Innovation & Imagination by Sutton High School

SUTTON HIGH SCHOOL 2016-17

Innovation

Imagination

This artwork, created by Yatheka in Reception, won the Junior 1 category of this yearâ&#x20AC;&#x2122;s British Science Week poster competition following a vote on Facebook.

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WELCOME

onstructing a school magazine has been a brand new experience for all of us on the committee in Year 12 and one which we have certainly cherished. We chose the theme of Innovation & Imagination because all around us we have witnessed so much change in such a short space of time, from the results of the EU referendum and the 2017 general election, to the new-look school magazine itself. It is this rapid pace of change which fundamentally drives innovation and captures our imagination. A lot of dedication and energy has been involved in creating this year’s edition. We would like to thank everyone who has contributed in any shape or form to the final product. In particular, we want to thank Mr Cooper and Mrs Harvey for their brilliant guidance throughout the entire process. Finally, we hope you will all enjoy reading the magazine and seeing your featured articles as much as we enjoyed creating it.

The Magazine Committee Editor: Rebecca Tyson Deputy Editor: Holly Greenfield Danielle D’Mello Aishani Goel Eleanor Harrison Nicole Hockaday Aliyah Hossain

Ankitha Krisshnan Jade Simmill Jessika Sriskandarajah Staff Editors: Mr Richard Cooper, Mrs Hannah Harvey Front cover design: Jade Simmill

CONTENTS Welcome 3

Too close to home?

Innovation and imagination

A unique insight into Europe’s history

Are the robots coming for your job?

Courage of an Asian sub-postmaster

Space 8

Pirates 45

The human brain

Egg decorating

Going back in time

A Night in the Woods

Window greenhouses

How to procrastinate less

Construction 14

A year of Junior School music

Digital pioneers

Being part of the SHS musical community

Florence: la città dell’amore e dell’arte

Drama double-header

Innovation 18

Me and my friends, on top of the world

The Gallery

A word from the teachers

Our fandom attitudes

Imagination versus knowledge

Imagination | 3

INNOVATION AND IMAGINATION

nnovation and imagination are two of the most powerful words in the English language. Without them, some of the world’s greatest creations and scientific developments would not have taken place. Would Leonardo da Vinci have been so influential without innovation and imagination? Would Isaac Newton’s genius be known regarding his three Laws of Motion? Would today’s leading scientists be making breakthroughs in the search for a cancer cure? The two words are inextricably linked. Usually innovation does not happen without an original imaginative idea providing a person with the vision to see how something works, to visualise how a problem is resolved from beginning to end. When you think of innovation and imagination, you think of great names such as George Stephenson, who built the first public inter-city railway line in the world or Marie Curie, who discovered radium and polonium. Indeed, the two characteristics are a necessity in many jobs today and can be used across virtually every sector, from solving issues in a factory to coming up

with marketing strategies. As they are such important skills, should they be taught? It has been said that imagination must be released from within. There is imagination within us all but often it is suppressed through fear, through lack of time or through growing up. It has to be allowed to be expressed and given forums where interaction with others stops it disappearing to the recesses of our minds. Once in the open, the logical next step is to develop it and use it to innovate. This is why schools must allow children the freedom to develop their natural abilities. Too often, time is taken up with structured and rigid learning – there is no space to think. We are fortunate that Sutton High allows girls to develop not only according to the curriculum but also according to themselves. We are encouraged to try and do as many different things as possible and be creative in the broadening of our minds. Innovation and imagination backed by a good academic background can lead to wonderful places. Innovation and imagination are only the beginning. Julia Woods, Year 11

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Saskia Keogh, Year 9

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ARE THE ROBOTS COMING FOR YOUR JOB?

rom replacing workers in factories to driving buses, concern is growing surrounding advancements in the robotics industry. This unease is not entirely unfounded as many processes are becoming more and more mechanised. There are even robot rock bands! The worries seem to stem from robots having the ability to carry out progressively complex tasks. The Henn-na Hotel in Japan, for example, is the world’s first hotel to be staffed by robots. These robots speak many languages and help guests with carrying luggage and checking in and out. Facial recognition software is also used as a room key replacement. Loss of jobs seems to be a large area of human concern. In fact, the Institute for Public Policy Research (IPPR) has recently warned that robots will replace a third of the UK’s jobs, whilst a study conducted in 2013 by Oxford University estimated that “47% of total American jobs are at risk” from computerisation. In Australia, a company has invented a robot that has the ability to lay bricks automatically and in Michigan, USA, cow milking robots have been created. Both of these eradicate the need for manpower. Many jobs have a low risk of computerisation. The chance of recreational therapists, choreographers and primary school teachers being replaced by robots is rated by the Oxford study at less than 0.5%. On the other hand, if you’re a watch repairer, seamstress or telemarketer, there is a 99% probability that your job will become computerised. A lot of people seem to be aware of this issue, with 67% of Britons surveyed by the European Commission agreeing that “Robots steal people’s jobs”. Since the start of human existence, we have innovated to make our lives easier. In this respect, creating machines that carry out

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our tasks is inevitable. Yet could we become completely machine dependent without the need for humans like the people in the film Wall-E? Well in many respects we already have. Indeed, Toyota have created a chair that isn’t dissimilar to the ones that the human Wall-E characters drive. But maybe the prospect of our Wall-E-esque future isn’t so bleak? After all, they appear to have a life expectancy well over 100 years old in the film. Besides, there are plenty of benefits associated with advancements in robotics. This year alone we have seen inventions such as a handheld robot called “Leka” that helps children with special needs understand social and visual behaviour, as well as the “Laundroid” that folds and sorts your clothes for you (although it does take five minutes to fold one shirt). The field of prosthetic limbs has also been lent a helping hand (pun intended) by biorobotics, which is a complex area that involves developing advanced limbs with artificial skin that have a sense of touch. Biorobotics has also opened doors in identifying early signs of autism in children by monitoring their sensory-motor development using specially designed toys. It’s always surprising to hear people being sceptical on the safety of driverless vehicles. These all undergo rigorous testing and their reaction times are considerably faster than that of a human – in fact the US National Highway Traffic Safety Administration found that 93% of crashes are primarily caused by human error. Surely eradicating the human aspect of driving makes our roads much safer? What is for sure is that robots are here to stay. Are they coming for our jobs? That’s for us humans to decide! Rebecca Tyson, Year 12

Meccano robot built by members of the Sixth Form

Robotics at Sutton High is thriving. As part of the Kaleidoscope enrichment programme, Year 7 and 8 groups are building their own hydraulic robotic arms. These are cleverly made from cardboard and syringes filled with water, which act as pistons. The group that produces the best robotic arm will exhibit at this yearâ&#x20AC;&#x2122;s Big Bang Fair. Members of the Sixth Form have

also been working on creating robots of their own. They are building a small, 3D printed Arduino-bot and have constructed a large Meccano robot ready to be programmed to receive instructions from a smartphone app. Maybe our Junior School girls will soon be working on the ultimate school project â&#x20AC;&#x201C; the robot English teacher!

