In Trinity Magazine - Spring 2023

Shakespeare in Love / Page 12

Spotlight on our whole school production

Going for Gold / Page 28

Students share their DofE stories

Enriching experience / Page 38

An outline of our co-curricular programme

A look inside Trinity School

Tuki Rounds Senior Deputy Head

Welcome to our new edition of In Trinity, and welcome from a new team. Taking hold of the editorial reins should have been a daunting prospect, but when you are at a school with the energy, engagement in and breadth of activity that we have at Trinity, finding stories to share has not been difficult! We are also lucky to welcome Nicola Blunt as our new content creator, and her words are what bring these stories to life in this edition.

That engagement has extended across school life and the school community. Nowhere is this better illustrated than in the Open Art Awards where entries came from staff, students, and families alike. The opportunity for these diverse groups to express themselves openly and creatively is always a pleasure to view, and I hope you enjoy the prize winners’ pieces.

The Awards were far from the only event enjoyed by the community as a whole, as Shakespeare in Love displayed the level of drive and collaboration Trinity students are so capable of. Actors and musicians of all ages were enabled by our supportive staff, all of whom feature in this edition. I also hope that readers enjoy an In Trinity first, and probably only, interview with a ‘Dog’. Drama is an excellent example of how students are supported in pursuing their talents beyond the curriculum and you can also read about students' exciting opportunities on stage and screen.

Adventure is a theme that also runs through this edition, and we are finally back to a full programme of trips for sport, music and academic enrichment. These provide unparalleled opportunities for experiential learning and for our students to develop their independence whether that is on Sixth Avenue or in Salamanca, in the UAE or closer to home on DofE expeditions. The Duke of Edinburgh Award is an area that characterises the breadth of activity that our students are involved in, and the student profiles will give you a small window into how busy they are.

Trinity Sport continues to excel, and it is a pleasure to share more on our hugely successful Water Polo programme as well as the new heights our Netball team have reached. Both reflect the ambition that drives our talented sports people. But sport at Trinity is about so much more, typified in the much-loved annual Mob Runs where success and participation are celebrated in equal measure. Sport of course is only one of many areas of our co-curricular programme where our students develop beyond the classroom, and we are pleased to offer you a window into this enriching aspect of school life.

Ultimately, what ties all this activity together, is what ties the community together: the values that underpin everything we do. I hope that you get a sense of this as you read this edition.

A note from the Editor...

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Page

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Great outcomes?

We

need strong values

Headmaster, Alasdair Kennedy, on why it is important to lead through values

We want to nurture our students to become extraordinary young people. The person that each individual will become through being at Trinity, what they achieve, and what they will choose to do to make a positive impact on the world when they leave us – these are the outcomes that motivate our day-to-day work with them.

We are ambitious for our students and the difference they can make, and so we want to give them the experiences that will promote the character, the leadership, the qualifications and the self-confidence to believe it.

It is important too that they leave us ready to join and contribute well to all kinds of diverse communities, but with the humility that acknowledges there is always more to learn. We can open doors for them to the world’s best universities, colleges and careers, and equally they can learn the skills and responsibility to care for others.

We are convinced that these outcomes are best achieved in a culture of strong values. Our most important values –curiosity, ambition, kindness, joining-in and looking outwards –need to be experienced as if they are part of the fabric of the school.

They are best articulated in the thousands of relational interactions that happen every day, between students and staff, and among students themselves. Values are caught much more than they are taught, and there is an important balance to get right between what we say and what we do. Students and staff very quickly know the difference between a list of words on a wall or website, or spoken in an assembly, and what they experience in a corridor, classroom, office or on a pitch. The latter needs to come first, led by staff and taken on by students.

There are many examples of those experiences at Trinity: I love seeing our students speak unprompted about their teachers enjoying what they do and being committed to them and their progress. Our students have an obvious appetite for learning outside their timetables, where they get to lead and express their interests; our individual mentoring programme gives time for genuine, focused, caring conversations between many Sixth Form students and younger students, which both find so rewarding.

Many of our students are not superstar musicians or sportsplayers, but their participation and progress is encouraged and respected by those who are expert;

our students engage so positively with the wider Shirley and Croydon community around us and are ready to give their time and energy to it.

There are many positive ways for strong values to be expressed, but they will also help our students to make good choices now and in the future. We are navigating through a time in which our young people are more exposed to pervasive influences than previous generations were; how should they weigh and respond to them?

I hope Trinity students will leave us with deeply ingrained experiences of the values that make a good community, and that these will give them an intuitive sense of what is important.

This edition of In Trinity is a celebration of our students’ interests and achievements, and through them the values that they are making their own. I hope you will enjoy reading about them.

Open AwardsArt

Our annual Open Art Awards inspired students, family and staff to explore their passions once again this year. Running since 2008, the competition allows entrants freedom to experiment in subjects and media.

This year, we received an impressive selection of paintings, drawings, sculptures, needlework, photography and textiles. All entries were displayed for a private viewing in the School’s Shaw Gallery in January.

Ms Stevens-Lewis, Teacher of Art and competition judge, says, “The quality of entries was remarkable. It is especially pleasing to see such a broad range of different creative skills within the School community.”

Entries were judged by the Art Department, and the overall winner was Upper Sixth student Alice Bradshaw. Alice’s striking pink painting of a Sphynx cat caught the eye of the judges.

Alice is not currently studying Art but says, “I wanted to enter the competition to challenge myself to complete a piece because I often get so busy with other things, I forget how much I enjoy painting. I love all cats, but I find Sphynx cats particularly appealing.

Alice Bradshaw Overall winner

Ayanda Ncube Family winner

Mr Hutchings Staff winner

Tanay Sabharwal Upper School runner-up

The Lower School runners up were First Years Delali Akpoblu, (for his selection of pen drawings), and a joint entry from Aras Ozler and Oliver Michael who created a Cosmic Catastrophe fanzine!

The Upper School runners up were Fifth Year Ethan Thorne for his sculpture ‘Hope’ and Lower Sixth Former Tanay Sabharwal for his sculpture ‘Age of Man’.

The Family Winners were Ayanda Ncube and Rufaro Chamoko, sister and mother of student Thabo Ncube, for their beautiful watercolour paintings.

The staff award went to Head of History Mr Hutchings for his impressive series of woven tapestries and Maintenance Assistant Mr Hatton for his wonderfully dark 1980s film-inspired ink drawings. Congratulations to all: we hope this will inspire a new set of entries next year.

Openness

Art is a fantastic vehicle for encouraging inner openness. For those that express themselves through art, it can help unlock our thoughts and feelings: helping us share ourselves while playing creatively

Ethan Thorne Upper School runner-up

Mr Hatton Staff winner

Aras Ozler & Oliver Michael Lower School runners-up

Delali Akpoblu Lower School runner-up

A multitude of creative projects takes place in the Art Department, allowing students to express themselves through paint, sculpture, textiles, photography, animation and more. Here are a few highlights:

Life-drawing masterclass

We regularly host guest artists and recently welcomed the award-winning Jeanette Barnes, for a life-drawing masterclass. Students in the Fourth Year and above were challenged to approach the task in a variety of ways, and the standard of drawings completed was outstanding. Many thanks to Jeanette for leading the class.

Heat pressing Excel patterns

We enjoyed seeing patterns created by our First Year students being heat pressed onto fabrics. It is incredible to think these patterns were all created in Excel. We believe there is always a way to creatively hack software!

