The Gower 2022/2023

V O L U M E

L V I I

I S S U E

2

T H E

GOWER T H E U N I V E R S I T Y CO L L E G E S C H O O L M AG A Z I N E 2 02 3

C O N TA C T S

EDITORS

The Pre-Prep School

Senior School

36 College Crescent

Patrick Hart

Hampstead

patrick.hart@ucs.org.uk

London, NW3 5LF

Junior Branch

T. 020 7722 4433 E. pre-prep@ucs.org.uk

Simon Hall

The Junior Branch

Mark Lall-Chopra

11 Holly Hill

mark.lall-chopra@ucs.org.uk

Hampstead

simon.hall@ucs.org.uk

Pre-Prep School

London, NW3 6QN

Sophie Ryan

T. 020 7435 3068 E. juniorbranch@ucs.org.uk

sophie.ryan@ucs.org.uk

The Senior School

Old Gowers Elana Dwek

Frognal

elana.dwek@ucs.org.uk

Hampstead London, NW3 6XH T. 020 7435 2215 E. seniorschool@ucs.org.uk

2

T H E

G OW E R

2 0 2 2

Welcome to The Gower, Volume LVII, Issue 2

This annual University College School magazine is written for, and shared with, current members of the school community as well as Old Gowers around the world.

We hope you will enjoy reading this latest issue – the second instalment of The Gower since the publication was redesigned and restructured. It is our intention to give readers a feel for life across the UCS Foundation, from Pre-Prep to Junior Branch via Frognal (as the crow flies!), as it unfolded during academic year 2022–23.

Please understand that, because of the school’s commitment to sustainability, The Gower is now only printed for those Old Gowers who requested a hard copy. If you would like to receive a hard copy next year, but did not this year, then please contact oldgowers@ucs.org.uk.

Any feedback on this edition can be emailed to thegower@ucs.org.uk.

The editors would like to express their gratitude to the many people who supplied words and photographs for this edition. Thank you, therefore, to our contributors… and to our readers!

T H E

G OW E R

2 0 2 3

3

HEADMASTER’S WELCOME I hope you enjoy reading this sample portrait of UCS life, as experienced by the Pre-Prep, Junior Branch and Senior School communities in 2022–23. I also trust it conveys the fantastic education and amazing opportunities that we endeavour to provide for pupils, as well as their happiness and enjoyment of school: something we set such great store by. If there is plenty of content to leaf through, that merely reflects the very broad educational provision across the Foundation with its plethora of academic and co-curricular offshoots. Our school life is rich and we aspire for it to be well rounded, in order to accommodate, appreciate and fully nurture the many different characters in our pupil body. I would like to think that in the midst of this myriad activity, all of our individual pupils have been able to grow and develop as the best, truest and most authentic version of themselves.

MARK J BEARD Headmaster

4

T H E

G OW E R

2 0 2 3

CONTENTS

K E Y STO R I E S

CO-CURRICULAR

WELLBEING

6

BEAVERS & CUBS

114

THE RETURN OF TRIPS

10

DRAMA AT UCS

116

UNIVERSITIES & DESTINATIONS

18

MUSIC

120

SPORTS REPORTS

124

OLD GOWER?

20

CLUBS AT THE JB

132

INTERVIEWS WITH DONORS

24

DUKE OF EDINBURGH

136

VIEW FROM THE ART ROOM

138

WHAT DOES IT MEAN TO BE AN

PA S T O R A L O L D G OW E R S

INCLUSION AND

144

28

PRESIDENT’S WELCOME

PUPIL LEADERSHIP

32

DEVELOPMENT AND ALUMNI

HOUSE COMPETITIONS

38

RELATIONS OFFICE WELCOME

146

ASSEMBLIES

42

OG SPORT

148

NEW LOWER SCHOOL AWARDS

46

TRAVEL SCHOLARSHIPS

150

OLD GOWER EVENTS 2023–24

163

REPRESENTATION

IWD, LGBT+ HISTORY MONTH, BLACK HISTORY MONTH, PRIDE

48

AC A D E M I C STEM ENRICHMENT

52

DEBATING & PUBLIC SPEAKING

56

POETRY

58

STAND OUT WORK

62

TEACHERS’ FURTHER STUDY

74

FOR THE LOVE OF READING

78

EPQ

82

COMMUNITY CONTINUING SUSTAINABILITY

84

OLIVER! IN THE LUND

88

CHARITABLE FUNDRAISING

90

PARTNERSHIPS BRINGING PUPILS TOGETHER

94

THE DEATH OF HM ELIZABETH II 96 THE PARENTS’ GUILD

98

COMMON ROOM GOODBYES

100

WELCOME TO THE COMMON ROOM

110

T H E

G OW E R

2 0 2 3

5

WELLBEING

Wellbeing at the Senior School

the issue, regardless of how ‘big’ it feels, there are

Composed of Transitus pupils, the Student Support

Since they are acquainted with the trials of joining

Service offers impartial peer support and the opportunity to talk something through with a fellow student. All the volunteers have been trained in how to hold a helpful conversation. Whether it’s a problem with a friend or family member, a worry about school or an issue with work, the volunteers are there to help – they understand what it’s like to be at school, to be teenagers, and to be struggling. Any pupil can contact the service through its dedicated website.

As Transitus pupils, the volunteers all have uniquely valuable experiences. They understand that whatever

6

T H E

G OW E R

2 0 2 3

few things more effective than peer-to-peer support. new schools, social pressures, academic concerns or other difficult circumstances, the volunteers’ personal experiences enable them to help fellow pupils to find a solution or a remedy.

One of the key values at UCS is relationships. We want these values not just to permeate the academic context but to infuse every aspect of school life.

Pupil wellbeing is at the heart of UCS and so this year we launched the pupil-inspired Student Support Service. Alongside a Certified Coaching Facilitator,

we provided Transitus volunteers with training on effective questioning, listening well and the art of empathy. The overarching themes of the course included being aware, being curious, being fulfilled, being connected, being accountable and being effective. Throughout this process, the pupils learnt how to have conversations centred around the peer they were talking to, how to do this impartially and how to encourage their peers to look at the different options available to them. The Transitus pupils demonstrated vulnerability and wisdom beyond their years and were passionate about walking alongside fellow students.

ONE OF THE KEY VALUES AT UCS IS RELATIONSHIPS. WE WANT THESE VALUES NOT JUST TO PERMEATE THE ACADEMIC CONTEXT BUT TO INFUSE EVERY ASPECT OF SCHOOL LIFE.

Contributions from R. BAXTER B. KUMARASINGHE T H E

G OW E R

2 0 2 3

7

Wellbeing at the Junior Branch Wellbeing is an essential component of JB daily life and has been embedded into our curriculum so that pupils can reap the benefit from positive mindfulness. It is important that children feel safe at school and that they have plenty of outlets in their daily routines in which to express concerns and worries as well as celebrating achievements.

We teach wellbeing as a stand-alone subject alongside PSHEE with a curriculum that includes an awareness of different forms of mindfulness. Our teachers are trained in how to deliver lessons in a sensitive empathic manner so that children always feel supported. Classes may include varying forms of meditation by listening to calming voices and gentle music. We learn how to breathe rhythmically. These are simple routines that enable and promote the concept of wellbeing at a young age.

