the UK. One also recently hosted the first ResearchEd conference in the south-east, which included an impressive list of inspirational speakers and was attended widely by colleagues from the region and, with student involvement in research projects also growing (see Royal Society project in this issue of the One magazine), we are confident that a bridge between academic research and implementation in schools and colleges will soon be successfully constructed.

Every year, One hosts a Winter concert for Music and Performing Arts students to showcase their ability. For most, this is a very enjoyable experience but it also creates a lot of stress and pressure as it is also the assessment of the final performances. Not only does this affect the students performing but also the lighting and sound technicians which can create a very tense atmosphere in the rehearsal but what can students do to eliminate this pressure?

despite the pressure of my assessment.

Throughout the evening, there was a variety of genres performed ranging from heavy metal, musical numbers, pop, and instrumental pieces. Everyone was really supportive of each other and enthusiastic about performances with many clapping or dancing along. This atmosphere really helped with people’s nerves, especially for those performing in the second half as well as making the audience feel more at ease and involved with the concert.

Students prepare for the concert over the course of several months and in a variety of ways. Other than rehearsals, and responding to feedback, coursework is a big part of the preparations. Not only does this show that the students understand the requirements of the session, but it also helps to reinforce several conventions of their chosen genre and how they are able to improve their playing. A lot of good comes from the required reviewing of their playing and self-evaluation. By analysing their own playing, students are able to identify mistakes made and therefore improve the way that they play. This also helps them to develop as performers.

Not only did the music genres have variety but also the types of students and atmosphere of various performances. There were performances from A Level Music and Music Performance classes, Extended Diploma Performing Arts groups, the cast of Chicago as well as some of the many lunchtime clubs.

The concert as a whole was a fantastic experience for all that helped us to flourish and grow in confidence. As the performance was in front of 300 people, many students found this to be a new experience as they had not performed in front of such a large audience before. However, I found it very enjoyable Written by Aimee Tee

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Mastering Greek isn’t as easy as French, unfortunately. That being said, with the vast culture of Greece, learning the language was the last thing on our list as we embarked on the early morning journey to Athens from England.

Unlike the Ancients before us, we could fly there in a matter of a few hours, a luxury that became more and more apparent as the trip went on. We began in the city of Athens, home to some of the most famous artefacts in the world, some of which you might have heard of! After a visit to the museum admiring the exhibits, we stood to admire the Acropolis; an iconic platform. The temples in the sky that once would have kept out the foreign invaders now welcomed the tourists in their thousands.

Another key thing to be admired in Athens is the incredible landscape. Our trip took us across the vast land and high mountains, thankfully on a coach.

To consider this terrain was walked, or in the case of Marathon, run, is frankly impossible to imagine.

Our coach took us to the battle field that divided history amid the Persian Invasion and, if the sources are to be believed, had one of the saddest stories of a man who ran back home to tell his city they had won... then dropped dead of exhaustion. Then, on to Delphi, the home of the Lord God Apollo whose most incredible sanctuary is still standing 2000+ years later and still so steep that only a few of us made it to the top. But it was worth the struggle, not only because you got to see an original Olympic running track, but because of the view. Green acres across the cavern between mountains with a bay to the right and nothing but perfect sky above. Given that my phone was, sadly, unavailable, due to being stolen, I only have the photography of the human mind, which is all the Greeks would have had. And let me tell you now, it’s the best picture I’ve ever taken.

Our trip finally took us through Olympia and Corinth, we raced one another for the fastest sprint at the Olympic stadium and we found Marcus’ Achilles Heel; his calf. We witnessed the destruction of an earthquake that left unbelievably big pillars on the ground which further made us wonder, ‘How did they construct such impressive structures?’.

We concluded our trip amongst ruins on a hill overlooking the Corinthian Canal. Ruins that, much like the Acropolis, tested the soles of our shoes.

Looking down the canal from the bridge left us with the final wonder of the ancient world: how did they do any of this without modern construction tools?

A truly unforgettable trip that created memories to last a life time. As they say in Greek: Edcharistó, which we managed to learn was ‘Thank you’.

Written by Ryan Lenney Photography by Marcus Roberts Designed by Holly May

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Confidence, Presentation and Skills Workshop March 2019

On 19th March 2019 we, as ambassadors of One’s Modern Muse group, went on a trip to London to Google HQ to take part in a workshop run By Modern Muse in partnership with another development company called Connor. The focus was on growing our confidence and leadership skills as young women of the future. Along with two other schools in the London area, we participated in a workshop that gave us an insight into what a good leader in today’s world looks like. I feel that we all took something away from the workshop, it helped show us our strengths and weaknesses concerning leadership and confidence, and how to improve these.

cOnTRoL YouRSeLF: Forgive me for

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The final two activities helped us take a look at the physical attributes demonstrated by a good leader, examining how words spoken in various tones will portray different impressions, and how our body language can also be used to project a position of leadership to others. This was quite an active section as we all had fun acting and speaking to experiment with these attributes, some were more silly than others!