Animation masterclass

Animator and film-maker Jess Chowdhury gave a masterclass on stop-motion animation. She described her route from GCSE Art to currently studying with the Aardman Animation Academy. Jess shared her work, gave tips on course choices, practical advice on creating and entering festivals. Students will be undertaking their own stop-motion projects soon.

Photography field trip to Wales

A group of Fourth Year Art and Photography students spent a weekend at the Trinity Boetius Centre in the Brecon Beacons, capturing the beauty of the stunning snow-covered landscape. They visited Llyn y Fan Fach (a glacial lake steeped in folklore legend); Usk Reservoir; and the highest waterfall in Wales, Henrhyd Falls. They even got up early one morning for a bright and breezy sunrise shoot.

Drama

experiences that build character. The audition process can build resilience and humility, students will need to develop rapport with people from different backgrounds and experience. They are also thrown into situations that require significant courage.

Every student is unique and will take something different from the same or similar experiences. Below we hear from three students who have already had impressive professional careers. They describe what they have taken from and learned through some of their experiences.

George Nearn Stuart (Second Year)

I have been singing, dancing and acting since I was three: I love it! My mum was a professional dancer, and she got me into performing. I’ve done commercials – a chicken advert, been in a couple of operas [at the Royal Opera House and Garsington] and have toured the UK in a production of The Snowman when I was nine.

I spent last summer as one of three Christophers (the middle child) in the UK premiere of Mrs. Doubtfire The Musical in Manchester. It started the same as any other part: my agent put me forward for the role and, after watching the original film (which I found really funny), I did a self-tape and sent it in.

They liked my tape, brought me in for an audition and, after whittling it down, I was chosen. I think it was my high-pitched scream they liked!

We rehearsed for six weeks during the summer. First it was four-hour days, then eight-hour days. It was quite tiring: I barely had time to go on holiday! It was just me working and then going back home to sleep. Legally, children are not allowed to perform continuously in a show, so there were three children for each of the main roles.

We took turns rehearsing and watching the others, so that was brilliant. The shows were amazing, they were spectacular, and we could watch on screens backstage.

At Trinity, I’m involved in the Musical Theatre Club and all the shows. I am looking forward to the next whole school production (which will be a musical), though I’m not sure which role I’ll be able to go for.

Musical theatre is my favourite thing, it’s my profession and I’ve grown a lot through doing it. When I was younger, I was...let’s say, ‘bossy’, and used to try to lead the group. This sometimes caused friction and didn’t really help me. Now, my attitude to Drama and life is so much better.

"I have been singing, dancing and acting since I was three: I love it!"

Photograph (top): Marc Brenner

Photograph (bottom): Johan Persson

Alexander Molony (Fifth Year)

I started off in TV commercials when I was about seven or eight, then did voicework for CBeebies and Disney Jnr which was a lot of fun. I’ve performed on stage with the Royal Shakespeare Company, and then did two series of The Reluctant Landlord on Sky with Romesh Ranganathan. I really enjoyed that, and the cast became like a second family.

For my first audition for the role in Disney's new live-action retelling Peter Pan & Wendy, I had to prepare a small section of the script which I did with Miss Robinson. She lent me a stage dagger for the casting, and we worked out some choreography, although I must confess that I broke the dagger!

I was so excited to get the part, as I didn’t think anything would come of it. It was all delayed due to Covid, but in January 2021 we flew to Vancouver as a family and ended up living there for eight months. For the final month filming took place in Newfoundland, and the scenery was spectacular. That’s where the cast really bonded the most.

One of the biggest things I learnt from the experience was about professionalism; just from watching Jude Law, who was always so professional. We really connected as well and had a lot of scenes together, so would chat in-between takes.

I saw so many famous actors backstage like Jamie Lee Curtis and Jake Gyllenhaal, so it was quite intimidating. I was also worried that my stammer would play up, but walking out on stage, I spoke in front of everyone and even enjoyed it!

My castmates had become like family during filming, so being among them made me feel at ease. I’m a lifelong Disney fan and could feel the positivity from all the fans in the crowd - that helped too.

Apart from the great theatre trips, my favourite part of being a Drama Scholar, is being able to mentor younger students.

"Apart from the great theatre trips, my favourite part of being a Drama Scholar, is being able to mentor younger students."

Photograph: Claire-Louise Molony

Photograph: Disney

Barney Sayburn (Lower Sixth)

I’ve been acting since I was four and did my first professional play aged nine. My first interaction with Drama at Trinity was in my first term here when I played the Artful Dodger in Oliver. Since then, I’ve had a great relationship with the Drama Department.

I’m a Drama Scholar, am studying A Level Drama and do every production I am allowed to, (and some I’m not!) I love it, it’s my home at Trinity and I am fully invested.

Being Shrek in 2022’s whole school production allowed me to let rip. I tend to take myself quite seriously and the music and script were just so fun.

Being a Drama Scholar means being part of a group of like-minded people. We’re offered unique opportunities and experiences through the Drama Department. We participate in the Annual Drama Showcase, and regularly go to the theatre to enjoy the latest productions.

After working mostly in theatre, I was in the Fourth Year when Mr Chambers was contacted about a casting for an original TV series for BritBox called The Beast Must Die. A few Trinity students auditioned, and I got the part in September 2020.

I was on the Isle of Wight filming for a whole month, and then on- and off-again for another two months. It was challenging having to catch-up on schoolwork, but I wouldn’t have missed it for the world. The school was very encouraging and supportive throughout the process.

Doing The Beast Must Die gave me a newfound appreciation for film and television. Having grown up on the stage, those theatre habits were engrained! I was lucky to have great advice from some of the wonderful actors I starred alongside. It was a unique learning experience; I made mistakes, but I also learned about being natural and being present and how to fit into the set.

The series received great reviews and off the back of that I got my agent and I’m now auditioning regularly, gaining feedback and experience. Nothing has come up that’s been right for me since and, in this industry, you have to love the trying.

The casting process is hard, sometimes productions have come out that I auditioned for and it’s interesting to see how other actors approached the role. It gives you a new perspective.

When I think about my favourite memories of Drama at Trinity, they’re usually during the rehearsal process. Mr Chambers is such a generous director and allows people to contribute so much to each production. Those special moments come so easily during those times.

"My first interaction with Drama at Trinity was in my first term here when I played the Artful Dodger in Oliver. Since then, I’ve had a great relationship with the Drama Department."

Photograph (top and bottom): Britbox

Drama

Shakespeare in Love

The whole school, and a dog

Mr Chambers, Head of Drama Productions, looks back at the success that was Trinity’s whole school production of Shakespeare in Love.

I was looking for a large-scale play that would suit a whole school cast and crew. It needed to allow inclusion across year groups, whilst also offering a slice of history that might inspire further research. Shakespeare In Love fitted my brief. It also has an original score, which gave us the opportunity to highlight live music throughout the production under the musical direction of Mr Barlow. And there was a dog. What more could you ask?

I was excited for the students to try their hand at comedy with a play that explores the process of creativity itself and how art can sometimes mirror life.

The many Shakespearean references add another layer of interest for both students and audience.

It was a joy to see the whole school involvement, from students to staff. Students were assisting on every element of theatrical design and the actors from across the school were engaging positively with the subject matter and each other. The whoops of joy in The Mitre backstage after the final curtain were like nothing I have experienced, as students shared their sense of achievement.

