This edition of In Trinity leads with a celebration of the achievements of our exam-year students, a fitting start as our leavers, Fifth Years, and new joiners all embark on their own new journeys. These beginnings give the start of the school year a sense of adventure for us all, and adventure is the theme of this issue. I hope you get a sense of that feeling, like a new JBug (Junior Year) with a heavy school bag, laden down ‘Frodo-esque’, heading into a busy Trinity school day as you enjoy this edition!
For many of our leavers, life at a British university beckons, but for others, paths less well-trodden await. You can read about some of the adventurous options they have chosen, including experiences at US universities and horizon-broadening gap years across the globe. You can also discover the perspective of some of our community at the start of those journeys, as they join us in the Sixth Form. The diversity of backgrounds our new students bring means that transitioning to Trinity is an adventure in itself.
The diversity we are so committed to presents a wide range of opportunities to expand the experiences of our community, and some of these are highlighted in our article on how we celebrate diversity here. We hope that exposure to a variety of cultures will promote a sense of understanding, appreciation, and perhaps a touch of wanderlust as well. Global adventure is part of every student’s educational diet here, and the breadth and
impact of these trips are also spotlighted in this edition. So too is the Trinity Travel Award, a unique grant our students can apply for to travel, originally gifted by one of our late alumni, who loved all things adventure.
Of course, not all adventures happen abroad – some take place through the rounds of national sporting competitions, and we have had an incredible year of success across many of our traditional sports. You can also read of the ongoing success of one of our most adventurous activities, climbing. Vertical adventures are complemented by adventures in the digital and musical realms. You can read about our talented coders, who are creating experiences for others to enjoy, and a review of one of the most magical opportunities our students have – performing at Ronnie Scott’s Jazz Club.
The creative arts offer abundant opportunities for students to step out of their comfort zones and into the shoes of entirely different people – or in this case, bugs! Our productions have spanned the school, from the Sixth Form’s incredibly moving production of After Life to the Lower School’s charming performance of James and the Giant Peach. The Grasshopper in the latter captures the importance of adventure at Trinity beautifully: “There are a whole lot of things in this world you haven’t even started wondering about yet”, and I hope this edition leaves you with a little wonder too.
Community:
Learning to fly and Adventure:
falling in style
There are many memorable lines in the Toy Story films. One of my favourites is from the first film, when Buzz Lightyear tries to show that he is not just a toy and can therefore actually fly. He proceeds to drop from a height and complete a set of involuntary, gliding manoeuvres around the room, to which Woody replies, “That’s not flying; it’s falling with style!”.
At the start of this term, I spoke to our students about learning to fly. The first human aeroplane flights are credited to the Wright brothers, who, on a December day in 1903, conquered the skies with four groundbreaking flights in Flyer One. The first flight spanned just 40 metres, increasing to the last, which covered over 200 metres. In tribute to this achievement, and the rapid progress in flight it enabled, Neil Armstrong took a tiny piece of the wing from Flyer One with him to the Moon in 1969.
But for all the marvels of human flight, the natural world offers us even greater elegance. The eagle, with a wingspan of over two metres, embodies the effortless beauty of flight. Yet, for the young eaglet, learning to fly is no less terrifying than it was for the Wright brothers.
Eagle nests are large structures, built high up in trees or on cliffs, to be out of the reach of predators but making an eaglet’s first flight a high-risk venture. Eagle parents, driven by both care and pragmatism, prepare their offspring for flight by making the nest uncomfortable, by flapping their wings over them to encourage familiarity with the motion, and by lifting the eaglets into the sky on their wings, only to drop them at the crucial moment. Survival is in the eaglet’s wings, and only by risking the fall can it learn to truly fly.
Comfort, or psychological safety, is essential in a school environment. Our students must feel they are supported by friends, understood and liked by teachers, and cared for as individuals. These trusted relationships are the foundation for growth. But true growth doesn’t happen in comfort – it happens when we step into the unknown.
When the nest becomes uncomfortable, we find our wings. When we dare to step beyond our comfort zones, we truly begin to soar. Adventure doesn’t always mean scaling mountains or crossing seas. It thrives in the pages of a book, the stretch of a muscle, the spark of an idea, or the pursuit of a passion. Our goal is that every student here learns to embrace challenge, and in doing so, discovers their potential. We will undoubtedly stumble in the process, perhaps even fall – but hopefully with some style. Within the context of the right community and trusted relationships, this is made much less difficult. As Jon Miksis, founder of the Global Viewpoint travel blog, put it, “The greatest adventure is the one within.”
As this edition of In Trinity shows, there are many ways to adventure at school, and I thank every student and colleague featured here who is leading the way for us. With a sense of openness and curiosity, we can transform even the most ordinary moments into extraordinary adventures.
And the flipside? Paul Coelho said it best: “If you think adventure is dangerous, try too much routine. It’s lethal.”
CELEBRATING HIGH ACHIEVERS AND HARD WORKERS
“The skills and resilience they have developed will give them every confidence as they move on to their A Levels.”
Alasdair Kennedy, Headmaster
We celebrated an impressive set of IGCSE results with our Fifth-Year students and their families in August. In a cohort of 125 students, 40% of the results were 9 grades, with 66% graded 9 or 8, and 86% graded 9, 8 or 7. Special congratulations must go to the eight students who achieved 11 or more 9 grades.
Alasdair Kennedy, Headmaster, said “We were delighted that the hard work and ability of this year group were reflected in their IGCSE results. There were many individual success stories where students made significant progress over the last two years. The skills and resilience they have developed will give them every confidence as they move on to their A Levels. We are proud of them and wish them every success in the next stage of their education.”
Oscar said, “I’m feeling great, I got 11 9s in all my subjects. I was on track for these grades, but it’s still surreal to receive them. I worked hard, but unlike in the mocks, I made sure to exercise and still saw my friends. I didn’t let study take over my life, and I’m in such a good place mentally now. I’m considering studying Engineering at university or looking into degree apprenticeships in engineering or technology. But for now, I’m heading to Nando’s for their GCSE deal!”