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SPACE

Walking on the moon with the help of Google virtual reality, May 2017

“

hat’s one small step for man, one giant leap for mankind.” It has been 48 years since Neil Armstrong became the first man on the moon, but how far has space research come since that momentous day? Over the decades, developments in science and technology have led to new innovations allowing scientists to explore the minute details of this vast universe. Although it is sensible to question what is being gained from discovering that life on Mars is plausible, space exploration has been fundamental to our daily lives in many ways. Modern GPS and weather forecasting, for example, rely on technological breakthroughs made through space research. These breakthroughs are constantly helping us to improve our lives on Earth. Satellite communication is enabling increased access to education, particularly in remote or rural areas, where students now have the opportunity to use online courses. Furthermore, satellite imagery is used to assess the earth’s environment in order to gain more information on our

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global footprint so the planet’s resources can be preserved and protected. Infectious epidemics and potentially catastrophic disasters can also be prevented and managed effectively using space-based data. However, does this justify the immense funding allocated to space programmes? Can the money be utilised more effectively? NASA’s budget for 2017 is $19 billion, which funds the development of fuel and machinery for space missions, monitoring the rover on Mars and scientists across universities and research labs in the US. Those who argue against this level of funding question why the money is not going to education or healthcare instead. Yet space missions have played a big part in inspiring a new generation of scientists, engineers and physicists to tackle the unknowns of the universe. We have already provided answers to profound questions and improved people’s lives immeasurably all over the world as a result. What technology might be made possible by space travel in future? Ankitha Krisshnan, Year 12

THE HOLE IN THE SUN AND OTHER NEW DISCOVERIES IN PHYSICS IS ALIEN LIFE POSSIBLE? Saturn’s moon Enceladus has an extremely cold environment, but new information shows that there are large warm oceans found miles below the surface. In October 2015, NASA decided to send a spacecraft to Enceladus and discovered carbon dioxide and hydrogen. When carbon dioxide and hydrogen mix, it forms methane, which on Earth is consumed by microbes deep in the ocean. Therefore, all the indications are that Enceladus has the necessary conditions for microbes to grow. The life believed to be there doesn’t need oxygen or sunlight and some think this is how life on Earth began. Enceladus, Mars and Europa are now considered to be the likeliest places to sustain life in our solar system. THE HOLE IN THE SUN NASA recently discovered a hole 50 times the size of the Earth in the Sun. The hole emits radioactive solar winds towards the Earth, and these winds can produce auroras such as the Northern Lights, as well as more damaging effects. At the very least, a sharp increase in solar winds may cut out phone lines and the internet, but we still don’t know exactly how solar winds could affect us and the way we live. OUR DEADLINE FOR LEAVING EARTH Professor Stephen Hawking believes that we will have to populate a new home within the next 100 years due to climate change, asteroid strikes, epidemics and population growth. Hawking has talked about humanity needing a Plan B such as colonising the Moon and Mars, which he calls the “obvious next target”. He believes that remaining on Earth any longer puts humanity at great risk of encountering another mass extinction, saying “I don’t

think we will survive without escaping beyond our fragile planet”. Hawking has also given warnings about artificial intelligence. Is finding a new home the answer? WHAT WILL GOING TO MARS DO TO OUR BODIES? NASA has stated that there are 23 health risks of long duration space travel, with nine being considered deadly. Radiation is the main concern. Solar particles deliver high doses of radiation and cause harmful effects unless people are shielded. If exposed to a solar particle event you would suffer similar effects to the people in the nuclear blast zone in Hiroshima. One effect is nausea, with vomiting in a space suit being lethal because of the fluid which stops the air supply. Also, cosmic rays from exploding stars can damage and kill cells, which increases the risk of cataracts, cancer and memory loss. NASA is working on shielding materials, radio protection medication and superfoods to try and avoid damaging effects, as well as funding a study to combat the increased risk of developing kidney stones in space. Making space travel completely safe is still far away but new methods and advances are always being made. Nicole Hockaday, Year 12

Who knows what we will discover or where we will be in the next 100 years?

Imagination | 9

Josephine Kay-Ogunsola (A Level Fine Art)

Anna Marsden-Walker (A Level Fine Art) 10 | Innovation

THE HUMAN BRAIN

magine an apple. Now try and think of a panda juggling apples or an elephant doing salsa. Why do you think it is easier and quicker for you to think of the apple on its own? When you first look at an object, thousands of neurons in your brain’s posterior cortex are set off. These neurons link into what is known as a neuronal ensemble, which encodes the various characteristics of the object you are looking at. For example, an apple would be encoded as round, red, shiny and small. Once you have thought of an apple once, when you imagine it again the whole neural ensemble will light up and you will be able to form a mental image in your head. This same principle applies to all the objects that you have seen in your life and is summarised by a well-known phrase – “Neurons that fire together wire together”. However, this does not explain how we are able to imagine an infinite number of objects without ever having seen them before. The neuronal ensemble for pandas juggling apples or elephants doing salsa does not exist. So how come we can imagine it anyway?