Finally, the workshop ended in reflection and piecing together all the sections we had learnt about, and thinking about how we as young women can apply them to our daily lives and also store them up for future use in our careers. We all had to give a short sentence or two about one key thing we had learnt that day to the entire group – this took some of us out of our comfort zones, which was exactly what the conference was about. Showing us that our stretch zones are a place for us to grow and flourish as young women, and help us prepare for our futures as many of us may end up leading others. Overall, the conference was a huge success, and we all returned feeling more knowledgeable on where our comfort zones lie, and how to further our confidence so we can become the leaders of the future.

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The day itself was divided into sections: the first activity focused on the importance of connections when in a position of leadership, and showed us that networking and asking good questions are vital in forming good relationships with other members in any place of work. The second activity had a more personal outlook on learning about our individual growth zones and improving our mind-set in difficult circumstances, encouraging us as young women to spend time outside of our comfort zone in order to help our confidence grow. This was a great way to help

us understand our current strengths and breaking points, and how to further those strengths and work on areas of confidence we struggle with.

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Written by Ria Fergusson

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Recently, One hosted the County Table Cricket match, which for those who do not know, entails a miniature game of cricket with one bowler, one batter, 9 sides of panel and ‘caught out’ zones which requires good shot selection and placement.

The game between One and Thomas Wolsey saw some close games and excellent play from both sides. Thomas Wolsey emerged winners and will go on to represent Suffolk at the regional championships in Newmarket, later this year. Well done to Dan, Kelly, Callum, Mujibur, Lewis, George and Jordon who showed fantastic sportsmanship and some great skill. The team in Foundation Learning are very proud of you all!

Aside from playing table cricket, the foundation learners have been undertaking a 4 week block of work experience at various placements.

Some of our students; Phoebe, Anudi,

Courtney and Kimberly have all been at Jack and Jill Nursery, helping with the children and learning vital work environment skills as they progress through the 4 weeks. Not all students carried out their work experience at the nursery – some have stayed a little closer, like Lewis who has been in the LCR here at One. Well done to all the students who have completed their work experience. Mark Savage, Director of Curriculum of Foundation Learning said “They have been outstanding and a credit to the Foundation Learning department.”

Designed by Shannon Macsephney Written by Anna Norman

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THERAPY

STUDENT VOICE A group of enterprising students have come together to gather students’ views from across the college to effect positive changes. The representatives volunteered to be part of the team and meet once every half term to discuss issues that have been suggested by their peers.

So far, they have endeavoured to create more lunchtime sport clubs, make senior leadership team more visible and are working with Student Services to explore feedback and thoughts on the Year 12 tutorial programme.

As the group’s motto says ‘Without the student voice, many students would go unheard.’

Each member of the group has gained some experience of working together to make important changes and experience the challenges that negotiating and diplomacy involve. Chairperson Cody Eddington said “The student voice means that our members and I, have the chance to make important changes that affect the lives of all students and our friends at One.” The Student Voice is a great way for students to have their say on what goes on in and around the college. It is composed of a group of volunteer reps, each of whom gather ideas from their peers about topics where they would like to see a change. A Chairperson, Vice Chairperson and Secretary are elected at the beginning of each academic year. So far, we have endeavoured to; create more lunchtime sport

clubs, communicate with the senior leadership team in an effort to make them a more visible part of the college community and gain feedback on the cleanliness of the communal areas. The members have also been working with Student Services to offer feedback on the year 12 tutorial programme for 2019/2020.

If you have any concerns, comments or views about any issues affecting our student community, or you would like to be involved during the next academic year please email: student.voice@suffolkone.ac.uk

The group meet once every half-term.

Cody Eddington – Chairperson Gracie Hoggarth – Vice Chairperson Crystal Beckett – Secretary “Without the student voice, many students would go unheard”

“Student voice means our members have the chance to make important changes that affect the lives of all students and our friends at One.” Cody Eddington

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Designed by Georgia Wilson

The Beauty Therapy course has been very popular with students since the opening of the college and the department has grown considerably with students achieving excellent results.

Did you know that there are two fully-functioning beauty studios offering a professional salon standard experience? As part of their course, students are required to practice beauty treatments on clients which means at certain times of the year the studios are open to the public. Volunteers pay a reduced fee for a range of treatments such as waxing, massage and beauty.

It is an essential part of their assessment but more importantly, students learn customer service skills which means they leave their course, not only with the completed qualification but valuable experience too, which can be used in a work environment.

The salons have been hugely popular and over the last few years, Emma and Laura have seen nearly 500 treatments carried out, as well as sending some students to clients outside of One. The benefit of this experience in college means that students are in an excellent position to take up work opportunities as soon as they are qualified.

Many go straight in to employment in spas and salons and even cruise ships. Students are able to get involved in a number of enrichment activities.

This year students are going to the Bodyworks exhibition as part of their Anatomy and Physiology unit. CV writing and interview tips have also made part of the learning process.

For details of when you can book a treatment, follow Ones Beauty Facebook page.