We had 87 students involved in the production as cast, backstage crew and musicians. There are too many stand-out performances to mention everyone, but in particular Barney Sayburn (Shakespeare), Robert Wilding (Henslowe), Anna Brovko (Viola), Alice Febles (Nurse), Matteo di Lorenzo (Burbage), Alex

Molony (Marlowe), Ethan Thorne (Wessex), Arthur White (Webster), Ashvin Jeyanandhan (Ned Alleyn), Jacob Haunstetter (Sam), Piran Lewis (Fennyman), Oscar Barritt (Robin), Bailee Sheldon (Ralph) were all magnificent and showed great acting talent. And of course, not forgetting Noah Prestney as the dog.

To bring the show to performance took an army behind the scenes too. My hope for the set was to create the Globe Theatre on stage. What it became was a tour de force from professional set designer Amy Mitchell (with some help from Lower Sixth student Aidan Keogh) involving a long seven-foot-high walkway and a Juliet balcony!

The sound design involved twenty radio mics which can be very tricky (even for our amazing student sound operators Chris and James Legge), and the costumes would never have had that period style without the talent of Mrs Jones and Miss Bainbridge, who hand-made most of them.

Add to that the choreography from Mr Benjamin, projections by Mr Friend, stage management by Miss Harter working with Dhyan Ruparel, makeup by Mrs Catling (the hand-sewn wig enhancing a phenomenal Queen Elizabeth played by Lucy Ma) and lighting from a former Trinity head boy, Alan Bishop, working closely with a current student, Ethan Campbell – and you can imagine the scale of the production.

Student crew helped with all these departments and learnt from the more experienced adults.

One stand-out student in the process was James Bradburn whose perceptive and pro-active work as co-director solved many an issue along the way.

My thanks to everyone involved in helping bring this show to performance as well as those who supported the production and the collection for Malawi. I hope you will continue to support Trinity Drama Productions in the future.

Anna Brovko as...

Viola de Lesseps

I enjoyed playing Viola as this was a twoman show, and I got to share the whole onstage experience with the wonderful Barney in the role of Will Shakespeare. Likewise, Viola was also a two-man show in another sense: I played both Thomas Kent and Viola, as Kent was Viola’s disguise as a man.

When playing Kent, my male castmates advised me to lower my voice, which I found funny. I tried to practise my gait by imitating their walk without their knowing, even trying to think the way a man would think! The quick changes were one of the biggest challenges, with layers of Jacobean clothing and sticky moustaches to remove. Working with two fabulous women, Mrs Jones and Miss Bainbridge, we overcame this together, thanks to countless rehearsals.

My favourite memories are the moments right before and after a show, when adrenaline is high, and everyone recognises how great a production they have collaboratively created. Or moments where everything seems funny for no reason.

Shrek was quite different last year, although the parts were similar (the hopeless romantic searching for happiness with a man). I do feel both productions promoted positive societal views: that a woman does not have to fit beauty standards to find love, and that she can make her own decisions and find her own destiny. Shakespeare in Love was special to me because it was my last production at Trinity, and I will miss the atmosphere created by any production at this school.

Drive

Rehearsing and perfecting a performance is a challenging process, and it is often through Drama that students gain a strong sense of purpose and determination.

The Dog

I wanted to be involved in the whole school production, and although I thought I wouldn’t get a big part – if one at all – I went to audition with some of my friends.

When I was cast as the dog, I had no idea what would be involved. I had to learn to puppeteer, which was great fun but also a great challenge. We worked with a professional who made the dog puppet and sent us a video with tips on how to control the dog. The key to making sure that it looked real was to show it ‘breathing’. This, and reacting to the situations around it, made it seem more real to the audience.

The play was a fantastic experience, I got to meet people from around the school that I wouldn't have met ordinarily. Watching the play come together was so cool and I loved every moment. My favourite scene was when I/the dog was tackling the villain off the stage. It was really funny. If given the opportunity, I would do it again...plus, no lines to learn!

Miss Bainbridge, Teacher of Maths, brings not only her sewing skills to the production, but also her logic and organisation. “This is the second time I have been heavily involved in costume making for a school production. We attend meetings and rehearsals to plan what is needed. Sometimes a change in staging will dictate a different costume, or extra cast members will be added. With more than 90 costumes required, you do need someone organised behind the scenes.

“For Shakespeare in Love, we made most of the costumes and borrowed some from our infamous costume cupboard, (a treasure trove of school plays past). After adding ruffles to multiple school shirts, and turning many jogging bottoms into breeches, the most challenging costume was that of Queen Elizabeth, played by Lucy Ma. I am now a dab hand at ruffles, pleats and millinery and am sharing my new skills with Trinity’s sewing club."

Noah Prestney as...

“The key to making sure that it looked real was to show it breathing.”

Miss Bainbridge Teacher of Maths

Southern Counties Drama Festival

Drama highlights Theatre trips in London

For the first time ever, Trinity entered the Southern Counties Drama Festival in February, with an original play. Lower Sixth Drama students Barney Sayburn and Rob Wilding devised Letters of Last Resort as part of their A Level Drama course, working with Mr Chambers, Head of Drama Productions.

The duo successfully performed the play - set on nuclear-armed submarine HMS Vengeance - with fellow student Amare McDonald at The Barn Theatre in Oxted. Mr Chambers directed, student Aidan Keogh stage-managed and Mr White and the Technical Theatre Club organised set design and lighting.

Despite competing against 18 other adult and youth drama groups from across the South-East, their performance received two nominations at the awards ceremony. Barney was nominated for Best Youth Actor and Rob and Barney were nominated for the Adjudicator’s Award for writing their original play.

Mr Chambers said, “It is no mean feat to turn what begins as an idea into a 45-minute play, but Barney and Rob approached the task with sustained focus and dedication.”

Rob said, “It was extremely rewarding to finally present our play to an audience, the performance felt electric. It has been a fantastic experience writing and performing this play and it is something I’ll never forget.”

Miss Robinson, Director of Drama, reflects on the importance of in-person trips to the theatre: "There is nothing quite like a visit to the theatre. They form a vital part of students’ understanding of performance.

"They also help students establish what they like, what they don’t and what ideas they can recreate or adopt in their own practical work. We consider it a great privilege to offer Drama students in Third Year and above the experience of professional theatrical excellence on our doorstep in London.

"As our keenest Drama students, scholars go on several trips a year. These act as a wonderful bonding experience for students across different year groups, initiating new friendships. Trips to The Lion King and Come from Away at the start of the year are up there with the best shows we’ve seen. Catching the joy on our youngest scholars’ faces in the opening scene of The Lion King remains a highlight of my year so far.

"There’s also an important link to the curriculum: analysing and evaluating live theatre becomes a crucial part of the GCSE and A Level exams. As such, regular trips to award-winning shows are a must.”

“It has been a fantastic experience writing and performing this play and it is something I’ll never forget.”

Annual Trinity Drama Showcase

In October, almost 30 students from across the school took part in the second-ever annual Trinity Drama Showcase, an evening of entertainment for friends and family in the Mitre.

The new Musical Theatre Club gave brilliant performances of songs from Dear Evan Hansen, Les Miserables and The Greatest Showman amongst others.

Drama scholars and LAMDA students performed monologues and duologues of their choosing. Some returned to their initial scholarship pieces and others explored texts they were using for drama school auditions. The audience heard from a range of characters including Willy Wonka, Chief Weasel, a secret agent, WW1 soldiers, a penguin and Edmund Pevensie...

Miss Robinson said: “It was wonderful to see students of different year groups performing together. The hard work everyone put into rehearsing demonstrates to me their passion for performing. It is so important to have the opportunity to celebrate that passion, and I am thrilled the showcase is now firmly established in the school calendar.”