Matthew said, “I feel quite good about my grades. I worked hard and got three 9s, five 8s and two 7s. I will be taking PE, Maths, History and Economics and am looking forward to new subjects, new opportunities and new people in the Sixth Form. My dream is to pursue basketball as a career, and I’ve had some interest from teams in Europe. I’m really focused on winning the national basketball title with Trinity. We’ve reached the quarterfinals for the last two years, but I think we’ve got a strong enough team to win this time.”
Piran said, “I am feeling really happy, I got six 9s and four 8s. I am going to take Biology, Chemistry, German and History…though I might swap in Maths as I’m considering pursuing Law or Medicine. I’ve been working all summer, beach lifeguarding on the Isle of Wight to pay for the rugby/water polo trip to South Africa next year. I’m looking forward to playing more water polo in Sixth Form and aiming to win another two national titles before I leave.”
Academic
TOP GRADES BRIGHT FUTURES
A Levels
2024
We were thrilled to celebrate the remarkable A Level results achieved by our Upper Sixth students this year. They achieved a higher proportion of A* grades than any Trinity year group pre-Covid, with 33 students achieving three or more A*s.
In a cohort of 168 students, 33% of the A Levels taken were awarded an A* grade, with 67% graded A*A (against a national average of 28%) and 91% achieving A*-B grades.
For many, the results confirm their next steps, with 94% of the year group securing places at their first or second choice of course beyond school. We are delighted that twelve students will be taking up their places at Oxford and Cambridge, while seven others have secured competitive spots on degree apprenticeships schemes.
Alasdair Kennedy, Headmaster, commented, “This year’s grades represent an excellent set of achievements by our students. They have worked hard, and these results will open doors to great opportunities. The character and values they have shown are most impressive and will continue to serve them well in their future adventures and endeavours. We are proud of both them and the diverse, interesting routes they have chosen, and we wish them every success in the next stage of their education.”
“They have worked hard, and these results will open doors to great opportunities.”
Alasdair Kennedy, Headmaster
“Even though I have only been at Trinity for two years, I have made friends for life, and Trinity has helped me build confidence.”
Sivakami
Ronak, one of nine students to achieve four A*s, said, “The feeling is amazing, it’s insane! It feels like a massive pressure has been lifted, and my future is decided. I am going to Cambridge to study Computer Science and plan to go into cyber security. Coding Club at Trinity has been so helpful in developing my coding skills. I can’t wait to go to Cambridge; it doesn’t feel real.”
Ohemaa, one of 43 girls who joined the Sixth Form in 2022, said, “I got more than I hoped for – three A*s – and I’m off to study Medicine at Imperial! Trinity inspired me to pursue Medicine. When I joined, I attended the MDV (Medicine, Dentistry, Veterinary) Society, which was instrumental in helping me decide my path. I am so glad I came here; the social aspect has been brilliant, and I have made friends for life.”
Last year, Liam won a Samsung engineering competition with two school friends and now he is off to study Aeronautical Engineering at Southampton. He said, “I’m feeling great; I decided in the Fourth Year what I wanted to do and worked backwards from that. My biggest takeaway from my time here is that when you create an environment as inclusive and supportive as Trinity, the results take care of themselves. I am so thankful for my time here.”
Sivakami said, “I was expecting AAA, but got A*A*A, so I’m really pleased. I am off to Oxford to study Law. Even though I have only been at Trinity for two years, I have made friends for life, and Trinity has helped me build confidence. I’m looking forward to taking that on to university.”
Quinn beat 4,500 applicants to secure one of 15 degree apprenticeship places in Technology with Morgan Stanley and starts work in September. He said, “I have been really worried about the results, as I still needed to achieve ABB to secure my place, and I got AAB. I am excited to go straight into work, though a bit nervous, as I am sure it will be a challenge and an adventure.”
For students seeking new perspectives or adventures further afield, there are a variety of paths to explore after A Levels. Here some alumni share their experiences of taking gap years and studying abroad.
Taking a gap year
Safiya (Class of 2022) was Trinity Music Captain and an active member of the Sixth Form. While applying for university, she decided to take a gap year to travel independently.
“Trinity was very supportive of my decision and helped me apply for deferred entry to university, which gave me the comfort of knowing I had a definite place to study after my year of freedom! I got a job working at Waitrose, intending to gain some practical work experience as well as earning money to help fund my travels.
After receiving my A Level results and reflecting on my choices, I decided to submit a new UCAS application, because there were some universities - such as Cambridge, UCL, and King’s - that I had not originally applied to. Trinity continued to support me, and after an entrance exam and two interviews, I was accepted into Cambridge to study English!
From late January 2023 until early June, I lived in Rio de Janeiro, Brazil, and it was one of the best experiences of my life. Not only did I have the opportunity to explore this beautiful country and its culture, but I also learned how to live independently, be financially responsible, settle into a completely new place, and try new things - all of which I feel prepared me for university life.
A particular highlight of Brazil for me was the Rio Carnival in February, which ranged from local street parties (known as ‘Blocos’) to the grand parades in the Sambadrome stadium. I also picked up some Portuguese and continue to practise in the hopes of returning to Brazil in the future!
The practical experience of working, the reward of travelling, and the independence that comes with both are the fundamental reasons why I would highly recommend taking a gap year. This year is yours; you are free to do whatever you wish with it, whether that includes going abroad or not, and it is a wonderful opportunity to live in the world as something other than a student. I felt more refreshed and ready to join university having had this time to explore myself and my interests, and I have subsequently had a brilliant time at university so far.”
Ted’s gap year
Ted (Class of 2024) was a key member of the 1st XV Rugby team, playing at Twickenham and at the World Schools Rugby Festival in Thailand, and being selected to represent the U18 English Lambs this year. He has deferred his place to study Theology at Exeter University for a year to take up a oncein-a-lifetime experience playing rugby in South Africa. Ted has been invited to train with The Sharks U19 team, and will live in Kings Park Stadium, Durban, for six months. He will also spend six months gaining work experience in London before the rugby season starts in January. We wish him all the best!
Studying abroad
Lucy (Class of 2023) was a key member of the Trinity Girls’ Netball, Hockey and Water Polo teams, and represented Great Britain in water polo. She accepted a sports scholarship at San Diego State University to study Psychology.