One hypothesis is that if the neuronal ensembles for pandas and apples are activated simultaneously, the two separate objects can be made into the same image. However, for this to occur, the firing of impulses has to be coordinated. It has been suggested that this might be achieved by the prefrontal cortex part of your brain, which is crucial in all complex cognitive functions and is connected to the posterior cortex by neural fibres. Neurons in the prefrontal cortex send impulses down these neural fibres to assemble in the posterior cortex so that you can form an image just as if you have actually seen it. This is called mental synthesis. For this theory to work, the neurons would have to arrive in the posterior cortex at the same time – and some neurons are further away than others and would arrive out of sync. But the brain has the ability to change the speed of the impulses. Neural fibres are wrapped in an insulator called myelin, which varies in thickness and means that signals can be conducted at different speeds. In short, our brains are set up to give us wide and wild imaginations. That’s something to remember the next time you are thinking of a panda juggling apples! Jessika Sriskandarajah, Year 12

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GOING BACK IN TIME T U E S D AY 6 D E C E M B E R W A S W O R L D W A R T W O D AY F O R Y E A R 6 , W H E N G I R L S A N D T E A C H E R S C A M E T O S C H O O L I N W A R T I M E C L O T H E S A N D P R E PA R E D T O S T E P INTO THE SUTTON HIGH SCHOOL TIME MACHINE!

he day was really fun and educational. Over the term weâ&#x20AC;&#x2122;ve been learning about the home front in World War Two. On the day, we did many different activities in groups such as: going on the Home Front Bus, Lindy Hop dancing, talking to evacuees and watching a documentary about the war.

air raid shelter upstairs. It was interesting to see the amount of food that an adult would have got in a week during the war, and to see a real gas mask. Another popular activity was Lindy Hop dancing. There was a jovial atmosphere in the air and there was much laughing as we kicked out our legs in time to the music.

Although we thoroughly enjoyed every activity, our overall favourite was the Home Front Bus, which had a World War Two Charlotte, Isabella, Olivia and Thulasii sitting room and shop downstairs, and an from Year 6

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WINDOW GREENHOUSES

A visit to Nower Wood in Leatherhead inspired Year 2 to grow their own plants. As the classroom is upstairs, the girls took an innovative approach and created their own window greenhouses. They planted three varieties of beans and recorded their progress, comparing the development of their own beans to those grown in a dark cupboard. The greenhouses worked brilliantly and the beans flourished!

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In the summer term, Year 1 girls made fish from willow withies and cellophane

Year 3 used tape and paper to build free-standing structures that could support weight 14 | Innovation

SHS JUNIOR GIRLS: DIGITAL PIONEERS IPADS FOR ALL

ear 4 returned from an assembly one day at the end of November to discover an iPad box at each of their desks. It really did feel like Christmas had arrived early! They eagerly opened the package, navigated the apps with ease, and personalised the iPad with a screen saver selfie. This year, we piloted iPads in Year 4 as 1:1 devices, building on the success of the banks of iPads that we already had across the school. We do not see iPads as a replacement for exercise books and handwritten work but part of the educational toolkit, to dip into when it supports the girls’ learning. We are focusing on the productivity apps, such as Explain Everything, Book Creator and iMovie, and girls can individually make progress with apps such as Maths

Squeebles to practise time and mental skills in a motivating and supportive way. iPads are also known to promote skills such as risk taking, problem solving and collaboration. We were very proud to watch the girls think carefully about the iPad rules they were taught, and we all really appreciate the amazing opportunity that this pilot provides to our Junior School. Miss Musgrove

DIGITAL LEADERS In March, Priya, Vibikka, Alex, Izzy and Izzy from Year 5 travelled to South Hampstead High School for the annual GDST Digital Leaders Conference. Along with Jingtong in Year 10 and Maddie, Rebecca and myself from Year 12, the girls spent the day developing a website, virtual reality game and promotional video for our language learning product, “Lingualini”. In the afternoon, we were treated to a workshop where we learnt about data compression before presenting our final product. We also heard from Inky Gibbens, a pioneer of endangered languages, who told us about her inspirations and encouraged us to pursue our passions. While the day was hectic, the excitement and enthusiasm was infectious

and we all thoroughly enjoyed ourselves. We’ve benefitted immensely from taking on the roles of Digital Leaders this year and look forward to applying the skills we’ve gained in the future. Danielle D’Mello, Year 12

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FLORENCE: LA CITTÀ DELL’AMORE E DELL’ARTE A TRIP FOR ALL OUR INTERESTS

.M. Forster’s novel A Room with a View (which we did manage from our hotel balcony) revels in the beauty of the city, so it was a bit of a disappointment that a wet, grey Florence greeted us on our first full day as we started our tour in the Piazza Della Signoria. Standing under the looming statues which dominate the square, we were met by Claudia our friendly guide for a tour of historical Florence, and we immediately immersed ourselves in the culture, political and architectural history of the city. After walking for what seemed like some hours, we visited one of the oldest pharmacies in the world: the Pharmacy of Santa Maria Novella. Walking through the Matteo Nigetti doorway, the ceilings grew taller and the air became overwhelmingly sweet as we entered the Antica Spezieria where we were surrounded by intricate biblical paintings lined with gold. Coming out of a building so grand, we thought we might have peaked a little early, but we soon found ourselves on the shop-lined Ponte Vecchio, whose windows were crammed with gold, silver and precious stones. Immediately beside the river stands the vast Uffizi gallery, where we saw art from the 12th to 17th centuries which formed the Medici family’s art collection and includes works such as The Birth of Venus, the first large scale canvas in Renaissance Florence. The highpoint of the first day, however, was quite literally the main cathedral or Duomo, which stands in the centre of Florence. It truly expresses the beauty of the city – even in the rain it still looked stunning. Architecturally it is an astonishing piece of work which would prove a challenge even to today’s engineers, as it is made up of a staggering 4 million bricks and stands 91m high and 45.5m wide. Although climbing