We have recently converted a room on the upper floor to a wellbeing sensory room for the benefit of small groups to sit quietly and work in a peaceful environment.

We have a range of extra-curricular clubs such as yoga, gardening and running to help with the balance between physical and mental health. These are well attended. As a result of all these simple but effective initiatives, pupils feel that warm sense of security when in school, and there is an energetic and happy atmosphere around the playground and the classrooms.

Contributions from S.D.B. HALL

8

T H E

G OW E R

2 0 2 3

Wellbeing at the Pre-Prep We were thrilled to begin this academic year with the successful reaccreditation of the Wellbeing Award, which emphasised the excellent pastoral care offered to staff and pupils at the Pre-Prep.

Particular highlights mentioned in the report included reference to how we work hard to develop pupils’ emotional literacy skills, helping them understand different emotions and confidently express their feelings, as well as being able to name and employ strategies that help them self-regulate when needed. This is certainly something we have prioritised over the past two years at the Pre-Prep, beginning with the introduction of ‘Feeling Zones’.

Here, pupils are encouraged to reflect on how they feel and talk about their emotions regularly at school with feeling ‘check-ins’ – i.e. four specific zones to enable them to identify their feeling and choose a self-regulation strategy if necessary.

Pupil wellbeing is paramount at the Pre-Prep, and other notable activities included visits from Dudley the wellbeing pug and our resident chicks and ducklings, the continuation of Miss Pateman’s popular Mindfulness Club, the expansion of the emotional literacy texts in the school library and the ongoing focus on mindfulness as part of each school day. We are committed to using breathing breaks, guided meditations, yoga and stretching to help children feel calm during transitions as well as developing their own self-regulation ‘tool kits’. We also took part in a range of activities for Children’s Mental Health Week, exploring how we are all connected and how these connections can benefit

Beyond with a special pyjama dress-up day. Finally, during Mental Health Awareness Week, there was a special mindfulness workshop on appreciating what is around us and grounding ourselves with our breath. We are excited to see how we can further enhance and develop wellbeing at the Pre-Prep in 2023–24.

our mental health, raising money for the charity

Contributions from H. RITCHIE

T H E

G OW E R

2 0 2 3

9

THE RETURN OF TRIPS

As the world recovers from the challenges of the

Language trips to Valencia, Palermo and Antibes

pandemic, the resurgence of residential school trips

took students beyond the confines of the classroom,

has brought a renewed sense of excitement and

enabling them to immerse themselves in the local

opportunity for pupils in all of our schools. These

culture of the cities they visited. Exploring vibrant

immersive experiences not only rekindle the joy

streets, conversing with native speakers and savouring

of exploration but also serve as vital educational

authentic cuisine, pupils developed linguistic

tools for shaping well-rounded individuals and

proficiency and cultural understanding. Combining

fostering a global perspective. From the rugby trip

intellectual growth and cultural appreciation, the

to Italy for Lower Remove and Remove pupils to the

Maths and German trip to Berlin allowed pupils

Economics trip to Brussels for the Transitus, these

to witness the real-world application of their skills.

diverse adventures offered Senior School pupils a

Surveying Berlin’s historical landmarks while delving

chance to expand their horizons and deepen their

into its mathematical and engineering wonders,

understanding of the world.

pupils sharpened their critical thinking, problem-

1 0

T H E

G OW E R

2 0 2 3

solving abilities and intercultural competence.

Sixth physicists toured the European Organization for Nuclear Research, CERN, on a visit to Geneva.

Pupils witnessed groundbreaking work and were exposed to a wide range of potential STEM careers.

These residential trips hold immense educational value, empowering pupils to go beyond textbooks and exam specifications. They represent opportunities for students to apply their knowledge in practical and real-life situations, promoting critical thinking, problem-solving and adaptability. Drama students engaged in research and development for their A Level coursework in Bristol, and Biology and Geography pupils engaged in fieldwork in Surrey and the Lake District.

The Royal Academy of Arts (Spanish, Remove)

These experiences also create lasting memories and

Our day began at morning break when we met

forge friendships. Shared adventures such as those

outside UCS Active and walked down to Finchley

undertaken on the ski trip to Italy, the Entry’s stay

Road Tube. We took the Jubilee Line to Green Park

at Skern Lodge in Devon and the Shell’s visit to the

where we gathered, conveniently, by the accordion

World War One battlefields to introduce them to

player (prompting some flamenco dancing from

their new forms and Demes, invite camaraderie,

a couple of the boys!) before making our way to

teamwork and personal growth, nurturing qualities

the Royal Academy of Arts. As we entered, we

that will serve pupils well throughout their lives.

immediately saw all of the beautiful ceramics and artwork from Spain and the Hispanic world down the centuries. There were many different types of art and sculpture for us to admire, including Alhambra silk, statues, paintings and even (my personal favourite) brass door knockers! We proceeded through all of the rooms, with everyone competing to finish the quiz first. Once we had done that, a look around the gift shop was a necessity of course!

Overall, we all really enjoyed the trip as it was a wonderful way to absorb Spanish culture and history through art and sculpture down the years.

CHARLES ROLLO – REMOVE

Contributions from J. LEWIS T H E

G OW E R

2 0 2 3

1 1

Berlin (Maths and German, Transitus) Our Berlin trip was an incredible experience, from the museums via the tours to the hostel, covering a wide range of experiences relevant to both German language and culture and Maths. It started with a guided tour of Berlin: the Reichstag, the Holocaust Memorial, an endearing display of the East German Trabants (the one available car model in the GDR), and finally Checkpoint Charlie, where the iconic “You are leaving the American Sector” sign still stands, albeit right beside the local KFC! There was an additional walking tour of the stunning artwork on what remains of the Berlin Wall.

cultural activities including: tours of Palermo and the coastal town of Cefalù; the beaches there and at

We also had many opportunities to see the applied

Mondello; visiting the Pupi laboratory and theatre

Maths throughout Berlin, visiting the Museums

where traditional Sicilian puppets are created and

of Communication and German Technology,

brought to life; the Antonio Salinas Archaeological

as well as the Zeiss-Grossplanetarium (Great

Museum, the Botanical Garden and the Chiesa di

Planetarium). These cultural and mathematical

San Giovanni degli Eremiti. The language exchange,

elements were profoundly enlightening; however,

meanwhile, involved Italian students of English – a

perhaps the biggest highlight was touring the

great chance to use Italian for a meaningful purpose

BMW factory on our final day. The guide explained

like… talking to Italians! The most memorable trip

both the functionality of the machinery and how

had to be the street food tour where we tried panelle

the company operated between its many factories

(chickpea fritters), crocchete (croquettes) and panini

worldwide, providing food for thought for both

con la milza (spleen sarnies!). We learnt that in the

future engineers and future economists.

interreligious and cultural melting pot of Sicily, Jews and Muslims would not eat the spleen or lungs of butchered animals so such innards were given to the

JAKE ALTMANN – TRANSITUS

Christians as food not to be wasted. On the streets of Palermo, you can buy tasty milza sandwiches cheap –

Palermo (Italian, Remove)

just don’t ask what’s in them!