Music

Steinway Scholar

The annual Trinity-Steinway Scholarship is a unique collaboration between Trinity, Steinway & Sons and the Royal College of Music (RCM), supporting talented young pianists.

Every year, students are invited to audition, and the finals are held at the RCM where a new scholar is selected by Professor Vanessa Latarche, Head of Keyboard.

For one year, scholars take lessons with Professor Latarche, attend masterclasses in Poland, perform during the Trinity Piano Festival, tour Venice performing in various respected venues and present a final recital at the Steinway Hall in London.

This year, the recipient of the prestigious award is Third Year student Ben Abraham who, at 13, is one of the youngest winners of the prize. In the final auditions, Professor Latarche was impressed by Ben’s brilliant technical display and musical conviction.

Mr Evans, Head of Piano, said, “Ben is an exciting prospect indeed and we very much look forward to watching his playing develop over the coming years.”

Ben comes from a musical family and started playing the piano when he was five years old. His mother was his first teacher and provided the encouragement and discipline required to practise at the beginning. However, music had soon become such a big part of his life, that

Ben continued to play and develop his skills, also taking up the trombone and organ.

Ben says, “Music is a way of life for me, I listen to it while studying, on the way to school, I feel it in me all the time. Coming to Trinity has really helped me develop. The Music Department is spectacular and has given me a huge amount of confidence, as the teachers all treat the students like professionals.

“I am excited for the Steinway Scholarship: I know it will require a lot of dedication, but it will give me the opportunity to mature and become more sophisticated in my approach. It’s the next big step for me as a musician.”

With every new award, the previous Steinway Scholar must take their bow, and Upper Sixth student Ed Warner leaves to a standing ovation.

Ed completed his scholarship with a magnificent recital at Steinway Hall in London last November. It was a culmination of a year of intense preparation and playing development.

Ed says, “I feel incredibly honoured to have been the 2021-22 Trinity-Steinway Scholar, as it has given me phenomenal opportunities throughout the year.

“I feel that I have learned an enormous amount from these events. I understand how to approach playing in, and preparing for, high pressure environments.

"I have had direct experience of what life is like as a travelling musician. I have also had to learn to correctly evaluate how I am playing and practising. This helps me ensure I am constantly trying to improve and further my dexterity and expertise.

“Looking ahead, I am excited to be going to the Royal College of Music to specialise in Piano performance. I am incredibly grateful for all the opportunities the scholarship has given me, and I very much look forward to seeing what the future will hold during, and after, my studies at the RCM!”

“Ed has been outstanding this year: his development has been quite extraordinary. He now plays with such precision, yet with a vast tonal palette as demonstrated in his final recital. We wish him every success for the future.”

Mr Evans, Head of Piano

Mr Evans Head of Piano

Commitment

Ben, Ed, and indeed all previous Trinity Steinway-Scholars, have shown incredible commitment and love for the art of piano. It is one of the most challenging and demanding instruments to master.

Musical highlights

Midsummer Night's Dream in Rouen

There are many extraordinary opportunities for the Trinity Boys’ Choir but, with a long and distinguished history of performing this opera professionally, A Midsummer Night’s Dream is one of the most special.

Twenty young members of the choir spent three and a half weeks in January rehearsing and performing Britten’s reimagining of Shakespeare’s play at Opera de Rouen in Normandy.

The music is challenging and makes no allowances for it being sung by children. The choreography, by Matthew Bourne, is detailed and exacting. The rehearsals were intensive and the students, as ever, were entrusted to perform at the highest professional level. The boys were also challenged in other ways: living away from home, sharing rooms in pairs, having to keep themselves healthy and on top of schoolwork.

As with all challenges, there is a tremendous opportunity for growth and the students did themselves and the school proud. Reviews of the opera called them, “absolutely stunning in terms of precision and musicality!”

Trinity music concerts

The Music Department provides regular opportunities for budding musicians of every level to work towards and perform in front of an audience. Over 50 instrumental groups meet every week and perform in the termly concerts including Senior Gala, New Generation, Chamber Music, Classical Guitar and Jazz Evening.

The Spring Senior Gala Concert is an opportunity to bid farewell to the senior musicians of the school before they leave and thank them for their incredible contributions to Music at Trinity over the years.

Celebrity concert series

This year, we have been privileged to welcome many talented professional musicians to perform at school. Exposing students to the highest level of musical talent can be inspirational as well as providing evenings of entertainment for the whole school community.

International Piano competition winner Wakana Marlene Tanaka made her UK debut here during Autumn term.

UK singer-songwriter Joanna Eden presented her breath-taking show in celebration of her hero Joni Mitchell.

Trinity alumni and internationally renowned cellist Paul Marleyn and concert pianist Nigel Clayton ran a masterclass for students and presented a Slavic Soul concert.

Senior musicians tour Venice

Four of Trinity’s top musicians returned to Venice during the October half term to resume the annual recital series, which has been postponed in recent years due to Covid.

The recital series is a remarkable opportunity for our talented young musicians to experience the professional lives of performing artists. The trip is educational: students live away from home, must eat and sleep well, manage different acoustics and instruments as they perform in various venues to paying audiences.

Congratulations to Upper Sixth students

Edward Warner (our Steinway Scholar 2021), Alexander Chan and Jenson Wong as well as returning student Ming-Ho Cheung – who was last year’s Trinity Musician of the Year –who gave outstanding performances throughout the tour. They performed in many prestigious venues including the Venetian Conservatoire.

Creativity

The Music Department offers many educational and enriching opportunities for students to express themselves. This could be as a member of the worldrenowned Trinity Boys’ Choir or performing in one of the many instrumental groups, for students of all levels.

The Trinity Boetius Centre Spirit of adventure

The Boetius Centre is Trinity’s adventure centre nestled in the stunning wilds of the Brecon Beacons. It is the inspiring legacy of former biology teacher Dick Boetius who worked at the school from 1969-1979 and pioneered outdoor pursuits during that time.

Dick relished taking students out of their comfort zones and challenging them in the Great Outdoors. He fostered a keen spirit of adventure among the students, organising unforgettable excursions in the UK and Europe. He also had a passion for working with disabled children and partnered with Dorton House School for the blind. Many joint trips to the Brecon Beacons helped challenge students’ perceptions of disability.

Dick generously left the school a large sum of money when he died in 2013. His vision was to purchase a centre close to his beloved Brecon Beacons to ensure students for years to come would benefit from the life-changing experiences he championed.

After renovations were completed in 2015, the Boetius Centre was officially opened. Every year since, groups from across school have travelled to Wales to take part in team-building exercises, outdoor pursuits such as gorge-walking and kayaking and subject-specific field trips. It’s an opportunity for students to experience personal growth and cement friendships away from the classroom.

We are extremely privileged to have this resource available to us as a school. This year, for the first time, we are also opening bookings of the centre to our Trinity community with special rates available.

The Boetius Centre is a perfect base to explore the surrounding areas for all ages, and we can provide lots of recommendations.

Please contact Assistant Bursar Mrs Lake for more information, prices and availability: jel@trinity.croydon.sch.uk

History of the centre

1880's 'The Ashgrove', a private dwelling, was built by an Irish railway worker

1938 The property became a working men’s club

1958 The side building was constructed as a concert hall

1960's A young singer named Tom Jones performed there but was paid off after half time as the audience did not like his act

1980's The Ashgrove was converted into a public house. The concert hall became ensuite bedrooms

2013 Trinity School began the purchase of the building in memory of Dick Boetius

2015 After extensive renovations, the Trinity Boetius Centre was ready for school use

Memories of Dick Boetius

“An inspirational teacher who stood out from the crowd by his individualism and unconventional ways... a natural mentor before mentorship was in most of our vocabularies. Dick’s biology lessons were often outdoors in the school grounds, in real life, observing the form and structure of trees.”