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hundreds of narrow steps when we were cold, tired, wet and hungry seemed painful, we were greeted with the most picturesque view overlooking the busy city and it was fair to say that it was most definitely worth it. On our second day we left the city and ventured into the Tuscan countryside to visit two medieval cities – Siena and San Gimignano – which showed us how Italy was before the Renaissance. Described as a “medieval Manhattan” thanks to the 14 towers which make up this walled city, the streets of San Gimignano greeted us with warm autumn sun which finally made us feel on holiday after the horrors of the rain the day before. We then moved to Siena, spending the afternoon at the Piazza del Campo, which has been the heart of the city since the mid-12th century and which was built on the site of a Roman market place. Having eaten ice creams on the steps of the shell-shaped town square, we spent much of our visit observing a convention of 3,000 student nuns who had gathered to celebrate the city’s status as the birthplace of St Catherine, before entering the Duomo of Siena which, unsurprisingly, was full of amazing art. It was the library which especially caught our eye. Nothing like the library at Sutton High, instead it was covered in gold frescos which further confirmed the wealth and power that historically resided in the city. Over 60,000 steps and perhaps nearly as many frescos later, we had become not only fitter but had acquired a real appreciation of a region that is so important in the wider history of western art and civilisation. A fantastically enriching experience that we shall never forget. Zara Fahim, Year 13

INNOVATION 1 2

THE PROCESS OF INTRODUCING NEW THINGS OR NEW METHODS A C O M P L E T E LY N E W P R O C E S S O R W AY O F D O I N G T H I N G S

e are constantly told about the achievements of great inventors and innovators – what they did, where, why and when. But the tellers of these tales generally exclude how so-and-so built up the courage and determination to persevere. As young people, too often our ideas are written off as being “unrealistic” or “farfetched”. The slightly patronising chuckle acknowledging our naivety shouldn’t be encouraged because anything really is possible. Factually, it’s true: we know that anything is possible because so many people have proved this by creating new concepts based on their ideas, despite almost everybody telling them they couldn’t do it. You want to become a musician, a writer, an actress or an engineer? You can become anything you want if you put your mind to it. To be successful, you ought to love your ideas. And when you do, you know you do. Secondly, you need to have faith in yourself and push yourself further. The Harry Potter series wouldn’t have been read by millions worldwide if it wasn’t for JK Rowling’s determination to pursue her idea despite criticism from several publishers.

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Thomas Edison, the inventor of the first working lightbulb, had several attempts at developing it. He didn’t give up. He saw his failures in a positive light: “I have not failed. I’ve just found 10,000 ways that won’t work.” If he had given up, then and there, on his first try, someone else would have beaten him to his goal. Instead of being a dreamer, why don’t you go and make your dreams come true, rather than waiting for somebody else to get there first? There will be obstacles along the journey and they will slow you down, but that is not an excuse to give up. You simply have to pick yourself up again and carry on. You cannot allow other people to reject your idea without asking them why it didn’t make the cut. You can use their constructive criticism to adjust and make improvements. People will tell you that “no-one else has ever done that before” or “they have tried that in the past and failed”. However, you aren’t “them”: you are your own person. You can use their mistakes to improve your chances of successfully achieving your goal but you mustn’t forget who you are. You try, adapt and try again. You can decide whether you want to give up, or make your dreams a reality. It’s a choice. And it’s your choice. Mariam Hussain, Year 10

The artwork on the following pages was part of the A Level and GCSE summer exhibition, held at Sutton High School in June 2017.

THE GALLERY

Ella Sheffield (A Level Fine Art)

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Christy Spring - A Level Fine Art What I have enjoyed most about A Level Art is the independence and breadth it gives you to explore anything which inspires or interests you in a creative way. Being able to use so many different materials and explore some amazing works by well-known and upcoming artists has made the subject such a joy to study.

Josephine Kay-Ogunsola - A Level Fine Art I really enjoy creating artwork based upon ideas and events that happen in my everyday life. A lot of my work this year has been based around the issues of race and identity which has caused me to look at the world differently.

Ella Sheffield - A Level Fine Art Studying Art at Sutton High has been an extremely exciting experience. Personally, I am not the most confident about my painting and drawing skills, therefore the teachers encouraged me to explore a range of other mediums that I am more naturally drawn to and enjoy working with. Ella’s film, “Contained Still Life”, has been selected for the Royal Academy’s A Level Summer Exhibition Online 2017. Her entry was one of only 49 to be chosen from a total of over 2,400.

Katie Lane - A Level Fine Art In Art, I have been able to investigate what it is that really interests me and I have been given the opportunity to do this in great depth. I have also enjoyed developing my style of painting and discovering which mediums I enjoy working with the most.

Isabel Kirby - A Level Fine Art Art has undoubtedly been my favourite subject throughout my time at Sutton High, as I have often found myself both challenged and surprised by my goals and how I have achieved them. I have been able to produce a portfolio of work that I am very proud of and have developed a style which I hope to take with me into the future.

Carmel Skinner - A Level Fine Art This year I have really experimented and pushed myself to create something unconventional, which has been really rewarding. When I leave Sutton High I will miss the Art teachers â&#x20AC;&#x201C; weâ&#x20AC;&#x2122;ve had the best teachers who have encouraged us and have enabled us all to improve massively throughout A Level.

Anna Marsden-Walker - A Level Fine Art I have really enjoyed the freedom of Art at A Level. I have been able to pursue routes and subject matter that I am really interested in. I also enjoyed the Personal Study as I was able to engage in both history and art simultaneously while studying feminist works and context.

8 GCSE Fine Art

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Anna Lockwood Yeji Park Azalea Shamaei-Tousi Lottie Green Misha Ramesh Yasemin Reisoglu Ayshah Saleem Sophie Shorthose

D&T: Resistant Materials GCSE and AS Level 1 Keya Patel (GCSE) 2 Freya Deeks (GCSE) 3 Kate Milyaeva (GCSE) 4 Rana Faris (GCSE) 5 Catrina McNair (GCSE) 6 Sophie Fraser-Cannon (AS Level) 7 Saskia Nicholls (AS Level) 8 Maria Lambrou (GCSE) 9 Helen Wong (GCSE) 10 Jessica Bullard (GCSE)

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D&T: Textiles GCSE and AS Level 1 2 3 4 5 6 7 8 9

Amy Molineaux-Say (AS Level) Katie Heape (AS Level) Olivia Gosling (GCSE) Katie Heape (AS Level) Amy Molineaux-Say (AS Level) Mina Asante (GCSE) Georgia Duthie (GCSE) Yasemin Reisoglu (GCSE) Spoorthi Phanish (GCSE)