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At my college, queer literature is not separated from the ‘cis, straight, white canon’; we enjoyed Winterson’s eloquent prose on a creative level, alongside appreciating her clear feminist agenda in writing. While support is available specifically for LGBTQ+ students, this inclusivity is integrated into the classroom too. In the past year of my A Level studies, we’ve discussed a number queer novels like The Colour Purple,

by Alice Walker (which expands on both queer and black history), and somehow, it didn’t feel awkward or ‘wrong’.

Still, I cannot help but wonder whether the improvements to the college curriculum are enough. Most texts I’ve studied so far have been by white writers[iii], and though class discussion is much freer, there is an underlying fear that I believe all queer students face – whether queer theory is considered ‘academic enough’. Queer theory feels like a ‘secondary’ option – it doesn’t have the same secure reputation as the literary or philosophical canon views. For this reason, I believe that queer students everywhere must call for a reconsideration of not only the college curriculum, but the high school one; no one should reach A Level education and still be questioning whether a queer perspective is considered valid.

Literature should mirror life, providing reflections, realities, and truths. It should attempt to change and challenge traditional perspectives. But literature, in terms of the current educational curriculum, does not offer this. Unless we make efforts to give diversity a warmer welcome in the classroom environment, I believe that our society shall be unable to progress[i].

I have been fortunate that my previous school and current college have made efforts to embrace their diverse student body, through campaigns and assemblies dedicated to events such as Queer and Black History Month. This is part of steady progress in schools nationwide. In no way am I attempting to lessen the importance of these steps; education on marginal histories is vital. It does, however, prompt one to wonder why this diversity is not reflected in classroom content, too.

To ensure that young people are raised into an accepting society, it is essential that a sense of equality is established from an early age. And what better way to spread the word than through literature? Reading is still a key part of many young people’s lives. In a National Literacy Trust report on what poetry means to ‘young people in 2018’, almost half of the children surveyed stated that they turn to poetry in their spare time, finding reading enjoyable and finding writing to be a beneficial activity of self-exploration[ii].

The report also suggests that reading and writing (particularly of poetry) offers the most extensive benefits for children from disadvantaged backgrounds, which again presents literature as an excellent ground for social change and progression.

At my high school, LGBTQ+ literature was hard to come by; we didn’t study it in class, so our library’s stock was limited. Furthermore, LGBTQ+ literature was separated from the rest of the books available, making it difficult, at thirteen, to research LGBTQ+ themes without ‘outing’ oneself to one’s classmates. Though I appreciated the ‘LGBT books’ list that stood near the librarian’s desk, I was too scared of judgement to ask for access to these books, so ultimately, I was shielded from LGBTQ+ literature until I started college. This experience of shame and fear is likely shared by countless other students across the U.K. I believe that if diverse identities were discussed openly in your average high school classroom, as opposed to as an issue ‘separate’ from the ‘norm’, there would be far less widespread belief that these themes are in some way something to be ashamed of.

My first experience of LGBTQ+ literature, post-high school, was when I was introduced to Jeanette Winterson’s writing. I was looking for book recommendations and a college teacher of mine suggested that I read Oranges Are Not the Only Fruit or The Passion, both known for their explicitly queer themes. When my teacher suggested this, I didn’t think ‘now, that’s a teacher with good taste’; I panicked, thinking ‘oh god, she must know I’m queer’. I had never casually discussed queer themes before – the fact that LGBTQ+ writers and identities were suddenly mentioned without being questioned or awkwardly ‘hedged’ around was a startling contrast to my high school experiences.

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By encouraging the recognition of female, queer, and nonwhite writers across the curriculum, we encourage an equality that has never been truly realised in our society, regardless of recent legal and social action. Through literature, we can inspire the kindness and empathy we so badly need in today’s political climate; if we were to expand the variety in the classroom, the world outside of school could become limitless.

Although many people do not quite ‘believe’ the impact that literature can have on our understanding towards others, there is solid evidence supporting this idea.

Recent research by social psychologists Emanuele Castano and David Kidd notes that popular fiction tends to portray ‘formulaic’ situations, which serve to confirm the reader’s expectations of others, concluding that, through sheer predictability, popular fiction does not evoke empathy in the way that literary fiction does[iv]. As literature is typically much more character driven, often stepping outside of these ‘formulaic’ norms, it is only to be expected that it is most effective in expanding one’s capacity to empathise. It is surely

therefore vital that we demand a more diverse range of literary fiction to be studied; if literature can encourage empathy, it should be used to benefit all groups of society.

In a high school classroom, these ideas would be laughed off as the ravings of a madwoman, which perhaps only serves to reiterate how essential inclusivity is. There’s a common misconception that people such as I i.e. young literature enthusiasts, queer people, feminists - are on a mission to destroy the canon of literature, determined to eventually erase every fragment of maleauthored writing from history, and then force the world into a feverish devotion to the Bronte sisters. Realistically, no feminist would want anything of the sort; writers like William Shakespeare and Thomas Hardy were revolutionary and should never be overlooked.

Instead of dismissing the current representation of the literary canon in schools and post-16 education entirely, I would propose a reconsideration of how to study, develop, and improve it[v][vi].