“I had seen the older girls from my club go abroad and heard their stories. I wanted a different experience for university, and water polo enabled me to do that. I really hope it will give me a different perspective and a chance to meet people from around the world. I am also hoping to grow as a player and play at a higher level.
I have loved my first year! My teammates are very nice and made me feel welcome from the start. We frequently go out for dinner or late-night treats or sunbathe together, as the weather is always sunny.
The season was hard because there was more training and travelling, but I got to see other places in America. We went to New York for a tournament but also got to explore the city while we were there. The preparation from balancing A Levels and training while at Trinity has made it easier to make this transition.
The experience of being away is amazing, but being so far away from my family can be challenging at times. It is hard to not become homesick, especially when my friends can easily go home to see their family.
However, for any students thinking of studying abroad, I would advise them to put themselves out there, talk to people who have experienced it and take any opportunity that comes their way. Having those connections can really help in the future too.”
Tom’s studies abroad
Tom (Class of 2021) is currently studying a four-year course in Aerospace Engineering at the University of Colorado Boulder. He returned to school in the summer term to chat to students about the application process, what it’s like to study abroad, the course, and the general logistics of living away from the UK. Tom made everyone jealous with stories of skiing before afternoon lectures, his view of the mountains from his accommodation and general life in Colorado.
Game on
The computer games industry is one of the UK’s fastgrowing creative sectors, contributing £7.82 billion to the economy in 2023.
Since the early 1980s, the educational value of computer games has been recognised. As well as being entertaining, computer games can enhance critical thinking, problemsolving, and creativity.
Creating opportunities for adventure in education is at the heart of effective teaching and our philosophy. Our Computer Science department encourages game development to learn and enhance programming skills as just one strand of this ambition. It's unsurprisingly popular, and our students have enjoyed success in prestigious national competitions with two BAFTA finalists this year.
onSteven Page, Head of Computing:
From their first days in the Junior Year, students create an interactive maze game in PowerPoint; First Year lessons involve creating animations using Python; and in subsequent years, they use GameMaker. GameMaker is a complete development tool for making 2D games and is used by indie developers and professional studios worldwide. When Trinity teachers unlock this new world, it inspires students in their own creative quests.
Coding Club offers passionate young developers of all ages a space to bring their imagination to life. The club has been running at Trinity for many years and while not exclusively focused on game development, it is the most popular activity. Students receive support for ambitious projects while having the independence to choose their own direction. They gain technical skills and invaluable experience in project management and teamwork.
Our students have excelled in various programming competitions, including first place at the Oxford University Computing Challenge (2022), a British Informatics Olympiad finalist spot (2022), 18th position at the Perse Coding Team Challenge (2023), and a top ranking in Bebras (2023).
We are immensely proud of our achievements in the BAFTA Young Game Designers (YGD) competition. Our students were finalists in 2020, winners in 2021 and 2022, and finalists again this year. Being recognised by BAFTA multiple times, considering only 10 are chosen nationally each year, is a remarkable feat.
This culture of excellence helps students fulfil their potential. Alumni, including Cambridge Computer Science students and degree apprentices at PwC or Morgan Stanley, often return to share their journeys, many of which began with an interactive maze game in PowerPoint.
Sam, Second Year student and BAFTA YGD 2024 Finalist with RoboRogue, a rogue-like adventure set in a postapocalyptic world: I got into coding in Year 4 at primary school and was hooked! Using the Scratch game engine, I experimented and improved my skills. Over the next 2-3 years, I constantly made games in my spare time, which led to the creation of RoboRogue when I joined Trinity.
I’ve always loved video games and playing lots on my Steam account helped me notice patterns in the best ones, enhancing my game design skills. I was inspired by Brotato, a rogue-like I’d been playing a lot, and began RoboRogue as a solo project. After 2-4 weeks, my friend Seb offered his help with music, ideas, and sprites (images) and our dev duo was born!
We made the game over 1.5 years, spending almost every break, lunch and after school coding. I love the process of figuring out systems, watching as your carefully coded system works and produces a beautiful result.
Being a BAFTA YGD finalist is pretty cool, it means we are in the top 10 in the country for our age group. Although we didn’t win, I’m excited to learn from industry professionals about how to make better games in the future.
Caden, Lower Sixth student and BAFTA YGD 2024 Finalist with ‘Trickshot’, a game where players take on the role of a cat skateboarder navigating through a sprawling city. My first exposure to video games was playing Nintendo Wii with friends and family. I loved building real connections through games and wanted to replicate this feeling in my own creations.
Trickshot started as a simple idea; I saw how satisfying fluid skateboarding movement looked in other games and wanted to replicate it, but with my own spin. The biggest challenge was creating intuitive controls which could be taught quickly, while maintaining a high skill ceiling. This was the primary fallback of my first submission to BAFTA, as players were often left confused. Although a complete rework, with more forgiving physics and an entirely new tutorial system, took a substantial amount of time, I'm so proud of the end results and how far this project evolved.
My favourite aspect of game development is seeing something you’ve created bring so much joy, competitiveness, and adrenaline to people as they have their own adventures in the world you’ve created.
It was a pleasant surprise to be nominated as a BAFTA YGD finalist this year. I have entered before with little success and knowing my determination paid off has taught me the value of persistence and pushing limits.
Exploring and celebrating diversity
Culture and Diversity Week, established by the senior prefect team in 2021, has become a staple in the Trinity calendar. From its inception, its goal has been to immerse our community in a variety of cultures and customs from around the world through diverse events and activities. This week-long celebration allows students to express their identities, connect with others around school, and embark on an adventurous journey through different cultures.
This year, staff, students, and special guests led events in numerous clubs and societies. Highlights included whole school competitions and live events.
Asian Society X Economics Society
To kick off Diversity Week, Lower Sixth student Ansh (Asian Society founder) discussed How One Man Swindled a Nation: The Harshad Mehta Story as part of Economics Society. Students delved into the intricacies of the Indian stock market, explored how Harshad Mehta identified loopholes, and examined the significant impact on many individuals.