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4 5

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OUR FANDOM ATTITUDES

t’s not an unfamiliar sight to us fangirls and fanboys: the poor suffering human on the floor, having fallen off their chair, clutching their heart in shock, soon to ascend into panic. Spilt popcorn, hyperventilation and widened eyes as the TV screen flicks to the commercial break. All because episode one of Sherlock season four has just ended. I know many people who have agonised over chronic “feels” – uncontrollable emotions that suddenly overcome you and cannot be adequately explained. While watching Sherlock’s return from the grave in season three, I experienced these infamous “feels”. I was so happy and pumped up for the rest of the season, anticipating the prospect of more twists and turns in the complicated relationships between the characters. (Okay, yes, I believe in Johnlock. But don’t judge!) Sherlock, in my opinion, is possibly the best TV show ever created. The script and plot are excellent, the actors are phenomenal, and the whole franchise gives me a place to seek refuge from everyday life. Many times I have wished that the characters from Sherlock were real, as I’m sure many others have with other franchises. However – and this is a big “however” – the attachment of real people to fictional characters is often misunderstood, frowned upon or seen as creepy. We are taught to keep reality on one side of the spectrum and the imagined worlds of films, books and TV shows on the other, which is understandable. You cannot always count on Superman to save you, Harry Potter to break your curses or Sherlock to solve the case because these

people simply do not exist. But is it such a crime to imagine if they did? Of all the work that is done in classrooms up and down the country in the year before English GCSE, I estimate about 90% is purely analytical – tearing apart the pages of innocent books, reading and recording until the pages burst into flame and stressing over which quotations to extract for examination. The other 10% is creative work. This is a very sad fact. While analytical skills are considered “hard skills” and are apparently more valued, creative skills in English are possibly considered less important. This sends out the message that using your imagination is pointless. If you enjoy dreaming up stories and occasionally escaping to the fictional world, to some this would suggest that you cannot face reality. That you need a wake-up call. But makebelieve universes have brought so much joy to so many people that they deserve more of a mention in school curriculums. Thinking up ideas, putting them into practice and then further extending those ideas ties into all aspects of life, not solely TV shows, films and books. Besides, the world of imagination is a beautiful one, and I have learnt so much from people who never existed. They have inspired me to create my own fictional realms and I hope they continue to do so for episodes, sequels and chapters to come. Maya Weekley, Year 9

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TOO CLOSE TO HOME?

early 60% of people in Surrey believe that climate change has currently caused no problems or only minor problems. How can we assess the impact on our county so far? And is there worse to come? TEMPERATURE Continuous high temperatures within the next 50 – 100 years could lead to recurrences of the August 2003 heatwave which caused the deaths of 2,000 people in the UK, as well as increases in incidences of heatstroke and dehydration, often leading to hospitalisation. This has a knock-on economic effect regarding the pressure on available physical resources such as space and medication as well as human labour. It is probable that the elderly would be worst affected – a risk that is more prominent in Surrey as the elderly population is higher than the UK average. Another economic consequence of higher temperatures could be that warmer buildings affect employee productivity due to decreased energy levels and motivation to work. If businesses are less productive and make less money, they aren’t as likely to invest in renewable, sustainable technology that could help to reduce the impacts of climate change. Higher temperatures could also have environmental implications in the future due to Surrey being around 80% countryside. A warmer climate could invite diseases and pests not currently found in Surrey which may destroy agriculture and reduce natural aesthetic value, as well as cause soil erosion. Additionally, the drier summers could lead to water shortages and therefore restrictions may be placed on the domestic use of water.

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Government predictions indicate that the South East could suffer from high water stress in the future, requiring the increased use of artificial irrigation. On the other hand, for both Surrey and the South East, warmer weather may enable longer growing seasons and the production of crops better suited to higher temperatures. Another positive economic impact could be an increase in leisure and tourism as people are more likely to visit Surrey with better weather. RAINFALL Surrey has already been affected by increased and potentially unpredictable rainfall due to climate change. Significant flash flooding occurred on 7 June 2016 in Carshalton, Croydon, Mitcham, Sutton and Wallington, with fire services being called to rescue people in cars who had become trapped in two metres of water within minutes. This was followed by yellow and amber flood alerts in September 2016. As the frequency of floods increases in the next 50 – 100 years, water sources could become contaminated as a result of the inundation of drainage systems. Economically, businesses could lose money due to the cost of rectifying flood damage, and it may also be more difficult for people to get to work. Recent extreme weather events in Surrey have caused rail and road disruption, either due to flooding or debris blocking routes. It is likely that the impact of climate change on transport in Surrey will be considerable, because 85% of the population lives in 15% of the county’s area.

Flash flooding in Wallington on 7 June 2016

THE FUTURE Undoubtedly, Surrey will be affected by climate change and perhaps is yet to see its full impacts. However, Surrey County Council has already compiled a climate change strategy and plans are in place both to prepare for a future of unpredictable weather, and to help residents lead a greener lifestyle. It will be necessary to convince people in Surrey that the impacts of climate change are not confined to coastal or more urban regions.

This article is adapted from a report written by Danielle Dâ&#x20AC;&#x2122;Mello in Year 12 that won her the title of GDST Young Geographer of the Year 2017. You can read her full report in the Sixth Form section of Firefly. The articleâ&#x20AC;&#x2122;s opening statistic is based on crowd-sourced data from the GDST Map Off Event.

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A UNIQUE INSIGHT INTO EUROPEâ&#x20AC;&#x2122;S HISTORY BERLIN TRIP 2017

tudents from Year 9 and above studying History or Politics went to Berlin in February 2017. We visited sites of historical importance such as the Sachsenhausen concentration camp, sections of the remaining Berlin Wall and the Berlin Cathedral. Through these places we were able to gain an understanding of the turbulent events that have dominated Berlin since Germany became a unified state in the late 19th century.

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Heavy symbolism is evident in the city. This includes the addition of the glass dome to the Reichstag, Germanyâ&#x20AC;&#x2122;s parliament building. Looking down from the glass dome the main chamber can be seen, reflecting the transparency of their democracy following significant periods of oppression. The roof of the Reichstag also provides fantastic views of the city, making it clear to see why Berlin is such a popular destination and inspires those who visit.