In recent years some publishers (most notably Virago Press) have made successful efforts to bring forgotten work of female and minority writers into both mainstream fiction and the literary canon. I believe that this idea of revisiting the canon with an open-minded, modern perspective would be beneficial in the classroom environment, alongside the introduction of explicitly feminist or queer texts.

By introducing diverse texts earlier on in an individual’s education, rather than placing this responsibility at the door of universities, the literature curriculum would finally begin to illustrate a more accurate view of the ‘real world’.

Surely this would keep the study of literature interesting and engaging for all pupils; literature will finally fulfil its potential as a subject not only of high academic value but also of self-discovery and empathy. This ‘radical’ change to the curriculum could introduce a desperately needed acceptance to society; literature is a subject that embraces creativity and self-expression and must therefore seek to engage children through their own creativity and sense of identity. It should serve as a mirror of the current world, a reflection upon the past, and as an inspiring speculation on a promising future.

Bibliography Chiaet, Julianne, Novel Finding: Reading Literary Fiction Improves Empathy, (Scientific American: Mind, 2013).

Clark, Christina & Lant, Fay, A thing that makes me happy: Children, young people and poetry in 2018, (London: The National Literacy Trust, 2018).

Goodman, Lizbeth (ed.), Literature and Gender, (the Open University, 1996).

Morris, Pam, Literature and Feminism, (Blackwell Publishers Ltd, first published 1993, reprint 1995).

Social media: Instagram, Twitter [i] Lizbeth Goodman (ed.), Literature and Gender, (the Open University, 1996), [accessed 25 October 2018] p.vii. [ii] Christina Clark; Fay Lant, A thing that makes me happy: Children, young people and poetry in 2018, (London: The National Literacy Trust, 2018), <https://literacytrust.org.uk/documents/1999/Children_and_young_peoples_poetry_in_2018_-_final.pdf> , [accessed 25 October 2018] p.1. [iii] Pam Morris, Literature and Feminism, (Blackwell Publishers Ltd, first published 1993, reprint 1995), [assessed 26 October 2018], p.182. [iv] Julianne Chiaet, Novel Finding: Reading Literary Fiction Improves Empathy, (Scientific American: Mind, 2013). https://www.scientificamerican.com/article/novel-finding-reading-literary-fiction-improves-empathy/ , [accessed 25 October 2018] p.1. [v] Pam Morris, Literature and Feminism p.13-33. [vi] Lizbeth Goodman (ed.), Literature and Gender p.ix TORCH team

Written by Cheyenne Dunnett Designed by Eve Pemrick

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Ways in which we can tackle stress and pressure

Pressure and stress are states of feeling, expressed in so many ways with so many triggers. Pressure can be the result of forcefulness from others, to having to meet a deadline, with stress deriving from emotional, behavioural and bodily changes. You’d never think that these common feelings, usually felt daily, have detrimental effects on your health. Headaches, heartburn and insomnia, are only a handful of the consequences which can result from pressure and stress, all of which are undesirable now college is a full-time focus.

We can tackle pressures and stress by removing what is causing it in the first place. Although you can’t just drop out of college to avoid the stresses and pressures which come with it, there are simple ways you can try to take off of the added intensity.

1) Be active. Exercise won’t make your stress disappear, but it will reduce some of the emotional intensity that you are feeling, clearing your thoughts and letting you to deal with problems more calmly. (NHS)

There is no need to be suffocated by the pressures and stresses of everyday life because it is avoidable and can be managed through ways which take no time at all.

2) In a pessimistic mind frame, you are bound to keep on spiralling. Try and take a optimistic approach to your work, even-though work is stressful.

3) Pressure can have positive effects, such as being a driving force to getting your work done. Use lists and planners to organise your schedule of work to avoid unnecessary panic of deadline dates and college work.

Appearance and Materialism -

The main causes of stress and pressure for our generation.

Appearance and materialism within our generation, are huge contributors to pressure and stress. Not only do we feel the need to have the latest phone or shoes, the burning desire to keep owning the ‘in thing’ can lead to pressure to ‘keep up appearances’ which are unnecessary for health and happiness. Obsession overrides common sense, so it’s easy to feel sucked in to the cycle of being materialistic and looking a certain way. Breaking the chains of materialism can be difficult to shake, especially when surrounded by everyone else following the same trends and owning the same items.

Generally, those who seek happiness from having unnecessary items are never truly happy.

4) Learn to say ‘NO’. Not all stresses are within your control, but some are.

Take control over the parts of your life that you can change and are causing added stress and pressure. This is especially true if you find yourself taking on more than you can handle, as juggling many responsibilities can leave you feeling overwhelmed.

5) Make time for your interests, work around these so you can have breaks in-between the intenseness of work.

6) Get more sleep! A lack of sleep is a significant cause of stress – which is avoidable and unnecessary on top of what college demands.

Sleep interrupts the stress spiralling in our heads.

According to a survey for BLISS magazine, 87% of the 2,000 girls questioned said they were unhappy with their appearance. Although this only focuses on a small number of girls, it is evident that within our generation, some of us are unhappy with the way we look.