Asian Society, formed by students this year, has already hosted a Kabaddi tournament and collaborated with other societies to discuss topics including the Indian Film Industry and Israel-Palestine crisis.
Language Fair
The Language Department organised an event to celebrate the diverse languages spoken within our community. Staff and students shared games and challenges in languages including Urdu, Gujarati, Swedish, Czech, Afrikaans, Italian, and more. Students from the Junior Year up to the Sixth Form enjoyed learning about different languages, broadening their understanding of global cultures and gaining an appreciation for their peers and staff.
We were delighted to welcome guest poet and artist Guy Kelton Jones I to Trinity. He led a talk in Literary Society and facilitated the inaugural Benjamin Zephaniah Poetry Prize Guy, born in New York and raised across the southern United States, has crafted a unique career as a singer, songwriter, rapper, creator, teacher, and performer. His journey through various artistic disciplines offered a wonderful inspiration to staff and students.
ACS presented African Drumming African Caribbean Society (ACS) hosted an invigorating African Drumming workshop in the Circus during lunch. The infectious energy saw both staff and students enthusiastically embracing the rhythmic beats and vibrant melodies. This workshop was a hands-on cultural adventure, filled with laughter, learning, and an appreciation for the heritage woven into each drumbeat.
Guest poet Guy Kelton Jones I
Non-Uniform Day
The week's Non-Uniform Day saw many students, particularly in the Sixth Form, celebrate their heritage by wearing cultural clothing. This annual tradition is becoming more popular, allowing students to step into their own cultural histories and share them with the wider community.
Benjamin Zephaniah Poetry Prize
As part of the Benjamin Zephaniah Poetry Prize, students gave outstanding performances of their own work, writing poetry on the theme ‘My Voice Matters’ with the prompt ‘what moves me’. The library was alive with spoken word, empowering students and celebrating their diverse ways of being and seeing. The event was a creative adventure, exploring the depths of personal expression and cultural identity.
And more…
There was an art competition, a talk by Miss Manisier on ‘Evolving diversity and inclusion in STEM’, and the History Society explored ‘Identity and Belonging: Challenging Historical Perspectives and Narratives’. Lower Sixth student Semiloore presented ‘Lost Lore: A deep dive into Africa’s hidden mythologies’ during Classics Society. The week coincided with the moving Sixth Form play After Life, which was adapted from the Japanese film ワンダフルライフ by Hirokazu Koreeda. Staff and students also enjoyed delicious food from around the world all week in the restaurant. We look forward to next year’s celebration!
Trinity has a unique partnership with the number one iconic jazz venue Ronnie Scott’s in London’s Soho. Our students have been performing there for over 10 years.
When Joe Pettitt – whose recording credits include Noel Gallagher, Joss Stone and Burt Bacharach - became Head of Jazz, Rock & Pop in 2019, the scene at Trinity soared to new heights. Since then, students regularly perform in professional-level gigs: Jazz Club in the Sixth Form Centre and at The Oval in Croydon, but the highlight is undoubtedly Ronnie Scott’s.
Joe says, “Playing at Ronnie Scott’s is a unique experience. It takes place on hallowed turf so there’s an expectation, and the students often play better there than in any other venue. It starts from the moment they walk through the streets of Soho in the early morning; it’s unforgettable.
“Another reason it’s special is because of the intimacy of the venue and the fact it’s filled with friends and family.
Jazz has a natural home in smaller venues, and Ronnie Scott’s is the best venue acoustically, for ambience, layout, and views, so musicians and audience alike get the best experience.
“As it is an annual event, it is something the students work towards all year, and it inspires them. Every Friday after school, Trinity Big Band 1 and Big Band 2 rehearse in the Concert Hall until almost 6pm; it requires commitment and dedication. The Ronnie Scott’s gig helps motivate them.”
Success
Ronnie Scott’s has been the start of the adventure for several students who are now enjoying successful jazz careers, such as Joe Mackley and Freddie Benedict. We’ve also been excited to see the recent success of Will Gao, who set up Wasia Project with his sister Olivia. Their music was described by NME as “jazz-pop ballads to make your heart skip a beat”. They have been touring with fellow Trinity alumni Luca Wade (drums) and Tom Pacitti (bass), playing other prestigious venues including New York’s Radio City Music Hall, the legendary Troubadour in LA and London’s Alexandra Palace.
Did you know?
– Ronnie Scott's Jazz Club opened its doors in 1959, making it one of the oldest jazz clubs in the world.
– Legends like Miles Davis, Ella Fitzgerald, and Jimi Hendrix have graced the stage there.
– The club is in the heart of London's vibrant Soho district, known for its rich cultural and musical heritage.
– Ronnie Scott himself was a renowned saxophonist and played at the club regularly until his passing in 1996.
Fourth Year Aiden
I have been involved in jazz at Trinity since I started learning the saxophone in Third Year and joined Almost Big Band. I love jazz music, especially small band and big band jazz, and I love listening to various artists, particularly saxophonists like Charlie Parker. This year was my second time playing at Ronnie Scott's in Big Band 2, and it was an amazing day. We played more pieces than last time, giving me more performing time. Ronnie Scott’s is an incredible place to perform; it feels like you are with the great jazz artists. It was so good to have lots of family attending and my teachers watching too. My highlight was definitely Ben’s drum solo in Sing Sing Sing which was an absolute blast and a fantastic last solo to end his time at Trinity.
Fourth Year Benjy
I have been playing the saxophone for almost a year now and am really enjoying it! I remember watching Big Band play and being amazed by the saxes, so I decided to pick it up. Since then, I have been involved with Jazz Collective, Big Band 2 and Big Band 1 and have learned a lot from the groups. I think jazz is a great genre of music, particularly because I find it much more relaxing than classical music and and it is much more fun to play. It's also really sociable; I have made many new friends since picking up the saxophone and starting to play jazz, something I am really grateful for.
Everyone talks a lot about playing at Ronnie Scott’s, as it’s one of the best gigs of the year and something you look forward to. The opportunity to play in an iconic venue is incredible, but the idea of doing it with friends while playing music I love is especially exciting for me.