Preserved sections of the Berlin Wall also serve as a reminder of the impact of tensions between the East and West, as well as the significance of art as a format of protest. The use of personal stories and photographs in Berlin’s museums gave us a unique insight into the experiences of those who lived through periods of oppression in Germany and in Europe generally in the 20th century. Particularly poignant was a room in the Memorial for the Murdered Jews of Europe, where the floor was scattered with extracts from letters and other writings. A quotation that stuck in my mind was from a teenager’s letter to her father, saying “we would so like to live, but I don’t think they’ll let us.”

and discriminatory regimes and present administrations. Our guide at the Memorial for the Murdered Jews of Europe explained how the memorial (a mass of almost identical stone blocks on dipping ground) can be interpreted as demonstrating how oppression starts subtly, with restrictions such as temporary travel bans, and escalates gradually until it seems impossible to escape. This served as a poignant reminder of the importance of standing up against seemingly minor impositions on freedoms. Not only did the trip give us a deeper understanding of Berlin and Germany’s past, it also left us with food for thought regarding present day issues and our role in preventing future tragedies.

A common theme throughout the trip was parallels drawn between past oppressive Eleanor Harrison, Year 12

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COURAGE OF AN ASIAN SUB-POSTMASTER

ada my grandfather, now retired, had been a sub-postmaster with the Royal Mail since 1969. He worked very hard each day in order to make a living for his family. At a young age, Dada travelled from India to Africa where he settled and owned his own grocery business. He worked long hours in Nairobi but he also had a very enjoyable life. He met Baa my grandmother there, he fell in love with her and they both married on New Year’s Eve, 31 December 1965! In Nairobi Dada worked with various relatives in his business and after his first son was born he decided to move his family to London in 1968. On arrival and in the early years, Dada felt very unsettled when he came to London as he always worked for others and wanted to have his own business, as that is what he was used to in the past and that’s what he enjoyed. He worked tirelessly each day to get enough money for a deposit and kept viewing various shops from a distance to see the flow of people and whether it was the right business to buy. Dada has always said to me you must be careful when you choose a business you want to do in life. Eventually, he found and settled with a business in Richmond, right near Kew Gardens! He was now the owner of a post office and supermarket. The day soon came when Baa had another son, they were both so happy and delighted. The elder son was glad he had a young brother because then he could play with him and have lots of fun. One cold and dark Friday evening in October 1979, Dada was just getting ready to finish his work for the day and go for dinner. Dada had closed his post office at 5.30pm and was preparing the grocery orders from his shop for his customers for the next day. Baa had called him several times for dinner, but he wanted to finish his work before he went for his dinner.

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Around 8.30pm, he finally finished and went to open the back door to the shop to go upstairs. As he opened the back door to the shop, he saw a masked man right in front of him holding a shotgun. Dada completely froze and couldn’t think. He tried to shut the door immediately but the robber outside put his gun between the frame of the door, so it couldn’t be shut! Dada was frightened but he kept pushing the door to close it. The robber started pushing the door from the other side to try and open it. Dada leaped back and grabbed a large baked bean tin that was stacked in the shelf behind him. He heard something drop but couldn’t see what it was. As the robber poked his head from behind the door, Dada threw the baked bean can at him. The robber got badly hurt in the face and stumbled back and ran away as quickly as he could. The robber never returned. During this struggle, the rest of his family were upstairs. After some time his eldest son looked out of the bedroom window, only to find lots of blue and red sirens. There were so many police cars outside. The younger son went to look outside with Baa. They were frightened and shocked. They wanted to know what happened! The police came inside and asked Dada exactly what had happened. Dada was able to give a very detailed description of the gunman. The police had dogs searching the whole area for any clues left behind. During the search a policeman found a bullet. The gunman had left one behind. The police told my Dada that they had been looking for a robber in the area for some time and that he was a wanted man. After several hours, all the police had left and Dada finally went upstairs to have his dinner. Dada was not very hungry. He told his family what had happened and that he wasn’t really frightened, though the family were really shocked after

hearing what had happened. Dada told them about the robber and how brave he was! He even mentioned the part when he threw the baked bean can at the robber and he ran off! Though the family were frightened they laughed and were so proud of him. The Post Office Head Office heard about Dada’s bravery and Mr Alex Currall, who was the Head of Royal Mail at the time, invited Dada and his family to the revolving restaurant at the BT Tower in London. This was previously called the Post Office Tower. As a reward for bravery and saving the Post Office from losing thousands of pounds, Mr Currall presented a cheque of £100 and a framed certificate to Dada! Everyone was so proud of him; a couple of weeks later, Dada was in The Times and the local newspapers! Dada couldn’t believe it! He felt as if he was famous when he wasn’t! His family and friends were shocked when they saw a picture of Dada in the newspapers! After that many of his customers and the local community were all very proud of what Dada achieved. Dada also gave half of his reward money to charity. After a few weeks, Dada was very busy in his shop as lots of people were buying food from him and congratulating him for his reward and tackling a wanted man! He was super happy and every customer that came to his shop would congratulate him and he would say “but you know I wasn’t actually frightened!” Dada has always told me that in life you must be strong, brave, alert and have lots of courage, and if you have these things, you can achieve anything you want to in life. Shreya Patel, Year 4

IMAGINING PIRATES

he Nursery girls are always using their imagination. In the spring term they were pirates – making maps, finding treasure and sailing away in their ship. For every new topic in Reception, the girls have thought of their own ideas for how to set up the role-play area.

They have had fantastic ideas including a vet’s surgery, café, snow cave, minibeast laboratory and of course a pirate ship! They have loved getting into character and have created many new stories and situations.

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ENTRIES TO THE SUTTON HIGH JUNIOR SCHOOL EGG DECORATING COMPETITION, EASTER 2017

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A NIGHT IN THE WOODS A fox is roaming In the deep, dark wood And the owl is screeching Where the old tree stood. The wolves are howling their midnight tune As they stare at the reflection Of the bright, full moon.