LOUIS WOOF – REMOVE

This was an opportunity for students to immerse themselves in the language and culture of Italy; and a more authentic experience since Palermo isn’t a traditional destination for language exchanges.

There were morning Italian lessons at a local language school and afternoons dedicated to

1 2

T H E

G OW E R

2 0 2 3

Geneva (Physics, Sixth)

UCS Pre-Prep had a busy year with classes making

In January, the Upper Sixth visited the European

Tower of London and the Natural History Museum,

Organization for Nuclear Research, CERN, and

as part of their exciting half-term topics across

its particle physics research facility in Geneva,

the different subject areas. There were local walks,

Switzerland. We spent our first day exploring the city,

too, to learn more about the children’s immediate

including St Pierre Cathedral in the old town, the

surroundings, developing their observational skills.

famous Jet D’Eau fountain, and the Flower Clock.

Visiting the nearby Waitrose, for instance, was

The main event, however, was the tour of CERN.

a chance to learn about healthy eating, organise

Our guide gave us an overview of the research

produce and go behind the scenes in a supermarket.

off-site visits to many of the museums and education centres in London, including the RAF Museum, the

being conducted at this, the world’s largest particle physics laboratory. We learnt about the Large Hadron

Year 1 visited West Hampstead Fire Station as they

Collider and its experiments. We got to see some

had been learning about fire safety, the history

‘in repair’ experiments and meet scientists working

of firefighting and the Great Fire of London. The

at the facility. Particularly fascinating was the work

firefighters answered all of the children’s burning

in the antimatter factory. The scientists’ main aim

questions! Each child was able to sit in and explore

here is to study the properties of antimatter, since a

the fire truck as well as squirt the hose.

fundamental question in Physics is ‘why is there so much more matter than antimatter in the universe?’

Year 1 had a wonderful trip to the London Museum

It was a once-in-a-lifetime opportunity to witness

of Water And Steam at Kew. On this Science trip

the vanguard of particle physics research! Finally,

the children learned all about water filtration with

we visited the Natural History Museum, with

a Victorian-themed educational show named ‘Mrs

its collection of taxidermy animals and exhibits

Tristram’s Wonderful Water Show’. The boys had a

showcasing the diversity of life on earth. Overall the

guided tour, an interactive play session on a range

trip was incredibly enriching and aligned perfectly

of water pumps, valves and jets as well as time in the

with the particle physics we were studying.

outdoor water exploration zone.

TIA CROWN – SIXTH

Year 1 and Year 2 visited the Natural History Museum, where the children explored the ocean right down to 2,000m below sea level in a fun interactive show. The trip coincided with the children’s learning of animals in Science and both year groups particularly loved completing tasks set by teachers to learn about different animals such as the giant squid in the fish gallery and an emperor penguin in the bird gallery. Another highlight was being introduced to ‘Hope’ the blue whale in the mammals gallery.

T H E

G OW E R

2 0 2 3

1 3

Royal Air Force Museum

(Year 2)

Tower of London

(Year 2)

Camley Street Natural Park, London Wildlife Trust

(Reception)

Horniman Museum and Gardens ‘Toys Through Time’

(Year 1)

Belmont Farm

(Year 1)

BBC Earth Exhibition

(Year 2)

Roald Dahl Museum

(Year 2)

Junior Branch pupils certainly got out and about

had the consolation of watching The Super Mario

during 2022–23, with trips that ticked the various

Bros. movie… in French! Meanwhile, the metropolis

curricular, co-curricular and ‘character-building’

beckoned for the Year 5 and Year 6 rugby trip to

boxes. Local ports of call were London Zoo –

Paris. This tour incorporated training sessions at local

housing some very rude parrots! – the British

professional club Racing 92, whose coaches led the

Museum and the grippingly historical Tower of

sessions, as well as the chance to meet the Racing

London, visits that added technicolour to classroom

players and attend a game at their stadium. The boys

learning. Year 6 had their traditional Kingswood

were sufficiently inspired to win the majority of their

residential in West Runton, Norfolk, where their

tour matches, often against slightly older opposition,

activities featured abseiling, archery, climbing and

and signed off with a resounding victory against the

caving, and their studies spanned coast defences –

hosts’ all-star team. Finally, French crêpes made way

including a World War II pillbox – and topography.

for every conceivable pasta sauce – followed by gelato

The French city of Nice was the destination for the

– on the JB pupils’ rider for the Year 4 and Year 6 ski

JB Art trip, which took in art museums dedicated

trip to Passo Tonale, Italy. The school was competing

to leading artists such as Matisse, Chagall and

in the IAPS Ski Championships and claimed medals

Picasso. A storm denied the group another dose

in both age groups.

of Impressionism, at Renoir’s museum, but they

British Museum

(Year 4)

London Zoo

(Year 3)

Nice, France

(Year 6 art)

Paris, France

(Year 5, 6 rugby)

Passo Tonale, Italy

(Year 4, 6 skiing)

Tower of London

(Year 6)

West Runton, Norfolk

(Year 6)

1 4

T H E

G OW E R

2 0 2 3

Paris (Rugby, Years 5 and 6) The Years 5 and 6 rugby teams went on a brilliant trip to Paris where they combined training and playing rugby with sight-seeing. First the sights: Eiffel Tower, Arc De Triomphe and Champs-Élysées.

Then the rugby, which started with training at professional club Racing 92’s training ground. Not only were the boys coached by Racing 92 coaches, they then watched the professionals train and later met them in person. That was enough inspiration for UCS’s first set of fixtures against French opposition, of which the JB teams played 12 and won 8. The following morning the group were straight back into training with Racing 92 coaches, before going to see a Racing match at their Paris La Défense Arena.

At the end the players came over to sign the boys’ rugby paraphernalia. The final day consisted of a tournament in which the opposition were generally older, and the JB fielded mixed Year 5 and Year 6 teams. It was touch rugby for the first half and contact rugby for the second, and UCS won most of the games. The tournament concluded with UCS’s best team playing against the hosts’ all-stars – a contest the JB contingent won by five tries to one.

SAUL KRIEGER & SEBASTIAN GOLDBERG – 6C

Norfolk (Year 6) Year 6 embarked on a week-long trip to the Kingswood residential and activity centre in West Runton, Norfolk. A tour of the campus showed that the site had pretty much anything the boys could want: laser tag, abseiling, archery, climbing and caving, to name but a few of the available activities.

In caving they went inside a renovated World War Two pillbox, initially to learn about WWII posters.

In the wall of the pillbox there was a small tunnel that led into a brick cave, rather like a maze. Cue much crawling and roaming around. Abseiling was not for the faint-hearted either, beginning with a 15-metre ascent and requiring real courage to look over the edge at the start of the descent. It wasn’t all play and no work, though, as the boys went to the beach to study coastal defences, rock pools and the topography of the shoreline. Oh, and they saw a crab fight! There was the highlight of a seal-spotting boat tour and the surprise of a movie night too: SpiderMan: Homecoming.

KABIR BORDOLOI AND WILLIAM LACEY – 6C

T H E

G OW E R

2 0 2 3

1 5

London (History, Year 6) Year 6 ventured to the Tower of London as part of their History studies about mediaeval Britain.