7) Time management is another way to being stress and pressure free. Accept that you cannot do everything at once, start to prioritise and diarise your tasks.

The stresses and pressures of college life.

Coming up to college is a daunting prospect, not only can the independence be stressful, as the bubble wrap of high school is torn away, there are rigorous deadlines to meet and an intense amount of homework to complete. These last two years of education prepares you for the real world, of either living independently at university, or finding a job both of which seem a mile away. Many students feel that the harder work and the amount of it equates to a huge amount of stress and pressure. One student said that she has ‘less of a social life and more work’. Despite a social life being important, the change of routine could be positive, as it reflects life after college and therefore prepares the individual for the pressures and stresses that happen in adulthood.

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8) Ask for help. Don’t be afraid to ask for help if you are under too much pressure, there is no need to crumble underneath when the stress and pressure can be relieved.

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STRESS Written by Anna Norman Photography by Sam Girling Designed by Holly May

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SPORT

Many students who study, or enjoy, Sport at One are already competing and playing at a high level but did you know there are some who are competing at National and International level?

Dom Bigsby is a Year 13 student on the Sport Diploma who has already seen international success and promise as a gymnast. Already 4th in England Under-18s, he also represents New Zealand and travelled to Azerbaijan and Qatar for two World cups with the team. ‘I got into it at age 6,’ he explains, ‘partly because I had too much energy. And I still get the same enjoyment now as it’s never the same thing every day.’

Dom has to juggle the demands of college work with training at Pipers Vale in Gainsborough and this can be challenging, as well as mostly communicating with his NZ coaches via skype. However, this has not dampened his enthusiasm and he would like to be a gymnast as his career. He says, ‘I’m hopeful for the Olympics in 2024.’

Another International competitor is Eve Poole. Although she doesn’t study sport (but A levels Business, Psychology and English Language) she is part of the England Water polo team that recently had fabulous success in the EU Nations competition in the Czech Republic. Not only did she gain her first England cap and Vice-Captain of the squad but the team came third. Water polo became her sport of choice through swimming which she and her siblings were taught as soon as they were old enough.

However, it wasn’t always her favourite, preferring hockey, until she was bribed with £10 by her dad to watch her older brother playing the sport at Ipswich Crown pools. Eve explains, ‘I was glad he pushed me to try it out because I enjoyed the combination of a physically demanding team sport with a love of swimming.’

Water polo has given Eve many opportunities and experiences, that wouldn’t necessarily have been an option without the sport; travel around the UK and Europe, training with top coaches and meeting lots of diverse and interesting new people; ‘I’ve made friends for life all over the UK.’ One of the bonuses is that it has given her a huge amount of independence and discipline; ‘I joined at the age of 13 and every time I’ve been away it forces you to develop into an independent young person.

Sometimes the pressure has seemed insurmountable but I wouldn’t trade it for anything else.’

What’s next? Well, Eve has secured a place on the girls GB squad and is training for Europeans in September for competition in Greece. Then, it’s looking for university sports scholarships in the UK or USA to carry on training and competing. ‘Unfortunately, it’s not a financial career and I’m incredibly lucky that my parents have been so supportive in paying the costs that come with the sport but it will have to be alongside a ‘normal’ career.’ She explains, ‘It’s such a huge aspect of my life and too close to my heart to uproot myself from so I doubt I’ll ever stop playing.’

Eve has since taken part in other competitions and is setting herself the goal of securing a place in the U18’s G.B. squad for the Europeans competition in the summer of 2019.

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GRAPHICS & TEXTILES ROAD TRIP

Textiles and Graphics students enjoyed a day in London in November visiting two museums. The Design Museum featured the Beazley Design of the Year and the Peter Barber:100 Mile City and other stories.

Now in its 11th year, The Beazley Design was one of the temporary exhibits exploring the present and future of architecture, fashion, product, transport and digital design. The exhibits were incredibly diverse from the wacky and the wonderful, life-saving and certainly mind-changing. This annual exhibition celebrates the most original and exciting products, concepts, newly developed materials and playful designs showing us all a glimpse into what the world of tomorrow may look like.

In contrast, the Peter Barber:100 Mile City and other stories exhibit celebrated the acclaimed British architect and urbanist, well known for dedicating much of his working life to designing social housing. In this exhibition he explored the constraints and possibilities presented by Londonâ&#x20AC;&#x2122;s current housing crisis. It shows how architects are truly at the forefront of social housing and can create high quality, humane spaces for people to live in within our increasingly dense urban environment.

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GRAPHICS & TEXTILES ROAD TRIP

continued

The Victoria and Albert Museum is the world’s largest museum of decorative arts and design, all housed within its incredible 145 galleries. The museum is home to relics, and Art and Design from ancient times to the present day but this exhibition asked the visitor to look more closely at their own fashion and what impact this had on the planet. Fashioned from Nature, the exhibits ranged from mesmerisingly beautiful to horror inducing and thought provoking pieces, each one stimulating a reaction, driving home the devastation effect that fast fashion is having on our planet.