Katherine Symington, Year 3

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HOW TO PROCRASTINATE LESS U S I N G Y O U R M I N D I N B E T T E R W AY S

ave you ever sat down to complete an important task and then suddenly discovered you were cleaning your room or reading about yet another absurd name of a celebrity baby? Bear Payne. Really? Or perhaps you suddenly realise that you’re very hungry and should have had lunch as it is now 4pm? Before you know, it’s the end of the day and your tasks remain unfinished. This continues until things get really bad; the prospect of the end of your academic career jumps from the shadows. Then you switch to “panic mode” and you finally spur into action. For many, procrastination is a strong, mysterious and quite frankly annoying force that keeps them from completing the most urgent and important tasks in their lives. It’s also potentially dangerous, causing “innocent” victims to perform poorly at school or work. A case study in America found that university student procrastinators ended up with higher stress, poorer health and lower grades by the end of the year. People can procrastinate in different ways. Some procrastinate by doing pointless things, such as searching for cat GIFs. Others actually accomplish things like cleaning their homes and working through their boring jobs, but never quite getting

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to the things they really want to accomplish in life or their most important, long-term goals. Or their Physics homework. The reasons people procrastinate are not understood clearly. Some researchers have viewed procrastination largely as a failure of self-control. Others say it’s not a matter of being lazy or having poor time management, and instead argue that it may actually be linked to how our brain works. Many also claim that they only work well when under real pressure, say of a looming deadline. So how do you get into action quicker and be more productive? Well here are a few ways to get back on track. 1. Sleep, eat and drink well. It gives your brain energy and helps you to think practically and efficiently. 2. Plan out your day and be realistic with the goals you set yourself. 3. Study hard and well. Focus and don’t get distracted. You really do need to remove your phone from your room. 4. Work hard, but play hard too. Reward yourself for a job well done. Aishani Goel, Year 12

A YEAR OF JUNIOR SCHOOL MUSIC

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BEING PART OF THE SHS MUSICAL COMMUNITY

his year has been an exciting one for Senior School music at Sutton High. We have seen high levels of participation in extra-curricular groups and this was evident through the range of talent on display at several concerts held by the department. The autumn term started off with the Year 6 and 7 Concert, swiftly followed by the Remembrance Concert, where the Senior Choir were invited once again to perform alongside the Metropolitan Police Choir and a local community choir to raise money for charity. A range of new concerts was introduced alongside our traditional events this year. These included a String Recital, which not only allowed the string players of the school to showcase some of the pieces they have been working on, but also featured the professional Sorella Quartet performing with our Senior Choir. There was a very successful Piano Recital in December, as well as a Wind Recital in the summer term, at which the orchestra played alongside the professional brass quintet, Quintabile. As a woodwind player, this was an inspirational evening for me because the skill of the professional group was incredible. It was an opportunity that is rarely available for school orchestras so, as students, we felt extremely lucky.

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Alongside the new events, the Carol Service, Christmas and Spring Concerts remained very popular, with hundreds of girls taking part in total. There were performances from the Senior Choir and Orchestra, as well as a range of other ensembles, including the new Jazz Band, Samba Band and Handbell Groups. As always, the audience thoroughly enjoyed the instrumental and vocal soloists, each with impressive talent. Mixed Choir performed in both the Sutton High and Sutton Grammar concerts, maintaining one of the many links between our two schools. Being part of the musical community at Sutton High is something that I value very much, not only because as a musician I am able to learn from my peers, but because in general being a member of these clubs is such a fun experience. At times it can be hard work, but seeing it come together and being able to perform something weâ&#x20AC;&#x2122;ve worked on collectively is one of the most satisfying feelings I have experienced. Being a member of these clubs allows me to meet and interact with girls across the whole school and connect over our passion for music, creating very strong friendships. I know that these incredible memories and experiences will stay valuable to me forever. ChloĂŤ Famili, Year 12

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DRAMA DOUBLE-HEADER

ver two evenings at the start of March 2017, Sutton High hosted a drama double-header featuring girls from across the Senior School. Both productions were a joy to be part of and they proved to be a huge success.

Mrs Basu directed the upper school production of The Beauty Manifesto by Nell Leyshon, starring a number of Year 11 – 13 girls as well as boys from Sutton Grammar. The play is set in a futuristic dimension where plastic surgery is a necessity for someone when they turn 16, and it elaborates on issues surrounding the modern day perception of perfection. The story focuses on two sisters, one of whom runs the “Beauty Manifesto”, and the other who is against the surgery but is compelled to have it. The other production, Andy Hamilton’s The Exam, featured girls in Years 7 – 10. As part of my role as Drama Scholar, I co-directed this production with Mr Campbell and was assisted by Jessica Pamphlett. One of the reasons this play interests me is the way that the pressure

of exams is portrayed. It shows the perspective of three contrasting students from different walks of life and how they all come to deal with exams. Performing in one play and co-directing another on the same night was something which proved quite challenging and required a lot of time and effort. However, as I look back on it now, it was an experience I absolutely loved and is something I am very proud to have achieved. Well done to all the girls involved in The Beauty Manifesto and The Exam for delivering two productions of exceptional quality. Amy Molineaux-Say, Year 12 It’s a hard knock life in the Drama department and Mr Campbell and Mr Hargraves are currently busy directing the Lower School girls who are rehearsing the musical, Annie. This will be performed at the end of the summer term, after our magazine has gone to print. We wish the girls the best of success – we know it is going to be great!

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ME AND MY FRIENDS, ON TOP OF THE WORLD AT T H E E N D O F T H E A U T U M N T E R M 2 0 1 6 , A GROUP OF 40 GIRLS FROM YEARS 8 â&#x20AC;&#x201C; 10 D E PA R T E D F O R A S K I T R I P T O LES MENUIRES, FRANCE

his trip was definitely one of the best that Sutton High School has arranged for us. I loved every moment of it. I was surrounded by loving friends and happy teachers; there was hardly any time at all to think about home.

so that by the end of every day, we were already fast asleep as soon as our heads hit our pillows. However, the skiing was 100% the best part. Simply the fact that our instructors were kind and funny made the skiing experience more entertaining.

I will never forget the exhilaration and stamina which you feel racing down a slope, and the overwhelming feeling when you reach the top of a mountain and can look over everyone else below. I felt as if it was just me and my friends, on top of the world.

Overall, I think that learning how to ski with complete confidence is one of my biggest achievements so far. Everyone who went on the trip now has a badge and certificate stating their level and achievements, which we can use as reminders in the future of some of our favourite Sutton High memories.