Drama
Adventures on stage
James and the Giant Peach
This year’s Lower School Production, for Junior, First and Second Year students, was James and the Giant Peach; Roald Dahl’s charming tale of the life-changing adventure of a small boy in a giant peach and a cast of creepy-crawly friends.
Sofia Deas, Teacher of Drama, reflects on her first time directing a Trinity Drama production:
I was keen for a production with a large cast of principals, with a range of different personalities, and James and the Giant Peach seemed to fit the bill. It’s fun, it’s exciting, and it’s ludicrous in all the ways that Roald Dahl always is. Most importantly, the characters (despite a lot of them not being human) have aspects of humanity that are fun and rewarding to draw out.
I was impressed from the start by the level of talent; the audition process was a lot of fun, and the students surprised me in every single rehearsal. Whether that was by making me laugh – like Noah's ad-libs as the Centipede – or by individuals bringing ideas into the room that changed things, it was a fantastically creative process from start to finish.
The week of the shows was hard work, with technical rehearsals, a performance for our Partner Primary Schools, as well as sold out performances for friends and family on top of a busy week of school. The students all worked so hard, and I am so proud of them. Overall, it was a huge success. My hope was that the audience would be filled with joy, and leave feeling like they’d gone on a big adventure that has readied them for summer. I am certain we achieved that.
Second Year Noah aka the Centipede:
I played the part of the Centipede in this amazing Trinity production of James and the Giant Peach. The directorsMiss Deas, Miss Steele, and [Fourth Year student] James – made rehearsals a joy to be a part of, and the friendly and fun environment made this experience even easier.
It was easy to get involved and the auditions were fun; we had to improvise in various characters so they could see a wide range of acting skills and how different people could adapt for different roles.
Bring part of this, I have made friends across different age groups, and I think it has been good for people’s self-esteem too. I have seen huge improvements in confidence. You don’t just have to act to be a part of this show: we have a wonderful student tech crew that helps with props, lighting, and costumes too. I strongly encourage anyone who is interested to give it a go!
Drama Adventures on stage
“If you could spend eternity with just one precious memory, what would it be?”
Lucy Robinson, Head of Drama and After Life Director:
I was immediately floored by the maturity and introspection with which the Sixth Form cast applied themselves: every school show is a joy, but this one will always have a special place in my heart, and that is entirely due to the students' openness to trying new ideas and their keen response to direction.
My memory of the finale, where students narrated the collection of ‘most precious and meaningful’ memories of staff and students from the Trinity community, underscored by Beth Willars' stunning rendition of Adele's All I ask, will always bring a tear to my eye. There were so many magical moments along the way, but this scene felt like the true culmination of all the hard work.
This year ʼs Sixth Form production was After Life by Jack Thorne, adapted from Hirokazu Kore-eda's award-winning film. The play explores life, death, and the possibility of something in between. A group of strangers are guided to choose their most precious memory, to take with them into eternity.
Lower Sixth Matteo played Two, one of the lead roles:
The biggest challenge I faced was the discrepancy between myself and my character. He’s supposed to have been doing his job for around 70 years, and be from the 1900s, which to no one’s surprise, I’m not!
Another challenge was the theme of the play, death and the afterlife. I haven’t lost anyone close to me, but I understood the sensitivity of the topic and tried to emulate how I’d seen others behave.
My favourite moment was on the first night, where at the start of the show, half the cast didn’t enter the stage. They later told me they hadn’t heard the cue, so Mia and I were forced to improvise whilst trying to tell them the show had started. Apparently, most people hadn’t noticed anything went wrong, much to our relief.
Dhyan, Lower Sixth Assistant Director:
The play is a tricky and layered balancing act: sentimentality is matched with humour, existential questions of mortality with the simple stories of ordinary characters. As a choice for our biennial Sixth Form play, it was left-field, and it was exhilarating to work on such a complex, unexpected and theatrically rich production, whose process consistently matched its product in reward.
I had the joy of helping to develop the production, from initial read-throughs to its final form. This was made easy: the cast of twenty students leapt head-first into their characterisation, each making convincing choices, no matter the size of their role.
Rehearsals for After Life truly reaffirmed my love for making theatre: the collaborative spirit that bonds a team, the creative environment which welcomes innovation, the constant need to adapt and dig deeper, the sense that you are all embarking on an adventure of your own through the characters and play.
I am grateful to Miss Robinson for her mentoring and command of the rehearsal room; in just a few months, we captured the thrill and controlled chaos that separates theatre from any other art form.
The entire company, including twenty cast members with a crew of two Sixth Form students, the ever-dedicated technicians Ethan and Chris, and Torin, our wonderful First Year Props Master, should be proud of an emotionally and dramaturgically affecting final piece. On the first night, I went excitedly backstage to announce the play’s success in a way I have never done before: ‘The audience is crying!’
Co-curricular
Inspiring adventures
FLR Smith was a student at Trinity School from 1945 to 1953. An adventurer at heart, he was actively involved in sports and outdoor pursuits. When he died in 1983, he left money to the school, funding an annual grant for students pursuing independent initiatives.
Reborn in 2017 as the FLR Travel Award, and now known as the Trinity Travel Award, the scheme promotes independent travel among students.
Each year, students in the Fourth Year and above can apply for a grant of around £300 towards an adventure, in the UK or abroad. It could be inspired by a personal challenge, a passion for history or music, or a desire to support a charity.
Students must submit a written application and attend an interview with the Headmaster and Mr Timms, who oversees the scheme. They must demonstrate they have researched their proposed trip, are prepared for potential challenges, and have considered what they hope to learn, as well as how they’ll share their experience with the school community. Crucially, they need to convince the judges the trip will be educational – not just a beach holiday!
We are also grateful to the parents of William Lane, who generously contributed to this year’s programme in his memory. Will, who tragically passed away in 2022 from an undiagnosed heart condition while at school, loved to travel.
This year’s adventures included:
Lower Sixth students Caden, Cheryl, Oscar and Simeon cycled 350km along the North Pennine Cycleway over five days in August. Cheryl reflects:
We’re so glad we did it! It was exhausting at times but also a lot of fun. The wildlife and views made the tough cycling worthwhile, and we even reached speeds of 60mph, which I found exhilarating.