“On trips, we'd be cramped in a minibus with caving/climbing kit, with someone on tea duty, boiling water on a camping stove in the back, along the M6 at 70mph.”

Simon White, Class of 1977

“Initially Dick had no formal qualifications. What he lacked in that department, he more than compensated for in enthusiasm, imagination and an unshakable belief that the sort of experiences he was providing would have a profound effect on the development of those involved.”

Jim Hammond, Class of 1974

David Richard Boetius / Circa 1957

David Richard Boetius with students

Academic

Toto... we’re not in Croydon anymore!

Trinity trips - An international perspective

We were thrilled to return to international travel this year and many departments leapt at the chance to offer students educational and unforgettable experiences in far-flung locations.

There are many benefits of school trips abroad. They can positively impact a student’s entire learning experience, expand their knowledge, broaden perspectives, deepen friendships and are also a lot of fun. We believe they are important for educational advancement, but they also instil a sense of adventure, responsibility and independence in our students.

We also know – when speaking to alumni over the years – the memories made outside of the classroom, can last a lifetime.

By the end of this academic year, students will have visited New York, United Arab Emirates, Thailand, China, Malawi, Austria, France, Spain, Germany, Switzerland, Belgium and The Azores.

Here we look back at some highlights of our international travel this school year.

The Business of New York

The Economics Department took a group of excited A Level students to New York City during October half term. Here they describe the trip in a group report:

To see New York was a dream come true for us all. We rode into Manhattan to the theme tune of The Sopranos, with the warm autumn sunshine making the great city even more atmospheric.

After soaking in the 360° view of The Big Apple from the 70th floor of the Rockefeller Centre, we took a cruise around New York Harbour and sailed up to the Statue of Liberty. Although it was a bit smaller than we imagined, it was still exciting to have been so close to what many associate with being the symbol of America.

Times Square was a complete assault on the senses; our culinary exploration of New York led us to hotdog stalls, Hard Rock Café, ‘Bubba Gump Shrimp’ and small Italian bistros. Our evening entertainment gave us a sense of American culture, watching an ice hockey match at the world-famous Madison Square Gardens and Wicked on Broadway

The New York Rangers game was very show-like: the emotions of the fans, fuelled by the organ tones between every few points, made it impossible to stay impartial. We felt so immersed in the match that we chanted at the top of our lungs to support Rangers and celebrated their spectacular 6-4 win.

On our walking tour of the Financial District and Wall Street, we saw many icons of the business world including the World Trade Center, Ground Zero, the Fearless Girl and the famous Charging Bull, the symbol of capitalism.

We also took a guided tour of the United Nations Headquarters allowing us to hear a snippet of a discussion on UK fiscal policy.

We packed a lot into our few days in New York. Each moment of the trip was a unique experience. It all made for a once in a lifetime trip and our whole group would like to thank Trinity School for giving us such a unique opportunity to enhance our learning.

“New York. The city synonymous with the American dream.

A centre of business, culture and sport.”

Ekaterina Ivanova, Upper Sixth

“School trips – like this one to New York - let students touch, feel and listen to what they are learning about. This undoubtedly helps them build on classroom instruction, gain a better understanding of topics and build cultural understanding. A visit to The Big Apple shows our students worlds outside their own with unlimited imagination.”

Mr Orungbamade, Head of Economics & Business

Playing rugby in the United Arab Emirates

A group of Second- and Third-Year students embarked on the UAE Rugby Tour during October half term for a mixture of culture, sightseeing and rugby. This trip has been running for over 10 years and provides the students with a unique opportunity to experience the lifestyle and sport of another country.

The students were hosted by families in Abu Dhabi and Dubai during the sevenday trip alongside playing lots of rugby and experiencing all the major tourist attractions. In Abu Dhabi they visited the Sheikh Zayed Grand Mosque and (in contrast) Ferrari World theme park. In Dubai, it was the Burj Khalifa, Atlantis, a jeep desert safari and camel rides.

“The UAE rugby tour allows students to develop as a team, improving their rugby and independence. They travel home with new international friends and experiences they will remember forever.

"This year’s group played some of the best rugby of the season, bringing energy, passion and guts to win their games. They also conducted themselves extremely well on and off the pitch. Well done boys.”

Miss Long, Teacher of PE

As part of the rugby tour, the students played matches against the Dubai Exiles, Dubai Hurricanes and Abu Dhabi Harlequins.

Thomas Karelis said, “For the U14s, Dubai was a great confidence boost in terms of the rugby and a real bonding experience for the team. The activities were magnificent and we experienced new things every day. Although the theme parks were probably one of the most exciting parts of the trip, my highlight has to be the rugby.

"We proved to be a dominant force with lovely attacking structure and a relentless defensive unit. The team did incredibly well to adapt to the conditions. I had an amazing trip and I know that everyone else did too.”

Josh Gardner agreed, "The UAE is an incredible place, and I am so grateful I had the opportunity to go. I had the time of my life and, even better, I got to spend it with my best friends.

"But aside from the great activities, we knew rugby was the main focus and we walked onto the pitch, representing our school with pride. The effort, passion, skill and physicality were all there to have an undefeated tour.

"Despite playing in tough conditions where you can't even catch the ball because your hands are too sweaty or you're tired because of the heat, we pulled through, strong as a team."

Improving language skills in Salamanca

Visiting a native country is one of the most beneficial opportunities for students to fully immerse themselves in another language. It helps students connect with locals, better understand the culture and provides everyday scenarios to test their vocabulary, with a very real need to be understood.

Last October, a group of GCSE Spanish students from the Fourth and Fifth Years went to Salamanca in Western Spain for five days. The students stayed with host families where they could practise their language skills and experience authentic Spanish culture and cuisine.

“We had five fun-filled days, but my favourite activity was the task competition. We had to communicate in Spanish with members of the public and really pay attention to the responses to earn points. Going on the trip gave me a lot of confidence in my language skills but also opened my eyes to how differently Spanish is spoken outside of a classroom.”

Fourth Year student.

Every morning the students attended language school, and in the afternoon, activities ranged from climbing the 198 steps to the top of Salamanca’s cathedral, with stunning views of the city, to tapas tours and basketball.

The students loved the experience and a Fifth Year commented, “Since almost nobody there could speak English, including the families we stayed with and the teachers at the language school, it was a brilliant immersion and massively improved our Spanish speaking skills.

"My favourite moment was exploring Salamanca in the rain, to capture its distinctive landmarks, like the arches and the astronaut carved into the cathedral, for our photography competition.”

Perspective

Travel can be an important way to gain perspective. We encourage students to embrace people, places and experiences not part of their everyday lives.

“It was a joy to see the students embracing Spanish life and language so whole-heartedly during the trip. A personal highlight was that, when given free rein to choose their last evening meal, the boys flocked to a traditional tapas restaurant to order in Spanish, rather than McDonalds!”

Mrs

Gornall, Teacher of Spanish.

Going for Duke of Edinburgh

Trinity has supported students in their pursuit of Duke of Edinburgh (DofE) Awards since at least 1963, according to school records. DofE promotes personal challenge and growth, leadership skills, self-reliance and a sense of community. Students develop values we feel will set them up for life; adventure, generosity and rapport. It is also highly valued by employers.