As well as walking in the steps of the boy princes Edward and Richard, more commonly known as the ‘Princes in the Tower’, the pupils also explored the depths of the White Tower, commissioned by William the Conqueror. Yeomen Warders dotted the grounds in distinctive regalia and were very helpful in answering the boys’ thoughtful questions.

Coronation fever pervaded the Jewel House, while the boys were treated to a crime and punishment session led by actors at the Tower, retelling tales of kings, queens, prisoners and escapees. Overall,

Passo Tonale, Italy (Ski Team, Years 4 and 6)

it was a delight to see the boys so engaged and enthused by this totem of British history.

The Junior Branch went to Italy to compete in the IAPS Ski Championships in Passo Tonale. This required the boys to work on their skills as a team and

J. TOMAS-MERRILL

to produce their best possible times in this exciting, exhilarating and exhausting sport. In the end, the Under-9s and Under-11s both claimed medals, and

THE BOYS WERE TREATED TO A CRIME AND PUNISHMENT SESSION LED

BY ACTORS AT THE TOWER, RETELLING TALES OF KINGS, QUEENS, PRISONE RS AND ESCAPEES.

1 6

T H E

G OW E R

2 0 2 3

could be very proud of their achievements. They celebrated their success with hot chocolate and gelato. Since the racing week took place during term time, the pupils also did their usual lessons, tests and homework. Something only Italy could teach them, however, was that bowls of pasta came in many different shapes and sizes and with every sauce imaginable, from simple pomodoro to sophisticated carbonara, via rich pesto and carnivorous bolognese.

They became as brave, technical and tactical in their pasta choices as in their decision-making on the slopes. Fair to say they arrived back in Hampstead a week later exhausted and tanned, yet super happy!

MATTHEW RYAZANTSEV – 5T

Nice (Art, Year 6) The Junior Branch Art trip to Nice was defined by museums… in a good way, of course! The action started with visits to the Modern and Contemporary Art Museum (MAMAC) and Photography Museum, where the boys sketched photographs that captured their imagination. Next came the (Henri) Matisse Museum, located in the eponymous artist’s former home, which some pupils found especially interesting; and the Musée National Marc Chagall, whose abstract paintings caught the eye. If that wasn’t enough art for a Year 6 student, day three found the group at the Musée (Pablo) Picasso. Stormy weather prevented another dose of Impressionism at the (Pierre-Auguste) Renoir Museum, but there were other highlights like a walking tour of Nice, the Hard Rock Cafe, the local creperie, and The Super Mario Bros. movie at the cinema… in French!

AADHITHYA MUTHUKUMAR – 6L

THE ACTION STARTED WITH VISITS TO THE MODERN AND CONTEMPORARY ART MUSEUM (MAMAC) AND PHOTOGRAPHY MUSEUM, WHERE THE BOYS SKETCHED PHOTOGRAPHS THAT CAPTURED THEIR IMAGINATION.

T H E

G OW E R

2 0 2 3

1 7

UNIVERSITIES & D E S T I N AT I O N S

This year’s Sixth engaged in the Higher Education

range of subjects – History, Mathematics, English,

process with ambition and enthusiasm, but they

Chemistry, Geography, Land Economy, German,

also took on board advice to be strategic in their

Engineering and Materials Science. In an increasingly

applications. This meant that heading into the

competitive environment, these pupils had much to

summer holidays, 92% of applicants were holding at

be proud of.

least two offers, 78% at least three, 51% at least five, and a fortunate 17% five clear offers. Most of the

Equally, we were delighted that UCS pupils

offers this year came from Bristol, Manchester and

broadened their choices, in terms of both courses

Leeds, in line with previous years.

and universities, and thought more deeply about their options. Pupils applied to institutions as far

Furthermore, entering the summer, 14 UCS students

flung as Scotland, the north-east and the south-west,

were holding offers from Oxford or Cambridge (nine

as well as everywhere in between. We had offers for

from Oxford and five from Cambridge) across a

a diverse range of courses, including Neuroscience,

1 8

T H E

G OW E R

2 0 2 3

Biomedical Engineering, Liberal Arts, Film and

every prospective medic holding an offer met the

Creative Writing, Economics and Management with

conditions of their first-choice university, and

a year abroad, Mechatronics and Robotics, Politics

ten leavers could confirm their travel plans to

and International Studies and Chinese, Biology and

overseas institutions, some with highly sought-after

Marine Biology, and the new Economics, Finance

scholarships, including the above-mentioned Duke,

and Data Science at Imperial. We also had one

Miami and New York.

student with an offer from East 15 Acting School and another planning to attend BIMM (British and Irish

Their undergraduate courses were a true reflection

Modern Music Institute) to do Songwriting.

of this generation’s multifarious academic passions, extending as far as Computer Science with AI,

Further afield, ten students were holding offers

Cognitive Science and Aerospace Engineering, and

from the US, from institutions such as Duke

of course, Songwriting. If you are anywhere near

University, University of Michigan, Northeastern

Bristol, Manchester, Edinburgh or Imperial, London

University, University of Miami, University of

this autumn, expect to bump into a familiar face

Southern California, San Diego University, Villanova

or two!

University and New York University. There were also a couple of students holding scholarships – for example, one girl had a £25,000 scholarship to attend Tulane University in Louisiana.

Come results day, we were thrilled that our Sixth cohort achieved considerable success, securing some fantastic results and departing to study at a range of prestigious institutions, both in the UK and beyond. At A Level, 73 pupils scored straight A*–As. Meanwhile, 27% of grades awarded were an A* and 72% of grades an A* or A, with 93% of all grades at A*–B. Overall, 92% of UCS’s 2023 leavers proceeded to undergraduate study, with 84% progressing to their first or second-choice university. Their destinations really did include some of the most renowned institutions in the world; in the final reckoning, ten students took up places at Oxford or Cambridge to pursue courses including Classics, Material Sciences, History and Engineering. Meanwhile,

Contributions from L. JENKINS

T H E

G OW E R

2 0 2 3

1 9

W H AT D O E S I T M E A N TO B E A N O L D G OW E R ?

A recent visitor to UCS for the Old Gowers’ Summer

Memory and gratitude were two recurring motifs of

Drinks Party, albeit not a regular one in the interven-

the conversation that this publication had with Sean

ing five decades because of his life’s circumstances,

Hackett, a former UCS pupil of the 1970s. Sean joined

Sean Hackett is nonetheless deeply appreciative of

the school in 1973 for his A Levels, after having

the formative years that he spent at Frognal.

attended a boarding school in Hertfordshire – where, in his words, “the staff were pretty good but the kids

School days are not necessarily the outright happiest

made for more of a thuggish environment”.

days of your life, but an ideal scenario is to be able to look back through a lens of gratitude and appreciate

He had been tipped off by a friend of a friend that he

that particular time and place. Of course, the curious

“would enjoy UCS” and his own preconception was

thing about memories is that they can assume greater

that “it was a place with high academic achievement

depth and clarity the more distant they become in

and aspiration”. Looking back on his experience in the

terms of years.