We were keen to do something as a small group that was enjoyable but also challenging.
On some days it was difficult to cycle because of the rain and wind, but the thought of reaching and relaxing at our destination kept us going. We tackled many difficult climbs, including a 1,903ft summit where we enjoyed the sunny downhill stretch on the other side.
Unfortunately, Oscar fell off his bike and couldn’t continue, which forced us to adapt our plans. We split into two groups to get him home safely and met up again later.
We learnt a lot about organising independent trips, from pacing and navigation to overcoming challenges like bike repairs and boosting morale.
It was an unforgettable adventure that we wouldn’t have had without the grant, and I'd absolutely recommend it.
Lower Sixth students Theo, James, Matthew and Franco visited Munich in July, combining their interest in engineering with practising their German. James shares the highlights:
The trip was a huge amount of fun and although it took time and effort to plan, everything went smoothly. We packed a lot into four days: we toured the BMW Museum and BMW World, walked around the Olympic Park, and explored the Deutsche Museum, seeing everything from model railways to WWII aircraft. We also took a day trip to Salzburg and visit its castle and cathedral, appreciating the amazing views and scenery. On our last day, we explored Munich’s Old Town and the Allianz football stadium.
We boarded our flight home reflecting on a great trip, and that’s when the real trouble started. Just before take-off, our flight was cancelled and we ended up sleeping on the airport floor. With flight support opening at 4.30am, we finally got safely home after rerouting via Turin.
I am so glad we went for this opportunity, as the experience taught me a lot about myself and organising trips. We had to stay patient and stick together when things went wrong. Also, our food budget wasn’t very accurate, but we had some great meals as a result! The best part was never being bored with mates around and knowing we could rely on each other. To anyone considering this, my advice is to choose places that will genuinely excite you.
Fourth Years Camilo, Aston and Emanuel spent four days in Barcelona over Easter, improving their Spanish and visiting iconic sites. Camilo says:
We liked the idea of combining a busy city with a quiet coastal town (Sitges), so planning as key. Aston was the brains behind our application, emphasising the importance of visiting culturally significant churches for our Religious Studies GCSE, especially the Sagrada Familia.
That was undoubtedly the highlight of the trip. Amongst the hustle and bustle of Barcelona, it stood out for its beauty and serenity and seeing it in person was unforgettable.
We also made Spanish friends, giving us the perfect opportunity to practice the language. We met them several times during our trip and created memories that will stay with us forever.
The sense of freedom gave us a taste of what university life might be like. We demonstrated we are responsible, and by being organised, were able to balance study and fun. These were some of the best days of my life, and I’d absolutely recommend the experience.
On the
Trinity students have been exploring and climbing for decades, on trips, as part of the Combined Cadet Force, or through Duke of Edinburgh Awards. The indoor climbing wall, which opened in 1999, has enabled students and staff to develop new skills, friendships, and often a new mindset.
Richard Holdsworth, Head of Academic Music, Head of Climbing
Climbing’s recent inclusion in the Olympics has propelled it to ‘household status,’ but its history is long, illustrious, and colourful. Deriving from mountaineering’s ‘Golden Age’ in the 19th century, climbing became as much an expression of self, a journey of introspection, and a counter-cultural statement against an increasingly riskaverse society, as it was a physical activity. Nowadays, at its finest, climbing is the confluence of meditation and exertion; a mountain martial art.
Whilst I have overseen climbing at Trinity, I have been thrilled to see the levels at which our students perform gradually increase, as well as the breadth of our student population who engage. Students can take climbing as a games option from the Third Year, and through our Beginner, Intermediate and Advanced clubs, can climb from any age and at any level. We regularly take students to competitions and have enjoyed significant success.
Ben, Upper Sixth
When I joined Trinity in the Third Year, I had never climbed before. When I saw it as a games option, I chose it for my first half term at Trinity, and I am so glad I did!
Since then, climbing has easily become my favourite sport, influencing my university decisions and A Level Design Technology coursework project.
I particularly like climbing because it isn't dependent on muscle alone. You need to think about how you're going to get up the wall and can progress at your own pace. Sometimes the weirdest positions and moves can enable you to reach further than expected, and it's so rewarding when you do! I’ve loved participating in competitions and also racing against friends, although I am yet to beat them (less than 3 seconds up the wall!!).
All of this would not have been possible without Trinity offering it as a games option and allowing me to try something new.
“We cannot lower the mountain, therefore we must elevate ourselves.”
Todd Skinner, American free-climbing pioneer (1958–2006)
As a lifelong climber and mountaineer, I have recently gained further qualifications with the school’s support and can provide different experiences to our students. I'll be able to safely take them into the UK’s most challenging, beautiful, and inspiring environments and expose them to the raw natural beauty of the UK. Through this, I believe we can all gain a deeper understanding of the natural world, our place within it, our responsibilities towards it, and, therefore, a deeper understanding of ourselves. But most of all, I want to open their eyes to the world of adventure, self-discovery, and self-reliance. I want climbing and mountaineering to be for them what it has been for me: an ethos, an identity, a calling, a reason.
“The summit is what drives us, but the climb itself is what matters.”
Conrad Anker, The North Face Mountaineer (1962–present)
Caden, Lower Sixth
I have loved being part of the Trinity Climbing Team, I have found it to be an incredibly exciting experience, frequently participating in competitions across the UK and achieving much success.
My favourite aspect of climbing is its accessibility. I have had countless opportunities to introduce friends to this enjoyable sport. However, it still maintains a high skill ceiling, which allows you to constantly progress to higher levels.
Inspired by success at school, I decided to apply to more solo competitions and events. This led to me entering the try-outs of the Catalyst team. [an external squad headed up by a former member of the Olympic climbing team] who I’d heard about through social media. I succeeded in getting a place and now go to HarroWall every Saturday to train for about 3-4 hours. This has been invaluable to my climbing and my motivation, as I get to practice with people who share my values and are incredibly skilled. I highly recommend trying this sport to anyone and look forward to seeing our small team at Trinity keep growing.