Here three current Sixth Form students reflect on their Duke of Edinburgh Gold experiences so far...

for Gold

Skill:

Double bass diploma

Physical:

Representing school and club in hockey

Volunteering: Coaching hockey to younger year groups

Residential plans: PGL or sailing course

Abbie Daly

My favourite part of the programme is the expedition, which we completed last summer. It's the most rewarding and challenging experience and teaches you resilience. I really appreciate the friendships I developed with my group, how we all pushed each other on and worked well as a team.

It has been difficult balancing everything on top of schoolwork. However, it's made me realise and appreciate the reward you get from the challenge and how things often get harder before they get easier. I’ve learnt a lot of practical skills along the way too, from cooking with the bare minimum to packing light. I’ve also learnt to work better with others and to reason with the group when people have differing opinions.

Trinity teachers have been supportive throughout, giving us independence in the decisions we made, whilst being there for us when we really needed it.

I would definitely recommend DofE to anyone considering it. I feel as though I've learnt a lot about myself and have pushed myself to limits I never thought I'd reach.

"I have always wanted to go for gold."

Skill: Young Enterprise initiative

Physical: Athletics at local club

Volunteering: Trinity Mentoring Programme

Residential plans: Outdoor activities in the Peak District

David Aisa Miller

I was attracted to the programme initially because of three key aspects: learning new skills, spending more time with friends and completing an amazing challenge.

I have enjoyed the variety of activities I have tried through my Bronze, Silver and Gold Awards. I learnt how to cook during lockdown, have volunteered for Trinity’s Mentoring Programme, completed a Young Enterprise challenge, have helped at my local parkrun and with athletics for my club.

The most enjoyable part is going on expeditions. I have loved overcoming problems with friends, including getting lost and accidentally spilling my limited food rations. It can be challenging when group members begin to lack motivation, but as a leader, I see this as an opportunity to encourage them. Reaching that final checkpoint, after days of walking, makes it all worthwhile.

One of my favourite memories was when it was so windy and cold outside on the second day of the Gold assessed expedition last summer, that we decided to all get into one tent to stay warm.

Through DofE I have learned key skills including organisation, patience and effective leadership. I believe these will help me in the future to overcome any issues I encounter.

I would recommend DofE to anyone who wants to challenge themselves through a fun and immersive experience which will undoubtedly better prepare them for the future.

Skill: Young Enterprise initiative

Physical: Cricket

Volunteering: Trinity Malawi Project

Residential plans: On hold until after A Levels

Sam Godfrey

For the Gold Award I have been able to take advantage of the breadth of co-curricular activities I am already involved in, and it has opened further opportunities for me.

During the Young Enterprise initiative last year, we set up a business in school selling Christmas cards. We sold the cards at school events and at a local trade fair. As Sales and Marketing Director, I learned valuable skills that helped my DofE submission and will help in my future career.

I have been actively volunteering for the Trinity Malawi Project for some time, helping fundraise, waiting on tables at the TPA Ball and supporting other events. Through this work, I am very lucky to have been selected to go to Malawi in the summer after exams. I am really looking forward to this once-in-a-lifetime experience, to rolling my sleeves up and seeing the difference our fundraising efforts are making.

One of my favourite memories was at the end of our expedition. We’d been walking for seven days straight in high temperatures and were exhausted. There’s a downhill stretch towards the final checkpoint and we all ran down together with an incredible sense of achievement.

The biggest lesson I’ve learned through DofE is about resilience and perseverance. The expedition is a physical challenge: every day you need to reset, pack up and march on for another 20km. As a group we encouraged each other but I definitely learned about resilience!

I’m very thankful that the level of cocurricular opportunities at Trinity has enabled me to complete this incredible challenge. I have had a lot of fun; the skills and experiences are unbeatable.

"We finished the expedition together, with an incredible sense of achievement."

"As a leader, I see challenges as opportunities."

How does the Duke of Edinburgh challenge set you up for life?

Here a former student shares their experience:

“I've been lucky enough since leaving Trinity to challenge myself in a plethora of arduous events, including running the Marathon des Sables (a 156 mile ultra-marathon across the Sahara) and rowing the Atlantic last year (3,000 miles of open ocean). The physical and mental skill set I developed through completing my Gold Duke of Edinburgh award was the perfect foundation for a life of adventure.”

Adam Ravenscroft, Class of 2001

Did you know?

Total distance

Walked by current Upper Sixth Gold Award students during their assessed expeditions.

Community action

Total hours contributed by current Upper Sixth Gold Award students by the end of their award.

Gold award

Current number of students in Upper Sixth pursuing a Gold Award (a Trinity record).

Skills

Playing an instrument is the most popular skills activity at Trinity, with Young Enterprise and learning to drive also popular.

2000km 1300hrs 20 #1

Co-ordinator

Adventure

I have been involved in the programme at Trinity for 18 years and running it for 12. I still appreciate the life-changing experience of the Award. I love watching a group of young people grow and develop over a matter of days on our expeditions. We all enjoy having the freedom to explore incredible landscapes on foot and the sense of achievement at the end is unforgettable.

Ms Benzinski DofE

Sport

Ambition

A great team player is someone who goes above and beyond for the good of the team, and motivates the entire team with the ambition to win.

Trinity is an ESSA Water Polo National Champion twelve times over. Six of those have been won in the last four years. Plus, the school has won every Schools’ League since 2016.

Mr King, Head of Aquatics, learnt to play water polo as a Trinity student himself before representing Great Britain at the London 2012 Olympics. He says: We are one of the strongest schools in water polo right now, and that success encourages participation as well as attracting talent to the school.

What is special about the way we play water polo at Trinity, is our strong team ethos. Yes, we have brilliant individuals, but the focus is on playing as a team and that appeals to the students here. Many of our players also represent the school in other team sports: it’s inbuilt.

One of the biggest benefits of water polo is that the skills are so transferrable. Looking at our girls’ team, most of the players are in our 1st XI Hockey and/or Netball squads as well.

Age doesn’t matter in water polo. If someone is good enough, they can play up with older students and this allows friendships to be made across the school. Team players will look out for each other, and it creates a positive community-feel to the sport that runs throughout the school and, I hope, will continue for years to come.

I am extremely proud of the way all our water polo players have performed this year. To have reached the national finals with our U15, U18 Boys' and U18 Girls' teams is a reflection of the students' hard work and talent. Being crowned U15 and U18 Boys' National Champions is the icing on the cake. We're very proud of all students involved.

Aarav Ganguli, Upper Sixth and Head Boy Aarav is in the Trinity U18 team and plays for his local club Beckenham, competing in the Kent and London leagues. He also represents Invicta, a Kent team, which is in Division 1 of the National Water Polo League.

I first tried water polo when I started at Trinity in the First Year. As a keen swimmer, Mr King encouraged me and offered lots of opportunities for me to try it out.

It was the team element which made me passionate for the sport as I was able to gain valuable insight and experience from others while playing.

Water polo has changed my life. It has given me opportunities to do things that I never believed I would be able to do such as travelling to other European countries representing Great Britain and England. I have made friends outside of school and developed essential skills like time management, team building and leadership.

There have been many momentous occasions during my Trinity water polo career but the memory of captaining the U18 team, and being crowned ESSA National Champions 2023, will stay with me forever.

Lucy Bullock, Upper Sixth Student Lucy is in the Trinity Girls’ water polo team and plays with her club Otter, which has won numerous national competitions. Lucy is also a member of the Great Britain Junior and Senior Squad and is heading to San Diego State University to study Psychology on a water polo scholarship.