Transitus and Sixth, the Old Gower said:

2 0

T H E

G OW E R

2 0 2 3

“I couldn’t think of anywhere better. My time at UCS coincided with my development as a person. I think the atmosphere was something that inspired you. It was an intellectual environment and it inspired me to work hard, to keep up with the others really. It was encouragement by observation and through being in a constructively curious environment. We were all growing up intellectually, since that 16 to 18 period is a time of great change.”

Academically, Sean studied Physics, Chemistry and Maths (pure and applied as a single A Level) – only regretting “not taking Further Maths too” – and he proceeded to read Physics at Imperial College after a brief flirtation with Civil Engineering. “I decided to switch to Physics on the basis I would never again have the chance to study natural science,” he explained. “As it happens, I have been interested in how things work from a very young age, which perhaps explains why I ended up as a patent attorney.”

The educational system he passed through at Frognal taught more than just the skills and strategies for academic and later career success as a patent attorney on both sides of the Atlantic. It was a culture that opened up horizons. “The

“I THINK THE ATMOSPHERE WAS SOMETHING THAT INSPIRED YOU. IT WAS AN INTELLECTUAL ENVI RONMENT AND IT INSPI RED ME TO WORK HARD, TO KEEP UP WITH THE OTHERS REALLY.”

liberal ethos and non-authoritarian atmosphere appealed,” he said, “and the school also offered a broader sporting curriculum which was most welcome after the limited choices I’d had before. Pupils were respected for their hard work and talents whatever they were.”

Indeed, it was at UCS that Sean discovered a talent for rowing that still endures. “I chose rowing and have fond memories of twice-weekly trips to

T H E

G OW E R

2 0 2 3

2 1

the river,” he recalled. “We were good enough to

Even today, at five decades’ remove from the wider

represent the school at the Henley Royal Regatta

experiences that Frognal afforded him between

and this introduction gave me the experience to step

1973 and ’75, Sean recognises the importance of the

straight into competitive crews at Imperial College,

school to his personal and academic development.

winning the universities’ event at Henley. I am still

This appreciation of “the privilege of a UCS

rowing today, nearly 50 years after leaving UCS!”

education” comes with the caveat “because my father could afford the fees” – and was informed,

Sean’s coach was Geoffrey Page, a British rowing

at the time, by the fact one of his best friends was a

star of the 1950s: “His influence was important. I

scholarship pupil. Now his gratitude for the “crucial

liked being out on the water: the peace of the river

part that the school played in where I am today” is

and being detached and away from interference.”

expediting a desire to help young people to attend

Meanwhile, his “welfare mentor” was John Older,

UCS via the bursary programme and thus enjoy

a name memorialised in the Deme system. “I liked

what he once had. He explained: “I am minded to

the fact the school didn’t seem to take sport too

give financial support when I can. I regard the school

seriously,” he said. “They were happy for people to

as part of my legacy, which is why I have made

do what they wanted to do. That was refreshing.

provision in my will. I would like to do what I can to

I think the change of school made me appreciate

help expand the size of the provision, so that more

what UCS had to offer, because I had something

youngsters can attend the school.”

to compare it with. My time at UCS was never something I took for granted.

“Not that my behaviour was perfect,” continued Sean. “I more or less kept within the bounds – though, not being an early person, I could never quite make it to assembly on time! I lived locally in Hampstead and the whole environment was a very pleasant experience.”

2 2

T H E

G OW E R

2 0 2 3

“ I A M M I N D E D TO GI VE FI NANCI AL S U P P O RT W H E N I CAN. I REGARD T H E S C H O O L AS PART O F M Y LE G ACY, W H I C H I S W H Y I H AVE M AD E PROV I S I O N I N M Y WI L L . I WO UL D LIK E TO D O W H AT I CAN TO H E L P E XPAN D T H E SI Z E O F T H E P ROVI S I O N, S O T H AT M O R E YOUNGST E RS CAN AT T E N D T H E S CH O O L .”

Contributions from S. HACKETT P. HART T H E

G OW E R

2 0 2 3

2 3

INTERVIEWS WITH DONORS

The work of the Development and Alumni Relations Office is all about connection; forging connections, rekindling connections and strengthening connections between Old Gowers, the school, our pupils, staff and parents. This is only possible because of the strength of feeling that exists within our community: that UCS is a special school, and we all have the privilege of giving back as much as we benefit from the school. Richard is a wonderful example of this and we are very lucky to have his support. To find out more about the work of the Development Office, please email development@ucs.org.uk

2 4

T H E

G OW E R

2 0 2 3

‘Letter to parents inspired me to donate.’

Old Gower Richard Sehayek explains the motivations behind his decision to donate to the UCS bursary provision. You could say it is a decision 35 years in the making given Richard’s long association with the school as Junior Branch pupil, Senior School student and now proud UCS parent.

BY RICHARD SEHAYEK

UCS has been a core institution for me throughout my life. I attended the school for ten years from 1988–98, and my son has been at UCS since 2015.

When I sat my 7+ exams (a while ago now), I was – to the immense surprise of myself and my parents – offered multiple places at different schools. With a decision to make, my parents and I attended various open days in the hope that one school would stand out.

The only open day I remember was UCS. I found myself sliding off the overly polished wooden chairs (the very same you have all sat on – they have not changed) while the late, great Mr McGregor, former headmaster of the JB, delivered an inspirational speech to a more than receptive audience of prospective parents. Mr McGregor – sensing my unease, and to my disbelief – invited me up on stage to sit with him for the remainder of his talk.

That man and that school embodied what pastoral care meant. I was sold! From that moment, I was going to UCS. I was seven years old and I have never looked back.

Pupils get the whole package at UCS: fulfilling their academic potential in a relaxed, unpressured environment. Every year the admissions team assembles a friendly, go-getting, talented cohort of children. Combined with the extensive sport, music and other extracurricular

MORE THAN ANYTHING, UCS IS A COMMUNITY. IT PREPARES YOU FOR LIFE AND MOULDS YOU INTO THE BEST VERSION OF YOURSELF, GIVING EACH STUDENT AN INNER CONFIDENCE A ND INQUISITIVE PERSONALITY.

programmes on offer, UCS provides pupils with some of their fondest lifetime memories as well as unbeatable preparation for the next chapter, whatever that might be.

More than anything, UCS is a community. It prepares you for life and moulds you into the best

T H E

G OW E R

2 0 2 3

2 5

version of yourself, giving each student an inner confidence and inquisitive personality. Whenever I happen to interview an Old Gower for an internship or permanent job, that unmistakable UCS charm and ebullience is always a give-away well before they confirm to me that they attended the school. That perceptible UCS streak of well-meaning confidence and personality has been a defining characteristic of its pupils since time immemorial and continues to this very day. It is invaluable – far more precious than any academic accolade – and something a wide spectrum of students should experience.

Which brings me onto bursaries…

I only realised the scope and impact of the bursary programme after meeting Stephen Warshaw, Chairman of the Governing Council. I was amazed by the large number of pupils who benefit from the programme and by the school’s admirable desire to expand it even further.

It struck a nerve with me. During my UCS years, I remember a boy who sadly and suddenly had to leave the school because of financial difficulties.

Leaving one’s teachers, friends and community must have been hugely distressing.