Our priority is to foster an inclusive community where every student feels valued and knows their contribution matters, and we pride ourselves on our ‘sport for all’ ethos. Success is important but our primary aim is for students to discover a lifelong passion for sport and physical activity –and all the benefits that come with it – through the many opportunities at Trinity. We believe that participation is the driver behind performance and all the success we have had.
We encourage all students to get involved and try as many sports as possible, and are proud that 95% of our Junior, First and Second Years represent the school in at least one sport. Our philosophy is that late specialisation is the key to creating broad athletes that benefit from multi-disciplinary skill sets.
Students who play a broad range of sports benefit from increased fitness, transferrable skills between sports, and a fantastic social network. The friendships and memories they make on tours while representing the school, whether in the UK or abroad, will stay with them forever.
Winning is the deserved recognition for their efforts, application, and attitude. This year, we are proud to have achieved notable success in cricket, hockey, rugby, football, and water polo. We are also proud that a group of Fourth Years, who had never represented the school, put a volleyball team together to compete for the first time.
Behind every success is a community, and the unwavering support of Trinity parents has been crucial: from driving students to fixtures and keeping kit ready, to cheering from the sidelines and offering encouragement in difficult moments. Together, we’re building a legacy of sporting excellence, lifelong participation and using sport as a vehicle to develop values and character.
JOURNEY TO SUCCESS
Success in the 2023-24 season
1. Our U12A Cricket team claimed the Surrey County Cup, beating Whitgift in a thrilling final, and earning a spot in the U13 ECB National Cup.
2. The U12 Hockey team continued their dominance by being crowned London Champions for the second consecutive year, overcoming fierce competition from Whitgift, Langley and Alleyn’s.
3. Competing in the England Hockey Tier 1 Championship for the first time, our 1st XI Hockey team impressed by finishing fourth in this prestigious national tournament.
4. History was made as both our U13 and U15 football teams lifted the ISFA Trophies, marking a landmark year for the sport at Trinity.
5. The U16 Basketball team demonstrated consistency and strength, defending their London Schools Champion title this year, defeating Whitgift in the final.
6. Our Water Polo teams remain a force to be reckoned with, as the U13, U15, and U18 squads all retained their ESSA National Champion titles, showcasing exceptional skill and resilience in backto-back championships.
7. Our U16 rugby team created a buzz by reaching the national final at the Rosslyn Park National Schools 7s tournament for the first time since 1974, overcoming nine top teams in the process.
THE JOURNEY SUCCESS
WALES
– Brecon Beacons (Junior, First, Second) Pastoral
– Brecon Beacons (Fourth) Art & Photography
– Brecon Beacons (Sixth Form) Duke of Edinburgh
– Porthcawl (L6) Geography
– Various (All) Music
ICELAND
– Various (First, Second, Third) Geography
ITALY
– Rome (Third, Fourth) Religious Studies
– Venice (various) Music (instrumental)
– Genoa (Junior, First, Second) Music (singing)
– Sestriere (various) Skiing
– Tuscany (various) Music (instrumental)
– Sicily (Fourth, Fifth) Geography
USA
– New York (Sixth Form) English / Business and Economics
MOROCCO
– (L6) Geography
THE AZORES
– (L6) Geography
CZECH REPUBLIC
– Prague (various) Music (instrumental)
SPAIN
– Salamanca (Fourth, Fifth) Spanish – Barcelona (Second) Hockey – Valencia (Junior, First, Second) Music (singing)
– Taipei & Hualien (Third, Fourth, Fifth, L6, U6) Chinese
SOUTH AFRICA
– (Fourth-L6) Multi-sports
UAE
– Dubai, Abu Dhabi (Second) Rugby
MALAWI
– (U6) Trinity Malawi Project
CHINA
– Various (Junior, First, Second) Music (singing)
Locations visited by our students over the last two years.
Real-world application:
Stepping out of the classroom allows students to apply theoretical knowledge, deepening their understanding, like on geography field trips, science or maths trips to institutions.
High engagement:
Activities such as field trips and handson projects are more stimulating and enjoyable, leading to a deeper interest and better retention of information.
95% of schools surveyed said outdoor learning made lessons more enjoyable (Defra’s Natural Connections, 2016)
Developing soft skills:
Collaboration, communication, problemsolving, and critical thinking are all enhanced through outdoor learning. These are important skills for personal and professional success.
72% of children said they got on better with others when learning outdoors (Defra’s Natural Connections, 2016) and 93% of schools said outdoor learning improves students’ social skills.
Environmental awareness:
Outdoor learning fosters a connection to nature, encouraging environmental awareness and a sense of responsibility towards the planet.
95% of teachers involved in a Natural England Study reported that outdoor learning leads to a greater understanding of nature.
Interdisciplinary learning:
Real-world settings integrate multiple subjects, providing students with a comprehensive and interconnected understanding of the world. A trip to Iceland can expose students to dramatic geological formations, glacial landscapes and volcanic activity, tying geography to the science curriculum. Similarly, a trip to South Wales may link industrial history to environmental studies.
“I not only found myself getting closer to the other musicians but becoming more independent and confident with my performance preparation.”
Venice music tour
NEW YORK CITY
VENICE
DUBAI
“I shall remember the trip for the rest of my life. We experienced the differences in our school systems and tried culturally important activities including martial arts and calligraphy.”
Chinese
Cultural and social awareness: Exposure to diverse environments and communities cultivates empathy, tolerance, and a broader worldview. Local and international trips enhance this exposure, providing different perspectives. Longer trips allow for a deeper immersion and more transformative experience. This can be through music, the arts, or humanities.
Creative inspiration:
Fresh perspectives can provide creative inspiration for writing or art, whether visiting a museum or gallery, or being inspired by nature.
Learning resilience and adaptability: Taking students outside of their familiar environments and routines encourages them to adapt, overcome challenges and gain independence in new experiences. Outdoor learning through initiatives like Duke of Edinburgh offer students a structured and challenging environment for personal growth.
Improving physical and mental wellbeing:
Outdoor activities promote physical exercise, and are proven to reduce stress, while improving mood and concentration. The University of York found taking part in outdoor, nature-based activities leads to improved mood, less anxiety, and positive emotions (2021).