I got into water polo because I swam competitively and wanted something that focused more on teamwork. I loved how it gave me the opportunity to work in a team and combine ball skills from netball with swimming, which were my two favourite sports.

Water polo has allowed me to travel to many countries including Portugal, Israel, Croatia and Greece. I enjoy the travelling as we always make time to explore the country we are in and experiences like playing in a pool overlooking the sea are unforgettable.

I have made friends through water polo, and we’ve played together for years, which means I get to see them every week for training and competitions.

I am excited to go to San Diego as playing water polo and studying overseas is such a unique opportunity; I just had to take it! I am most looking forward to experiencing a different culture and meeting new people.

Kal-El Ntiamoah, Third Year

Kal-El is a Sports Scholar and currently plays for the Trinity U14, U15, U16 and U18 water polo teams. Kal-El is currently on a Swim England talent programme.

Swimming is my main sport; I have been swimming since I was three when my grandma first took me to Beckenham. I had always been intrigued by water polo but hadn’t tried it until coming to Trinity, where Mr King suggested it.

I love the competitive nature of water polo: the games are fast and furious. It can sometimes be challenging switching from my swimming stroke to the water polo ‘eggbeater’ (the most efficient way of treading water).

My favourite memory of water polo at Trinity is the first time I played a year up. I was in the Second Year but played for the U14s. It was scary as they all seemed so much bigger than me, but it got easier. Since then, playing up in teams, I’ve made friends from across the school.

Mr King has been so influential in my water polo and swimming career. He’s my sports mentor and has helped me as much with the practicalities of managing training as with the physical skills. My ultimate dream is to win a medal for swimming at the 2028 Olympics in Los Angeles: there’s no point in going otherwise!

Sport

Inclusion

Mob Runs encourage every student to join in and unite around a common goal. The events foster a sense of community among form groups where every achievement is celebrated.

Every runner counts

If there is one event that defines the ethos of sport at Trinity, it’s the Mob Run. It’s the most inclusive, supportive and fun event on the school’s sporting calendar and has been taking place every September for years.

How does it work? Here, Mr Kench, Director of Sport, explains:

Mob Runs are for students in the Junior, First, Second and Third Years and everyone participates. It’s a cross-country route between 1.5-3km depending on age and some of our best Fourth- and Fifth-Year runners set off as ‘hares’ for the younger students to try and catch. Parents come along to watch, many teachers join in and there is a brilliant atmosphere.

What’s special is that it’s an inter-form competition so every runner counts, whether they come in 1st or 187th. Every student will do their best and, if they start to get tired, they’ll have other students from their form cheering them on. This camaraderie can help students push through those tough moments.

We want to encourage progression too. Every year students can try and attain themselves against the previous year. Students who place in the bottom 10% one year, may be in the top 50% the following year, which is fantastic. We can see that progression and they can feel it. It can encourage students to get more involved in sport for the rest of the year. As their fitness levels improve, they do better in the following year’s Mob Run.

We do award individual medals for 1st, 2nd and 3rd place but Mob Runs are about buying into a bigger cause. The students unite around a common goal, and this sense of community helps motivate everyone.

That is what’s important here. We want to foster a culture of collaboration and cooperation at Trinity, where every student feels their contribution is recognised and appreciated. We hope that Mob Runs set the tone for this spirit across the life of the school for the year ahead.

Flying high

It has been a very special year for Netball at Trinity. The Girls' 1st team made history in the England Netball National Schools' Championship, not once, but twice.

November 2022 was the first time a Trinity team had ever qualified for the Regional Finals. Then, after another outstanding performance, the team qualified for the National Finals. This was despite team captain George Budden breaking her ankle during the semi-final.

In March, the top 18 schools in the country competed in the finals and Trinity finished in joint 9th overall out of 1,500 teams who entered.

What is so inspiring about this result is the fact that many of the players met for the first time last September when they joined Trinity’s Sixth Form. Whereas most of the teams in the competition have been playing together since they were in primary school.

Mrs Bennett, Trinity’s Head of Netball, played at county level and has coached three teams to the Nationals. She coaches the students alongside Netball pro Rowena Scott-Fairclough, who has represented England and is also the London Pulse Pathway Performance Manager.

Mrs Bennett says, “What makes these girls special is their desire to win. They have an incredible work ethic, are committed to training and work very hard. But more than that, they’re all great friends, and you can’t underestimate the value of that rapport.

“As girls join us in Sixth Form, we have no control over their prior development as Netballers. We have ready-made players, but not a ready-made team. That’s our job as coaches; we need to manage the personalities of the players, their positions and find what works for the team to get the best results. It’s been a wonderful year and we’re so proud of all the girls have achieved.”

Lower Sixth student Kayla Victor was player of the tournament, she says:

“One thing I learnt through this season is that we all had a role to play. As individual players, and as a team, we had to put our all into each match, give everything we had and not give up. I am so proud of how well we did; the encouragement of our supporters at the finals really lifted us up when we needed it. Plus, there were moments with the girls that had us all crying with laughter and the closeness of the team is what I will always remember.”

"What makes these girls special is their desire to win. They have an incredible work ethic."

Co-curricular

Enriching experience

An insight into our rich and exciting co-curricular programme...

4.85

9

4.85 is the average number of clubs attended by students 9 competitions organised by clubs

There are 118 sports clubs

99.72% of students are currently enrolled in at least one club

99.72

19 is the most number of clubs attended by one student

There are 76 music clubs

There are 70 academic support clinics

There are 350+ co-curricular clubs and societies

There are 5 drama clubs

Clubs with the most students enrolled...

Sparking curiosity

We’re very proud of the extensive co-curricular programme at Trinity, which offers students the opportunity to try a diverse range of activities to complement their formal learning.

Our co-curricular activities are split into three categories: Academic Enrichment, Co-curricular Enrichment and Sport. Within each category there are opportunities for students to develop new skills and passions, a sense of adventure and to build their self-confidence. We talk about the importance of values; co-curricular activities allow students to put those values into action on a daily or weekly basis.

Students can find others with shared interests, however niche, which creates a sense of community, and in turn can improve mental wellbeing. Some need time out from their hectic schedules and there are many quieter activities which help students refocus and refresh. There are plenty of social and competitive sports clubs too, which can help students improve their overall fitness and confidence.

As well as the activity itself, clubs are an opportunity for students to develop other life skills, as many are student-led. They’ll need to promote the club, organise events, drive campaigns and even present during a whole school assembly.

This year, students have suggested and set up clubs including Rubix Cube Club, Film Club and India Society. Next term we see the return of Electric Go-Kart Club, Creative Writing Club and Astronomy Club.

Read on for a taster of the extensive co-curricular offer at Trinity.

"The more things you do, the more things you can do.”

Lucille Ball

Students enjoying an African Caribbean Society mixer event

Chess

Ceramics Symphony Orchestra

CCF

72

Academic enrichment

Academic clinics

Every department runs lunchtime clinics for any student looking for additional support or help with projects or homework.

Societies

Trinity's academic societies are ‘supercurricular’. Open to Sixth Form students only, they are designed to challenge their thinking, broaden perspectives and prepare them for life after Trinity.

Students often present projects on specialist subjects: the quality of research, knowledge and thinking is TED Talkworthy. Societies cover Philosophy, Politics, Literature, Psychology, Chemistry, Senior Debating, Pre-University Geography and Languages. Many students, and even staff, attend these to learn more.

Every term a select number of Sixth Form students are awarded a coveted Trinity Society Tie for their sustained commitment and significant contribution to these societies.