It was during Covid that I received a letter from the school saying something along the lines of “If you’re having a tough time school fees-wise because of Covid, we’ve got fall-back options”. That letter really hit home to me the financial burden faced by parents and families given the tumult of recent years and reminded me of the situation from my time at UCS all those years ago. I felt I wanted to help to the extent I could and to support such a worthy programme. The special thing about UCS is that my friends today are the same ones I had at school. It’s definitely rare to say that some of your closest friends in your 40s are the same friends from when you were seven or eight years old.

2 6

T H E

G OW E R

2 0 2 3

Earlier this year I attended my 25-year UCS reunion which was quite the throwback! Sure, we had all noticeably changed (i.e. deteriorated!) from a physical perspective but, within ten minutes of the proverbial ice-breakers, we reverted to type and the same old characters we used to be, even though we now counted surgeons, fund managers, lawyers, teachers, entrepreneurs, TV producers, musicians and even a diplomat among us. Everyone was genuinely interested in each other and what we had been up to. I think that’s part of the school’s spirit.

Look, not everybody was happy all the time, but most UCS students were pretty content most of the time and had a happy childhood here. In fact, at the reunion I saw people I hadn’t seen for 25 years and I was struck by how well we all got on and by the fact that the vast majority of my year were good, decent people.

Now, as a UCS parent, it is heart-warming to see my own son in this same environment. I feel it’s something special for him: he is able to flourish and have a great experience at the same time. There are so many decisions you make for your children and you don’t always know if you’ve made the right ones.

However, I have never for one moment questioned the decision my wife and I made to send our son to UCS – much like the decision I made for myself when I was seven. Both were complete no-brainers.

UCS polishes its pupils for whatever comes next in their lives, giving them room to grow into the best version of themselves while instilling that unique UCS confidence and ability to communicate that makes them ready to take on the world. All of this while also allowing them to look back and realise they had a happy childhood.

Somehow, UCS consistently delivers on all fronts.

By donating to the bursary fund, you can help others experience some of that magic.

Contributions from R. SEHAYEK T H E

G OW E R

2 0 2 3

2 7

PASTO R A L

Inclusion and Representation UCS advocates for total acceptance of diversity in race, creed, gender, sexual orientation and physical ability. Emphasising Inclusion and Representation, the school strives for a richer, more empowering learning setting, fostering innovation, creativity, varied perspectives and effective solutions. This article illustrates the positive impact of such an approach on our compassionate and inquisitive pupils.

2 8

T H E

G OW E R

2 0 2 3

UCS rightly promotes an ethos of complete tolerance of differences in race, creed, gender, sexual orientation and physical ability. It champions Inclusion and Representation in order to provide a more diverse, enriching and empowering learning environment, which in turn can lead to greater innovation, creativity, perspectives and solutions. The following accounts explain how such an approach benefits our curious and kind pupils.

Senior School Inclusion and Representation at the Senior School does not just focus on marking key dates within the calendar, but is central to the pupil experience throughout the school. Subject departments continue to work on embedding the representation of different groups into the curriculums they teach, considering which voices and perspectives are underrepresented in traditional historical, literary and scientific narratives, for example.

PASTO R A L

Displays throughout the school celebrate academics and thinkers whose contributions may have been historically overlooked for reasons of race, gender, disability and sexual identity.

Reading lists, external speakers and assemblies all supplement the material pupils cover in lessons, to provide exposure to diverse and enriching schools of thought and to support pupils in bringing themselves and their experiences to their learning.

PSHE forms another key method of promoting Inclusion & Representation: at all stages of the school pupils learn about the power of language to include or exclude, and how to have meaningful conversations about race and racism, gender and sexism, LGBTQIA+ issues, neurodiversity and more, with a particular focus on helping pupils to understand their responsibilities to the communities of which they are part, as well as to support marginalised groups.

As a corollary to this approach, the new Pupil Champion Course was delivered this year to pupils from the Shell in conjunction with pupils from St Margaret’s School, while Transitus volunteers in the Student Support Service received additional training on how to be effective allies.

Pupils also had the opportunity to feed back to the school about their priorities and ideas on how to make UCS as inclusive a space as possible via the Lower and Middle School Councils, the Sixth Form Union and the Inclusion & Representation Committee.

Contributions from J. LEWIS T H E

G OW E R

2 0 2 3

2 9

PASTO R A L

Pre-Prep

Our pedagogy this year, meanwhile, was developed

The Pre-Prep embraces a culture that promotes equality, diversity and inclusion. When you enter the school, you see a ‘Welcome To Our School Display’ highlighting the various global languages and cultures found within our school. Here you can learn to say ‘hello’ in 17 languages! Additionally, we use texts from different cultures, religions, races and groups of people. There is an impressive rolling selection of books exploring difference, religion and gender across each term, with a particular favourite being our UNICEF ‘Rights Respecting Schools’ book We Are All Different. Additionally we have a range of books celebrating black history and on the subject of racial equality.

to support and affirm neurodiversity and different learning styles. Indeed, Patrick Milton and external trainer Andrea Smollan briefed staff on how better to support pupils with ADHD or ASD profile.

Encouraging children’s empathy and community skills, KS1 completed the Junior Duke Award with a focus on helping and caring for others and being part of an inclusive community. Other projects to foster equality and inclusion involved learning about the Paralympics, female engineers, and scientists and artists from all cultures.

Furthermore, whole-school events like the ‘Now and Beyond’ mental health festival helped create a safe environment for children to share information

An exciting addition to this warm and inclusive

about their feelings and families.

culture was the Pre-Prep’s newest learning dinosaur.

The inclusion dinosaur, ‘Includadon’, became the sixth such dinosaur and will help to promote and celebrate inclusivity, diversity and kindness.

Moreover, we had a wonderful programme of events designed to embrace different cultures and groups of people. For example, on Cultural and International Day, each class was invited to wear traditional dress and we sampled foods from three countries represented within the class. Date pudding from Yemen was an instant hit in Year 1!

For International Women’s Day, children learned about iconic female role models throughout history.

During Black History Month, they enjoyed drama workshops championing inclusion and tolerance.

Contributions from E. SZEKELY 3 0

T H E

G OW E R

2 0 2 3

PASTO R A L

T H E

G OW E R

2 0 2 3

3 1

PASTO R A L

Pupil Leadership Pupil leadership is encouraged across the Foundation, beginning in the Pre-Prep and continuing through the Junior Branch and into the Senior School. It runs parallel to the challenging academic curriculum and the stimulatingly multifaceted co-curriculum, with opportunities to step up, volunteer and provide service to the community, both within UCS and beyond. These opportunities for leadership not only help the individual student in their personal development but also leaven the pupil collective by providing examples and role models.

Senior School The transition into Sixth Form marks a time of significant change for students, with heightened academic challenges, new friendships, and increased freedoms and independence constituting just some of that change. However, one of the most notable shifts is the move towards leadership and assuming roles of responsibility within the school community.

This begins in the Autumn Term when Transitus pupils new to the Sixth Form become mentors to Entry forms, initiate their own clubs and societies, and undergo training to become volunteers for the Student Support Service. However, as the year progresses and Sixth pupils focus more intently on impending exams, the Transitus step in to fill the void created by the departing senior cohort and take up formal positions of leadership – crucial not only to the Sixth Form at large but also to the wider school community. These positions consist of three teams: the Monitors, the Deme Captains, and the Sixth Form Union, each with their own unique responsibilities and influence.