Students were inspired by the exhibition to create work for their current coursework, many considering the impact of nature and pollution on the environment in the textiles and fashion industry. The exhibition looked at how nature had inspired garments throughout history with designs on exhibit including a dress embellished with iridescent beetle shells, a cape made of monkey fur and hats adorned with taxidermy birds. Contemporary fashion on show included designs by Alexander McQueen, John Galliano, Dior, Issey Miyake. However, in an effort to consider the impact of fashion on the environment, the exhibition invited the viewer to question the impact of fast fashion and showed the developments of current innovative designers such as Stella McCartney & Vivienne Westwood who are working to create sustainable textiles for the future. For more on this issue see Holly May’s article on Fashion and the Environment.

“I found the exhibition really interesting and useful for my project, as I was able to take lots of photos of garments that linked to my theme. The information with them was also really interesting and enlightening about what is being done to make fashion more sustainable.”

“The trip to the V&A was really exciting and intriguing, especially the ‘Fashion from Nature’ exhibition. I found the exhibition extremely helpful for my current project and I found lots of information that will help me write my essay.”

Anna Jacobs “The college trip to the V&A was very inspiring for our current theme. The fact that the ‘Fashion from Nature’ exhibition focussed on recyclable fabrics gave me a new perspective on my project.”

Gideon Bowden

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INSPIRED

Photography by James Giddings Clothing designed & made by James Giddings

Tasha Owen

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BIOMIMICRY Student showcase James Giddings The ethos behind the collection was to create a series of garments that represented the existential need for the conservation of our rainforests around the globe.

I developed my own campaign in the spirit of this idea; “SAVE THE RAINFOREST” and made the message simple. Don’t cut something that can’t grow back. I created a series of imagery and slogans which would support my campaign message and included select images and slogans in my design. Inspired from the work of designers like Maison Margiela and collectives such as Vetements, I adopted a deconstructed approach to all of the pieces which worked seamlessly to represent the global destruction of our rainforests while also meaning all of the material used was 100% recycled denim from charity shops.

These photographs show James’s final project in response to the exhibition ‘Fashioned by Nature’ at the V&A.

Photography by James Giddings Clothing designed & made by James Giddings

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Spotlight on

Textiles A level Textile Design at One

A popular, artistic subject, Textile Design is a good addition for creative and practical students but is often overlooked, alongside other Arts subjects. Traditionally thought of as needlecraft, the reality is it is much more than this. So, what does it actually involve and what can it lead to?

There will be opportunities for educational trips to visit exhibitions and museums in London and East Anglia as well as residential trips to European cities.

Textiles teacher Melanie, talks us through what the course is all about.

Q: What does the course involve?

Q: How are students assessed?

M: Well, on the Textile Design course you will explore and develop a wide range of techniques and processes in a range of textile media over the two years. This could be colour, pattern, form and texture. For example, in your first year, we study fabric dying, printing techniques with silk screen and batik, as well as learning to use the machines for embroidery, appliqué and garment construction. In your second year, you might want to specialise in a particular area, such as Fashion, Interiors or Fine Art textiles. This can mean a variety of different things and you would be able to choose your own focus within the criteria, of course.

M: There are a variety of ways. The first year is very much the fundamentals of all aspects of Textile Design. There is some drawing, recording ideas alongside design and planning.

It’s important to study contemporary and historical textile artists to get inspiration for their own work and to broaden understanding.

Some of this is done through visits to exhibitions and museums (see previous pages) and residential trips to European cities.

Workshops are used to give students the relevant skills which they can choose to develop in their own specialist area.

In the second year, students then focus on what they have chosen as their key area; exploring and experimenting with the media, skills and techniques to produce a portfolio.

Alongside there is an essay linked to their practical work. This is 60% of the course and a set assignment is 40% which means it is a very practical course.

Judith is a current year 13 student who has really enjoyed the course. She studied the subject at High school and already enjoyed it but has really liked the new processes and techniques that she has learnt within the course. She explains; ‘I particularly liked trying the screen-printing and the heat press. As there are more resources, there’s more variety and that gives you more choice over what you can do.’

Gideon is another Year 13 student and one of several boys studying on the course, proving that it is not just for girls. ‘Textiles wasn’t offered at my High school,’ he says, ‘but I was interested in Fashion and this links in to it.’

He echoes Judith’s comments about the facilities and range of activities available.

‘We’re allowed freedom,’ he explains, ‘And I particularly enjoyed the screen-printing aspect.’

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Q: What can students progress to?

M: There are lots of courses post A level; the choice is quite varied. People can really choose to specify something they are particularly interested in or choose a course that offers modules in a number of disciplines.

Both Judith and Gideon have decided to continue their Textiles studies after One but in different ways. Gideon says, ‘Studying Textiles encouraged me to look at other parts of the Fashion Industry which inspired me to apply for Bespoke Tailoring at the London College of Fashion which I will start in September.’

Judith is also continuing her studies at Norwich studying Textile Design but her real interest is in Patterns and making the fabrics rather than the fashion.

Q: What do students need to join the course?

M: An interest in art and some artistic skill is desirable, as there will be elements of drawing.