Everyone for STEM (Sixth Form)

Set up by two students last year, the society explores issues with a focus on gender equality and under-representation of minority groups within STEM. During this year’s British Science Week, the whole school community was asked to nominate scientists that best represent them and their culture, for possible inclusion within future lessons.

“As one of the only girls studying Maths, Chemistry and Physics, I became interested in the area of gender equality and representation in science and the need to challenge current references.” Lenka Carter, Upper Sixth and club founder.

Astronomy club (Open to all)

Astronomy enthusiasts can sign up for practical sessions during Summer Terms. Weather dependent, the school’s Dobsonian reflectors will be wheeled out under the stars to undertake awe-inspiring observations.

"My favourite thing is using big telescopes to see things you can't see with the naked eye, like Jupiter and four of its moons. I go to lots of clubs like Young Engineers and Computer Science Club," said Debarun Deb, Third Year.

Co-curricular enrichment

Knit and natter (Open to all) Students come together to learn casting on, basic stitches, crochet and some sewing techniques in a relaxedw environment.

“I joined with my friends for the sense of community and to have some quiet time in my week. I also go to Further Physics club.” Richard Wild, Fifth Year

Model making and painting (First Years) Students head to the DT Department to make and paint model airplanes such as Spitfires and fantastic creatures.

“It’s quiet, calm and we get to hear stories about historic airplanes from Mr. Townsend. I’m also in the Hockey and Water Polo teams.” Micah Thompson, First Year.

African Caribbean Society (ACS) (Open to all)

A space for students to share their culture, discuss important issues in their families, communities and the broader world and celebrate black pioneers. The ACS regularly meets with similar clubs from Old Palace and Whitgift schools for social events and networking.

Four students also led the whole school assembly for Black History Month in October inspired by activist Marian Wright Edelman’s words: ‘You can’t be what you can’t see’. The students showcased successful black individuals who have influenced the music, business, fashion and film industries.

"I joined with my friends for the sense of community and to have some quiet time in my week.”

Richard Wild, Fifth Year (Knit and natter)

Sport

Chess (Open to all)

The popularity of competitive chess at Trinity grew during lockdown, as it could be played online among students. Despite a lull on the return to school, it has now grown to have the highest attendance. There are regular speed competitions to fundraise for charity and the school will soon be entering external tournaments.

“I love the competitive nature of chess and enjoy being able to play against my friends in the library at lunch. Chess Club lets you play against different players across the school which has really improved my game.”

Sam Broadley-Flack, First Year

Open sub-aqua (Fourth Year and above) Students can complete a PADI open water referral, with weekly pool sessions to learn new skills in the water. Spaces are limited, and there is a waiting list.

“As a water polo player, I love being in the water and scuba gear makes me feel like I’ve got superpowers. With this certificate I’ll be able to dive outside of school without an instructor and discover the beautiful landscapes underwater.”

Community back Giving

Generosity

We recognise the importance of forming strong relationships with organisations in the community, which can benefit all.

Our students play an active role in their local community, and we believe their doing so is central to developing well-rounded and caring individuals who can meaningfully contribute to their future society. Throughout the year, we provide opportunities for students to challenge themselves in practical ways, develop an enhanced awareness of the needs of others and cultivate a sense of service.

This is what we’ve been up to this  year...

Community Christmas Party

We were delighted to bring back our Trinity Community Christmas Party this year, following a three-year hiatus. We welcomed 60 older residents from local care homes and community groups into the school. They were treated to performances from Trinity’s Musical Theatre Club, Trinity Big Band and our enthusiastic student and staff carollers ensured everyone left feeling festive.

Students from across the school volunteered to take part, with Junior and First Years waiting on tables and keeping guests entertained with many a cracker joke.

Junior Year student, Adam Price, said, "The Christmas party was fun. The lovely lady I sat with said she really enjoyed the music and let me unwrap her bingo prize. I was super happy because it’s my first Christmas Party at Trinity and my grandparents who live at Whitgift House were there too.”

Trinity’s Head of Community Action, Mrs Burrage, said, “Christmas can be a difficult and lonely time for a lot of older people so it’s very special to see the young and old connecting and having fun. Thank you to everyone who made the event possible.”

Volunteering for Field Day

Field Day is a wonderful opportunity for our students to complete community work. Every term around 200 students volunteer across many placements.

During the Autumn Term Field Day, students helped younger children with reading and ran sports and music lessons at local primary schools. A group volunteered at animal rescue charity, Foal Farm, preparing food for and cleaning out the animals. Students cleared rhododendron overgrowth at Pinewood Scout Centre, took part in a session at Croydon Vision learning how to guide people with sight loss and performed musical arrangements at care homes Whitgift House, Wilhelmina House and Peony Court.

The combined effort of the students amounted to more than 840 hours of community volunteering from one day alone, which is an incredible contribution –well done to all involved!

Charity Week

Every March we host Charity Week, an opportunity for students across the school to fundraise for a charity of their choice. They need to be entrepreneurial and creative in their plans and engage their peers for a good cause.

This year, the student-led Charity Committee voted to fundraise for the international DEC Turkey-Syria Earthquake Appeal. Through the week, the students organised a series of events including an internationally-themed bake-off; a bullet chess competition; a sponsored swimathon and a series of events on Non-Uniform Day. We also saw more cake sales, games like 'sweet-pong', video games tournaments, basketball shoot-outs and a climbing competition.

Students, parents and staff generously supported the event and raised a total of £4,500 for the DEC.

Fundraised so far this year:*

£8,000

her

"The Christmas party was fun. The lovely lady I sat with said she really enjoyed the music and let me unwrap

bingo prize."

*Excludes the Trinity Malawi Project

Disrupting the pattern

Our bursary programme helps bridge the enormous gulf in educational opportunity that has grown between those who have and those who do not.

It provides a channel for social mobility among lower income families in Croydon, and helps keep the school a diverse, inclusive community. The whole Trinity community benefits from having a student body which more faithfully reflects the society around us.

The Trinity Bursary Fund enables young people from economically disadvantaged backgrounds to benefit from an outstanding education, unlock their full potential and go on to make their mark in the world.

This year, the UK's economic problems are intensifying demand on our bursary programme. While the downturn affects everybody, it impacts disproportionately on our existing bursary families and on our ability to support more children.

If you are interested in becoming a donor, please go to www.trinitygives.co.uk

12.5x 50%

Only 7.3% of Croydon students go on to a Russell Group University. Bursary funding and a place at Trinity increases this to 91.3%, multiplying the opportunity by 12.5 times.

“Receiving an outstanding education because of Trinity’s bursary scheme is the reason I'm where I am today. Trinity effortlessly provides an environment that allows students from all backgrounds to feel they are equally-valued members of a fantastic community of learning.”

Less than 50% of 16 to 18-yearolds in the borough take A Levels. This does not mean they are less talented or academically able but demonstrates a lack of opportunity.

“Trinity gave me much more than an education. It gave me access to a whole world of possibilities; the opportunity to make the most of any potential that I had. That is the gift you have given me.”

Dr Laurence Pallant (2012)

Community

“The impact of your support cannot be underestimated and is never taken for granted.”

An update from Jason Court, Director of Development

Jason Court

Zayna Ahamadeen (2018)

Top 25 nationally

Named in the top 25 independent schools in the UK

Top 15 in London

Named in the top 15 independent schools in London

Best in Croydon

Named as the best independent school in Croydon

“The success we are aiming for is evidenced in the kind of people our students become, as well as the excellence they achieve.”

Headmaster, Alasdair Kennedy

Extraordinary Ambition

Leading through values