We also had an activity every night. The teachers made sure to work us hard

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Alice Popa, Year 8

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Sutton High School staff in 1924

A WORD FROM THE TEACHERS WE THOUGHT OF SOME SEARCHING QUESTIONS TO ASK NEW AND D E PA R T I N G S T A F F T H I S Y E A R . H E R E A R E T H E R E S U LT S . LEAVERS Mr M Clennett – What is your favourite quote or motto? “Good luck assists the brave”, which is far more subtle and sensible than “fortune favours the brave” (as it is often misquoted in Latin and English). Whilst courage and risk-taking as well as hard work are important in life, I also think good luck has a big part to play in whether you succeed or not. Mrs S Boyden – What is your funniest memory of Sutton High? I remember an incident many years ago when a Headteacher was in my office chatting to another member of staff. I became aware of a machine rumbling

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sound in the background which kept stopping and starting. This went on for a good five minutes. Suddenly there was a loud choking noise and it became apparent that the shredding machine was eating the Headteacher’s skirt, her favourite one! She must have been hovering over the machine which had a sensor and, thinking it had to shred that tempting morsel, it did its job! Mrs R Conquest – If you could have a superpower, what would it be? I love running, but due to recent injuries can no longer run as well as I would like to, so my superpower would be to be able to run like the wind for as long and far as I wanted without ever getting tired or injured.

Miss L Maynard – Who has been your biggest inspiration? It has always been the fantastic and fascinating children I have been privileged enough to teach throughout my career. Mrs R Grant – What is your funniest memory of Sutton High? I think filming the first staff entertainment. We did a sketch with increasing amounts of hockey goalkeeping equipment being added to me, whilst the others in the PE department were filmed in unrealistic sporting situations – for example, Miss Willson doing a gymnastics sequence and Mrs Jordan shooting a netball in from the halfway line!

Miss R Marsden – What words of wisdom would you like to pass on to us?

Mrs D Thomas – What words of wisdom would you like to pass on to us?

Take risks and don’t be scared to fail. As Arianna Huffington put it, “Failure is not the opposite of success, it is part of success”.

“Never be afraid to let your imagination run wild. Who knows where it will lead to?”

Mr Yee – What is your favourite quote or motto?

Mrs A Griffin – If you could have a superpower, what would it be?

“Fortune favours the prepared mind.” (Attributed to Louis Pasteur)

I would like to be able to fly, because I think the sensation of flying would be fantastic. Failing that, I would like the ability to complete my marking in supersonic time!

JOINERS Mr J Rodrigues – What is your favourite quote or motto? “You is kind. You is smart. You is important.” - Kathryn Stockett, The Help Mrs J Hart – In 10 years, what new invention would you like to see? In the next 10 years I would like a transport system for freight in the UK that means that there is no need for any lorries to use the road system.

Dr O Bartalini – If you could have a superpower, what would it be?

I know that it may not be the best, altruistic answer but in truth I would be delighted if I could fly. If I think, rationally, it would be much better if I could heal illnesses and smooth controversies that cause wars but really, I just want to fly. Take a run and a hop and spread my arms wide and feel the wind as I lift off. I imagine a gleeful sensation as a character of a Roald Dahl book with peals of laughter bubbling up irrepressibly.

Thank you to all our teachers for their hard work, dedication and inspiration this year.

Mrs R Cunnington – If you could do any job (aside from being a teacher), what would it be? I would like to work helping people in places like Africa with NGOs and charities. Mr D Walter – What is the most imaginative thing a student has said to you? The most imaginative – or maybe just the most bizarre – thing a student has ever said to me was that their “life’s ambition” was to be able to spell the word FUDGE out of their GCSE grades; an aspiration that many of this student’s peers thought was somewhat ambitious. Sadly, I changed schools before this student entered Year 11 so the outcome shall forever remain a mystery. Mrs A Jackson – If you could do any job (aside from being a teacher), what would it be? I would like to be a travel writer, exploring the world and writing all about it.

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Imagining her way to sporting success

IMAGINATION VERSUS KNOWLEDGE

lbert Einstein once famously said “Imagination is more important than knowledge. For knowledge is limited to all we know and understand, while imagination embraces the entire world, and all there ever will be to know and understand”. Einstein’s hypothesis seems to be a repetitive motion in human thought – the classic conflict between what we dream and what we realise. Imagination and knowledge are two unusual concepts to compare as they represent not just different meanings but conflicting ideals. Knowledge is the act of realising something through familiarisation with descriptions, information or facts. It is regarded as the truth. Imagination, on the other hand, is subjective and highly personal. It is the mind’s ability to create images or ideas not present in the five conscious senses – hearing, seeing, smelling, feeling and tasting. The cliché perception is that imagination is the domain of artists, poets and musicians. By contrast, knowledge is the dull, orthodox and logical concept adopted by those in more conventional professions. It paints the world in black and white, defining what is right and what is wrong. However, it is more complex than this, and there are many individuals who defy the status quo. For instance, several wellknown contemporary creatives have come from the corporate world and countless artists have only won acclaim after years of honing their craft.

The concepts of imagination and knowledge are complementary. Throughout our development as a species, we have relied on a blend of the two. It could be argued that our imagination has evolved as a means to enhance our survival. Whilst imagining, we look beyond reality to see possibilities and alternatives in the future and work out ways to achieve our goals. On the other hand, without knowledge to steer us in the right direction, imagination becomes futile and potentially harmful. Another aspect of the harmony between imagination and knowledge is its fluctuating nature and how it changes over time. For example, new developments in science often originate from radical ideas that are originally rejected for being abstract. Over time, this thinking slowly gains credibility, causing a shift in loyalties from the old established order to the new. Knowledge is then expanded in support of the new ideas, followed by a period of stagnation where there are low levels of creative output. Once new problems surface, the cycle starts again. It is this waxing and waning that demonstrates that knowledge and imagination coexist and are symbiotic concepts. Was Einstein wrong? Is knowledge less important than imagination? Ultimately they are interdependent. However, if I was forced to choose one, I would agree with Einstein. Knowledge is temporary and limits us to what is currently known. Imagination has no limitations; it is boundless and unique to every individual. Holly Greenfield, Year 12

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Sutton High School 55 Cheam Road, Sutton, Surrey SM1 2AX

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