It’s not essential to have a GCSE, as we know that not all schools offer this and as Gideon has shown, you can still have that ability even if you haven’t studied it at school.

Q: What subjects are good to do alongside Textiles?

M: There are a number that are complimentary to Textiles but it would be advisable not to study more than two Art and Design subjects at A level. Some that are relevant are Photography, Media Studies, Art, English Literature and Business Studies.

Towards the end of the year the students will showcase their final work in a fashion show at One.

“Studying Textiles encouraged me to look at other parts of the Fashion Industry which inspired me to apply for Bespoke Tailoring at the London College of Fashion which I will start in September.” Gideon Bowden “I particularly liked trying the screen-printing and the heat press. As there are more resources, there’s more variety and that gives you more choice over what you can do.” Judith Maylon Want to know more?

Visit our website and search for textiles in the course section.

Or, follow us @textilesone onetextiles or email Admissions@suffolkone.ac.uk 47

GIRL POWER

Women 100

“As soon as I found out about it I was really looking forward to this workshop as its a topic that I’m very enthusiastic about. The workshop was very informative, good fun, educational and just as good as I thought it would be” Ella Hood, Year 13 Graphic Student

Mum by Jelly Green

In February, Year 13 A Level Graphics students were lucky enough to participate in a workshop run

by Lisa Temple-Cox who works for Colchester & Ipswich Museums. Funded by the Government Equality Office in collaboration with the exhibition ‘Women 100’ which marks the 100 year anniversary of the Representation of the People Act that first gave some women the right to vote. The exhibition was on display in Ipswich Art Gallery until 5th May 2019 and showed 100 artworks by women Artists. During the workshop Lisa talked to the students about the hardship and the struggle women such as Emmeline Pankhurst, Annie Kenney and Emily Davison endured to ensure that women today have the right to vote and also more equality than those born in the early 1900’s. Some of the suffragettes often suffered a brutal time imprisoned in appalling conditions and force-fed after hunger strikes. During the workshop the students created their own poster outcome in response to what Lisa had shared and from looking at the resources in the museums. Some of the posters created are illustrated below. The students loved working with Lisa and found the delivery of the workshop fun and very enlightening.

8 December 2018 - 5 April 2019 100 ARTWORKS BY WOMEN ARTISTS CELEBRATING VOTES FOR WOMEN 1918-2018

Tom Sims

Julia Idziniak

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Bethany Ayandeji

Ella Hood

Michaela Hope

Leanne Covey

Issy Ruttherford

DON’T WASTE YOUR VOTE!

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Jas Catling

Carla Nunes

Alicia Sharpe

Lauren French

Mia David

LAND & SEA

Beach huts, cliffs and lighthouses have inspired the Level 3 Art students to create stunning visual pieces under the title ‘Land and Sea’.

38 students visited Felixstowe Beach to get inspiration for their project, some of which has been exhibited at the Sailmakers Shopping Centre in Ipswich.

Zach Plant said his painting was inspired by his trips to the seaside as a young child: “I always found the beach a vibrant place; it was always the beach house and sunset that caught my attention.”

Lily Wood used every paint she could get her hands on, “I’ve put tin foil underneath so the sea looks metallic. It’s quite a dramatic piece.”

Megan Clarke also experimented with different techniques, using some of her photos to create a representation of a seascape.

She explained, “It’s an abstract piece so you have to look deeper for the meaning.”

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Oakley Miller

Megan Addison

The chance to exhibit work has been inspiring and emotional for the students. Zach explains, “It’s the first time I’ve had work on display in public - I almost cried!”

Lily Wood agreed: “It’s quite surreal but I’m proud of it.

Hopefully it’s the first of many, fingers crossed.”

Mia David really enjoyed the trip and the fact that “We could decide where we went and we chould choose what to focus on individually”.

Carla Nunes enjoyed creating her final piece and “liked the fact that we had an exhibition to showcase our work along with an article in a local Newspaper. I feel like it helped me gain my university offer.”

I gained a lot from the trip and liked the fact that we could freely express our ideas using any type of medium we wanted to, I was extremely pleased with my final outcome”. said Jas Catling.

Lily Wood

Designed by Georgia Wilson

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Personal Progress Tutors are a key part to a student’s journey through their time at One – in that the goal of all students is to achieve the highest grade they can in their chosen programme of study. Therefore, the PPT works with the student and teaching staff to come up with a plan which will hopefully support and enable the student to work through any obstacles to learning and attain the best possible grade that they can.

To achieve this the PPT often works behind the scenes to guide individuals through a range of issues. Such as problem solving to help with any academic or attendance concerns, changes in circumstance or social, emotional and health difficulties as well as supporting students with applications for university, employment and apprenticeships.

This is not all. The role of a PPT is larger than you think!

What is an average day for a PPT? Every-day brings something new when working as a PPT due to the expanse of people they work with and support. This can range from 1 to 1 appointments to support strengthening grades, delivering tutorials, helping with any walk-in queries which can be subject, mental health, physical health, social, emotional, home or employment based issues.

Being a supportive body means that PPTs regularly attend meetings, liaise with parents, teachers and other organisations and are responsible for resolving safeguarding issues, in order to keep the students safe, happy and well assisted.