Making memories:
Hands-on activities and experiential learning are more likely to be remembered than classroom lessons.
Understanding the context:
When students see the real-world applications of their lessons, the content becomes more meaningful and easier to understand, particularly in history or RS
Learning outside the classroom creates engaging, effective educational experiences that prepare students for real-world complexities. By balancing risk and reward and exposing students to diverse environments, educators can foster personal growth, academic achievement, and lifelong curiosity.
Department’s Taiwan exchange programme
BRECON BEACONS
VALENCIA
TAIWAN
Sixth Form
Sixth Form
Joining Trinity in the Sixth Form
Each year we welcome around 60 new students to our dynamic, coeducational Sixth Form.
Students join us from a range of different schools – all-girls', co-ed and state-maintained – seeking a diverse community and fresh perspectives that mirror real life. For many, it’s the start of a journey – an adventure into new experiences, friendships, and challenges.
Our Sixth Form offers the freedom, responsibility, and choice that students crave, while the academic challenges and diverse community equip them for the next chapter of life. It’s an exciting leap, where every day presents new opportunities to grow and explore.
To help our new joiners navigate this transition smoothly, we have a comprehensive induction programme designed to guide them along the way. After accepting their offers, students are invited to a series of pre-term events to help them build friendships and feel at home before term starts. These include:
– June: New joiners’ dinner at a local restaurant
– June: A quiz night hosted by Upper Sixth, open to current Fifth Years, Lower Sixth, and new joiners
– August: Pre-season training for rugby, netball, and hockey
– September: Lower Sixth induction and team-building day, ongoing mixers during form time.
The team-building day encourages students to form new friendships and develop vital skills like teamwork and communication as they tackle fun and challenging tasks. It’s the perfect icebreaker as they start this new chapter.
We offer separate tutor groups for boys and girls, which provides and added layer of support during the transition, particularly for girls coming from all-girls' schools.
Life in the Sixth Form is vibrant, busy, and full of opportunities to explore new interests. With support from form tutors, subject teachers, and the Sixth Form team, students are encouraged to embrace every challenge and become the best versions of themselves. By the time they leave, they will have fully embraced the adventure of life at Trinity, prepared for whatever lies ahead, and enriched with lifelong friendships and memories.
Maddy
I wanted to move to Trinity for Sixth Form because of the excellent sports department and outstanding academic results. I wanted to be challenged and pushed to my fullest potential, and I believed that Trinity could help me become the best version of myself.
It was daunting as a new girl and to be outnumbered by boys, which was unusual for me as I came from an all-girls' school. However, the number of fun activities and team-bonding exercises before the start of term helped me get to know everyone in my year.
What helped me settle in the most was throwing myself into co-curricular activities as soon as the school year started. Sport helped me bond with the girls in my year and the year above, as being part of a team forces you to make friends quickly. Many of my highlights from Lower Sixth are sport-related, like the Festival of Rugby or the girls’ cricket team getting through the first round of the National Cup!
For anyone considering joining the Sixth Form, I would say: don’t be afraid to get involved, as it will only have positive outcomes and allow you to make the most of your experience here. I am so glad I made the decision to come, and going into Upper Sixth, I know I am in safe hands with a great support system within my year group and the Sixth Form team.
Lily
When I first visited Trinity, I was impressed by the positive atmosphere and how confident and welcoming the students leading my tour were. I felt the need to move out of my previous school bubble and try something new.
I was nervous, especially coming from an all-girls' school, but by the end of the first week, I felt completely settled. Making new friends and the many activities and mixers organised by the Sixth Form team helped me adapt quickly.
The most challenging part of moving to Trinity was the increase in both volume and difficulty of A-Level work, alongside doing more co-curricular activities, including sport and academic societies. However, I received a lot of support from the Sixth Form team, especially Mr Hodge, the Head of Year, who regularly checked in to ensure I could handle my new commitments. They really helped me settle in, and I enjoyed the challenge.
Over the last year, I’ve enjoyed learning beyond the curriculum in lunchtime and after school societies, which also boosted my confidence, especially when presenting in Politics Society. One of the best experiences was the Politics and History trip to Brussels, where I made new friends and learned interesting new things.
I know Upper Sixth will be another huge leap in terms of workload, but I’m excited to lead the school as a prefect and make the most of my final year.
Moving to Trinity was one of the best decisions I’ve ever made. To get the most out of a new environment, especially a new school, you need to put yourself out there, try new things, and be confident meeting new people.
Louis
I previously attended a small school and, because I take rugby seriously, I was looking for a Sixth Form with more opportunities to play. My school competed against Trinity in a rugby tournament, and afterwards, I got in touch with Mr Roberts [Head of Rugby] to learn more about Trinity.
My biggest worry was moving from a small school, where I knew everyone, to a much larger one. However, the small class sizes here made it less intimidating.
I attended the new joiners’ dinner and quiz night before summer, and stayed in touch with a few boys I’d met, so we became friends before term started. I wasn’t in the same form as the other new boys, which I think helped me as it pushed me to chat with others I’m now very close with.
Rugby is my passion, so I attended preseason training and met some Upper Sixth students there. Once training began in September, I got to know more players on and off the pitch. One of my highlights was the rugby tour to St Joseph’s Festival - three days of playing rugby and teambonding, and we did better than expected in the tournament, so it was a win-win!
Other highlights include the Psychology trip to London Zoo, where I got to know my classmates while observing animal behaviour, and the PE trip to Bath University, my first choice, which felt like a mini open day.
Joining a new school can be challenging, but I’d recommend getting involved in as many clubs as possible – sport, music, or art – as it’s a great way to make friends. Don't be afraid to speak to anyone; some of my closest friends aren’t doing the same subjects and aren’t into the same things, but we’ve still connected.
Leading through values
On the cover
Adventure at Trinity comes to life in our cover collage, showcasing how diverse experiences unite to create a transformative school journey for every student.
Thank you
Thank you for reading this issue of In Trinity magazine. It has been compiled with the help of staff and students to give you further insight into the life and culture of the school. We would like to thank Diana Jonesco for her photography.