3 2

T H E

G OW E R

2 0 2 3

leadership skills, learn the value of collaboration,

in formal activities such as conducting school

nurture a sense of responsibility and exhibit a

tours, communicating with parents, representing

deep commitment to the school community.

the school at events, leading assemblies and participating in student affairs. They maintain a

The benefits of having student leaders are

presence in the Middle and Lower Schools, actively

far-reaching. These young leaders serve as

engaging in various student events.

approachable and relatable role models for

PASTO R A L

The Monitors, as outward-facing leaders, engage

their peers and younger pupils, inspiring others On the other hand, the Deme Captains are

through their dedication, work ethic and passion

responsible for organising events within their

for making a positive difference. Moreover, their

respective Demes (or Houses), fostering Deme

efforts contribute to the overall development of

spirit and building a sense of community from

the school community, championing a spirit of

Lower Remove all the way up to Sixth. The Sixth

unity, inclusivity and social awareness.

Form Union, different again, focuses on promoting inclusion and representation within the school.

The Monitors, Deme Captains and members of

They arrange fundraising activities, raise awareness

the Sixth Form Union play vital roles in various

about important issues and ideas, and serve as

aspects of school life, offering guidance, support

the voice of the Sixth Form. Pupils who aspire to

and inspiration. As such, these positions are

these leadership posts apply for them and approach

invaluable opportunities for personal growth,

their responsibilities with the utmost seriousness.

which also benefit the wider community as

Through these positions, they develop crucial

they encourage a positive and inclusive school environment.

T H E

G OW E R

2 0 2 3

3 3

PASTO R A L

Captains of Monitors

Sixth Form Union

Xavi Mesquita

Events Officer

Minnat Mohammed

Charlotte Marchand LGBTQIA+ Officer

Vice Captains of Monitors

Axel Cohen & Ruby Isaacs

Toby Crawcour

Diversity Officer Oduko Soludo

Tia Crown

Women’s Officers Rose DeLeon & Daisy Ellis Thompson

Monitors Team

Wellbeing Officers

Cara Willmott

Scarlet Clements Smith & Ella Goren

Cameron Bard Issy Lesser Taliah Spencer-Jacobs

Deme Captains

Sebby Beard Dylan Ireland

Baxters

Hugo Kinder

Rose Deleon, Charlie Cash, Adam Kassam

Xavi Mesquita

Black Hawkins

Tia Crown

Ruby Koppel, Lenny Knight, Jasper McNally-Drew

Beatrice Harker Viraj Mehra

Evans

Anjelica Ashley

Hannah Lucas, Skyla Madhvani, Elijah Lifton

Minnat Mohammed

Flooks

Toby Crawcour

Ananya Radhakrishnan, Jacob Bor, Louis Myers

Daniel Nahum Oriya Tietjen

Olders Poppy Stringer, Jake Marchant, Aidan Pick Underwoods Tamsyn Alston, Ed Choi, Jonah Howe

3 4

T H E

G OW E R

2 0 2 3

PASTO R A L

Equality and poverty with Ishaan Shah A different kind of student leader cut an inspirational figure at the Junior Branch when special guest Ishaan Shah spoke at a whole-school assembly about his work as, among other things, a UN Youth Representative and co-founder of Stolen Dreams – a youth-led collective driving action around ending modern slavery.

The 20-year-old activist, whose own dream is that every human being can access basic human rights, discussed his experiences of visiting India several years ago, describing the slums and the families he met that lived in extreme poverty. When he visited the local school, he was deeply moved by the fact that at dinner time the children, who were lucky to get a meal, served Ishaan first.

This one small act of kindness inspired Ishaan to

Year 6 pupil Baer Bolton Smith said:

act and he is now a young leader in international human rights, gender equality and climate action.

His speech stirred the JB audience, challenging pupils to learn or do something about something they care about. The deepest concern for the pupil body may well be global warming, but Ishaan really gave them something to think about.

“ISHAAN SHAH IS AN AMAZING YOUNG MAN WHO DECIDED TO ACT ABOUT A MAJOR PROBLEM IN THE WORLD. HE ASKED US TO LEARN MORE ABOUT IT AND TO ACT IF WE WANT TO. WE WERE MOVED BY HIS ASSEMBLY AND I HOPE MORE PEOPLE BECOME MORE LIKE HIM!” BAER BOLTON SMITH – Year 6

Contributions from R BAXTER T H E

G OW E R

2 0 2 3

3 5

PASTO R A L

Pre-Prep House Captains & Deputies 2022–23 Autumn 1 Dragon:

HC – Folajimi

D - Jonah

Griffin:

HC – Stellan

D – Albie

Pegasus:

HC – Monty MC

D – Zack

Sphinx:

HC – Joseph

D – Morrie

Dragon:

HC – Theo

D – Arlo

Griffin:

HC – Monte TS

D – Christopher

Pegasus:

HC – Seth

D – Lorenzo

Sphinx:

HC – Rafi B

D – Leonardo

Dragon:

HC – Theo I

D – JJ

Griffin:

HC – Monte TS

D – William & Jojo

Pegasus:

HC – Kemal

D – Aaron & Gabriel

Sphinx:

HC – Suleiman

D – Joseph

Autumn 2

Spring 1

3 6

T H E

G OW E R

2 0 2 3

PASTO R A L

Pre-Prep House Captains & Deputies 2022–23 Spring 2 Dragon:

HC – Naayel

D – JJ

Griffin:

HC – Ethan

D – William & Jojo

Pegasus:

HC – Lukas

D – Aaron & Gabriel

Sphinx:

HC – Jack

D – Joseph

Dragon:

HC – Jonah

D – Theo I

Griffin:

HC – Christopher

D – Stellan

Pegasus:

HC – Lorenzo

D – Seth

Sphinx:

HC – Leonardo

D – Rafi B

Dragon:

HC – JJ

D – Elan

Griffin:

HC – Albie

D – William

Pegasus:

HC – Aaron

D – Monty MC

Sphinx:

HC – Eliott

D – Jack

Summer 1

Summer 2

T H E

G OW E R

2 0 2 3

3 7

PASTO R A L

House Competitions House or Deme competitions are occasions when pupils can find fulfilment in camaraderie, self-confidence and participation. Through being involved in such activities, pupils acquire skills, develop character and discipline, and appreciate the value of collaboration. Besides, these events are often engaging and entertaining riffs on the traditional house system.

Senior School Deme competitions continued to be a source of camaraderie, competition and fun, providing pupils with the opportunity to represent their Demes in a range of co-curricular activities and to create and strengthen bonds with peers in their own and other year groups. Deme Captains worked hard to support their Wardens in selecting teams to showcase the breadth of talent across the Middle School and Sixth Form. From drama and dance (with a new variety act category) to rugby, chemistry, football, chess, hockey, cricket, swimming, tennis and sports days, these events fostered a strong sense of community within the school.

In the arts, Deme Song and Deme Drama and Dance enabled pupils to unleash their creativity and express themselves on stage. The performances attested to their dedication, hard work and teamwork.