Support with social, emotional and mental health issues can range from money issues, anxiety, and medical conditions to suicide, self-harm and bereavement. PPTs are happy to listen to whatever issue or concern a student may have and support the student in whatever way they can.

One particular way PPTs reach students universally is through the tutorials they give, which can provide advice and information to any student who may find themselves not confident enough to speak to a PPT directly. Tutorials are well regarded outside of One as making a more well-rounded and informed young person when entering the work place or starting at university. Hopefully, every student at One will feel supported in all areas, from university applications to advice on bullying within the tutorials, making their personal experience at One positive and successful.

Chris Fenner is a Student Services Co-ordinator. He supports individual students and the team of PPTs. He said, “Overall the diversity is immense and it is probably the best thing about working in an educational establishment like One. The students, their stories and the community of the centre itself are all rich in story.”

Lumèire Lyon in

Both year 12 and 13 students studying French got the opportunity to visit Lyon for 4 days to do a variety of exciting activities but especially visit the light installations at the Fête des Lumières; an annual event which takes place to celebrate the Virgin Mary but has now become an attraction for tourists and locals too.

Ian Brown PPT

Over 4 days we had a variety of educational and cultural visits to places across the City. Our first evening we visited the festival of lights, walking through the lit-up streets of Lyon. The following day we visited a college to take part in their French and English lessons and meet students. We also visited the Lumière museum to learn about the family and the pioneers of modern cinema. There was also time to take in the glorious sights and views of Lyon itself before a bit of shopping before returning home.

Chris Fenner (Student Services Co-ordinator)

Written by Anna Norman Designed by Jack Jarvis Photography by Ben Hubert

For French A Level we study Frenchspeaking culture and heritage and part of that is the importance of food and gastronomy.

So what better way to experience the reality than a stroll down to Ipswich Waterfront for lunch at the floating Mariners restaurant, owned and staffed by French nationals Julien, Karine and Barbara. In international waters we had some classic French cuisine: baked camembert with a fig chutney, Julien’s mum’s Carbonnade Flamande which is flavoured by long cooking under a lid of gingerbread, and a crème brûlée. After lunch Julien showed us round the boat and talked to us about his home town of Calais – its history as an English possession, the story of the Burghers of Calais, and recent notoriety surrounding the ‘jungle’ of migrants attempting to reach the UK. Our students asked some quite provocative questions about Brexit and food supply chains!

For a bit of highbrow French culture, we were planning to go and visit the Rodin sculpture of The Kiss at Christchurch Mansion’s Kiss and Tell exhibition, but lunch was so long and leisurely there wasn’t time. Ce sera pour une autre fois…

Designed by Ben Hubert

Life as a PPT

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Good and Bad Soundlessly collateral and incompatible: the Good and Bad within are incomparable.

The kind and innocent Angel inside is often diluted by one’s Devilish side.

e h t in

Is there a fair balance between the Devil and the Angel?

Or does one more predominantly prevail?

Is the balance between them the same in every person?

Or is there a way for a ‘Devil to Angel conversion’?

Alfie Loftus

Interview with Year 13 Geography student - Charlie Keeble What is plastic doing to our oceans and marine life?

What is likely to happen if we do not change?

“Plastic isn’t biodegradable- which means that although it breaks down into smaller pieces, it never fully degrades. Marine animals then consume these plastics and it starts to build up inside them, becoming toxic to the animal.”

“Although at the moment there has been a change in attitude towards plastics in our oceans, there has not been a lot of action taken to do so. If we don’t change things will just continuously get worse, and even more will end up in our oceans.”

Does recycling our plastics make a big difference to the amount that is discarded into the ocean?

“It could! If it was done effectively and there was more availability and resources to recycle. But, if there was a worldwide bigger demand for recycling then it likely would get better, but at the moment, the demand just isn’t high enough.”

Does the fact that marine animals ingest plastics make a difference to our health- due to the fact we consume them?

“Yes, studies have found dozens of tiny pieces of plastic inside marine animals, so overtime as we are eating them, we are consuming all of those plastics, which is clearly harmful to our bodies”

Do you think that there is not enough awareness of how bad the situation really is?

“I think that public awareness has raised, and media has been a big part of that. But I think there is something about environmental mindedness that just isn’t quite there yet.”

Are there any organisations which are involved in reducing the amount of plastics ending up in our oceans?

“Yes - there are campaigns for supermarket plastic-free aisles, and just further trying to promote recycling. However, there is no big organisation yet driving it forward.”

Finally, what can people do in everyday life to help?

“Just things like using reusable cups, buying fresh non-packaged products at the supermarket, using paper bags rather than plastic bags and finally recycling properly!”

Written by Tia Chapman Designed by Dan De’Ath

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Photography by Georgia L Clarke

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One Sixth Form College Scrivener Drive, Ipswich, Suffolk IP8 3SU

Sixth Form College

Email enquiries: admin@suffolkone.ac.uk General Telephone: 01473 556600 Admissions: 01473 556627

Suffolkone.ac.uk