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spotlight
Alumni in the
Wil Coma Wil left Trinity in 2007 and ten years later did his teacher training at the school before starting as an NQT in the Art Department in 2018. What drew you into teaching? It was my twin sister, a Maths Teacher and Director of Pedagogy, who initially encouraged me to get into teaching. My grandparents were also teachers, so the profession runs in the family! I studied Fashion Design at Leeds University and had a successful 8 years designing womenswear for High Street retailers, but I became unhappy with the ethics and unsustainability of the fast fashion industry so decided to explore a route into teaching. I called Ali Fulker (as I remembered her fondly as my Art teacher at school) and she recommended I do a PGCE in Art and Design at UCL/IOE. I thoroughly enjoyed the year studying and by chance was placed at Trinity for my first placement! Trinity decided to keep me on as a permanent member of staff after training, and I feel so lucky and privileged to be working at such a fantastic school. I love working with young people – their curiosity, creativity and intellect never ceases to amaze me! Moving into teaching was the best decision I ever made. Having now worked for three years at Trinity, I’ve developed a further interest in the pastoral side of education, and I am thrilled to be assisting David Lydon in our Mentoring Programme, and to start a new role as Head of Junior Year in September.
What is it like working at Trinity having been a student here? Trinity still has the same ethos, and caring, supportive culture that I remember from being a student here. Although I left in 2007, there are still many teachers (now colleagues) who taught me – which is lovely! We didn’t have girls in sixth form when I was a student at Trinity, and I think having girls join in Year 12 has benefitted the community and especially the attitudes of our male sixth formers. I am also pleased to see that Trinity is putting great focus on how to foster a more equal, diverse and inclusive community. I’m a member of the staff EDI (Equality, Diversity and Inclusion) Committee and there have been many brilliant
initiatives to educate students on different prejudices and create an even more respectful, understanding, and inclusive student body. It’s wonderful to see the sixth form students take on some of this responsibility too by running various societies and being excellent role models to the younger students.
What is your favourite art movement or style? I did Art A Level at Trinity, and since leaving my main practice was textiles and design. Nowadays, I really enjoy life-drawing, and even during lockdown I continued life-drawing sessions via Zoom. I also still enjoy working with textiles and I am pleased that many of our students are excited and eager to explore new processes and techniques in textiles at the weekly Sewing Club! My training year also developed my awareness of more contemporary artists and how Art can act as a social commentary. I have an interest in Conceptual Art and artworks which push the boundaries of what art can be. Exploring ideas, themes and meanings in Art really interests me, and I enjoy debating and interpreting themes, issues and messages in Art with students!
Can you give us an example of the work the EDI committee does? I’m very pleased and privileged to be a member of the EDI committee. My colleague Alex Sukiennik and I delivered an assembly for LGBTQ+ History month and run an LGBTQ+ and Allies Society once a half-term. I’m glad to be involved with this, as during my time as a student at Trinity, there were no opportunities to speak about current and historic issues surrounding LGBTQ+ prejudice and representation. I hope that having these discussions will help to create a more understanding, tolerant and accepting student body, and help any students who may feel isolated, ‘othered’ or confused about their identity. The EDI committee also works to educate the community on issues including racism and sexism through whole school initiatives and celebration weeks, talks from staff or external speakers, and developing curriculums.