Underwoods took the honours at Deme Song and finished joint first with Baxters in Drama and Dance.

On the sporting front, the rugby, football, cricket and tennis matches tested pupils’ athletic abilities

3 8

T H E

G OW E R

2 0 2 3

PASTO R A L

and tactical thinking. The chess and chemistry tournaments, on the other hand, challenged students’ intellectual abilities. With every move, they had to think several steps ahead, proving their analytical skills and strategic thinking. Evans prevailed in Middle School Chess, and Flooks in the Sixth Form competition, while Black Hawkins won the Chemistry.

The year climaxed with sports days at the playing fields. Pupils competed in team sports, including cricket, tennis and volleyball, as well as athletics, with victories for Black Hawkins and Evans – joint first! – in the Lower Remove, Black Hawkins in the Remove and Flooks in the Transitus. After months of intramural competition, the deserving winners of the UCS Deme Cup 2023 were Black Hawkins.

Pre-Prep In the Pre-Prep, House competitions form an integral part of a vibrant school culture. Infused with spirit, these events build community, foster teamwork and, of course, invite healthy competition among the boys. From the thrilling Swimathon and House Running to the highly anticipated weekly House Cup, these

F R O M D R A MA A N D DA N C E (W ITH A N E W VAR IETY AC T CAT EG O RY) TO R U G BY, C HE MISTRY, FOOT BAL L, C HE SS, H O C KE Y, C R IC K ET, SW I M M I NG, TE N N IS AN D S PO RTS DAYS, T HE S E E VE N TS FOST E R E D A ST R ON G SE N SE O F CO M M UN ITY W ITHIN T H E S C HO O L.

activities unite pupils across the years through collaboration and an eagerness to showcase and appreciate each other’s talents and skills.

Additionally, the introduction of the Kindness Cup has promoted compassion and empathy, values at the core of the Pre-Prep.

Vying for victory, the children dive into the pool to compete in one of the most eagerly awaited events, the annual Swimathon at UCS Active.

This event spotlights not just the boys’ swimming abilities developed in weekly swimming lessons, but also their understanding of the value of teamwork and perseverance. The Swimathon encourages them to push their limits and celebrate their success together, which builds bonds that transcend the pool.

T H E

G OW E R

2 0 2 3

3 9

PASTO R A L

House Running is no different, as this adrenalinefuelled event brings out the competitive spirit in everyone. With the Holcroft fields abuzz with excited pupils and parents, the boys test their stamina and proudly finish the race representing their Houses in vibrant House colours. The children’s ability to inspire team-mates to give their best is even more remarkable than the running; it is not uncommon for them to cross the line hand in hand.

The weekly House Cup is the cornerstone of the Pre-Prep’s House competitions. This continuous source of motivation for the boys encourages the school community to be the best it can be, in and out of school. Pupils collect House points by striving to be superstars in the classroom, by singing their hearts out on the interactive learning platform Seesaw or by displaying their dedication to their roles in the semi-annual productions.

The House Cup truly ignites the boys’ passion for learning, and a drumroll of excitement precedes the announcement of the winners in the weekly Celebration Assembly.

Recognising the importance of promoting empathy and kindness, the Pre-Prep also launched the Kindness Cup. Designed to reward children’s exceptional acts of compassion within the school community, the cup serves as a reminder that kindness is a quality to be nurtured alongside sporting and academic talents. Whether it’s lending a helping hand to a friend, or offering words of encouragement, the Kindness Cup celebrates compassion and reinforces empathy and respect.

4 0

T H E

G OW E R

2 0 2 3

Finally, the Junior Branch sports day saw boys compete in four individual events against children of equivalent ability from other Houses. The events were 50m, 100m (Years 3 and 4), 200m (Years 5 and 6), long jump and throw. The action was rounded off by team relays and tug of war.

Running alongside the athletic events were the House cricket finals in the ‘Super Smash’ format.

This fast-paced, high-scoring hybrid has become very popular at UCS, and the highlight here was Alex Pickford (Year 4) scoring 52 runs off five balls!

PASTO R A L

Junior Branch

Placings in each event were added together for overall House points, with relay and tug of war places worth double points. Once the numbers had been crunched, fourth place went to Bentham on 613 points; Simmons and Eve were joint second on 648 points, and Campbell victorious on 732 points.

Contributions from J. LEWIS R. HOLMES D. COOK T H E

G OW E R

2 0 2 3

4 1

PASTO R A L

Assemblies School assemblies are much more than exercises in gathering different year groups at the start of a school day. Rather, they bring together the school community to tackle timely, important and thoughtprovoking issues. They are invaluable opportunities to educate pupils and prepare them to go out into the world and improve the society at large. Here are some examples of the wisdom imparted at these congregations of staff and students, which take place against the backdrop of the majestic Great Hall.

On Holocaust Memorial Day: I am eternally grateful to be living in London: a prosperous, stable society, not without its problems but generally a more blessed place to live. My family, part of which emigrated to escape Russian pogroms, has prospered here for generations. Yet societies can change: the tone of political discourse leading to violence in the US and, more recently, closer to home makes me increasingly wary that democracy is a gift that needs more care and effort than ever to maintain. That effort will come from individuals promoting respect, tolerance, fighting for the downtrodden and speaking out for the weak; a role that I hope all of us can be proud to play.

G. WAYLAND

On timeless teenage struggles: The world in which we find ourselves may be very different from when the words of ‘Paulatim’ – “brave souls once walked the halls we tread” – were originally sung. Economic challenges, political

4 2

T H E

G OW E R

2 0 2 3

yourself into situations where you might lose or

evolve, but for the past 100 years this building has

fail as a chance to grow is one of those times you

been occupied by thousands of students who also

develop in this core competency. If we embark

struggled with homework, friends, the challenges

on these opportunities together with our peers,

of being a teenager and facing an uncertain world.

it compounds the effects of learning under the

A. DAVIS

On LGBTQ+ History Month:

PASTO R A L

challenges, environmental and societal concerns

threat of failing as we know that we will all fail at something at some point, so we might as well get it over with.

M. EDWARDS

Listening to people’s stories is a way of cultivating empathy. It helps bridge gaps in experience and perspective. Remembering the lives and stories of

On protest and change:

individuals is a weapon against dehumanisation.

Protest, by its very nature, is uncomfortable for

Listening to people’s stories, accessing their

everyone. Standing up and challenging a status

reflections on what makes them, how they’ve got

quo or an entrenched authority can almost always

to where they are, and what has mattered along

feel like a losing battle from the very beginning

the way, can be a way of diminishing divisions.

– especially when you have little power and

As LGBTQ+ History Month begins, I think

influence. However, this time in history is one of

too of the voices of those we have not allowed

the easiest times for it to come about. The advances

to speak, stories that still haven’t been heard.

of modern communication and spreading

Prejudice diminishes when connections are made,

information via social networks and social

and allowing someone to tell you who they are

media mean that communities of like-minded

honours their identity. Give Desert Island Discs a

changemakers and activists can grow online and

listen, if you have a spare commute, but make the

their messages can spread rapidly. While this has

time to listen to each other too.

its downsides, the potential of the digital age as

J. LEWIS

On success and failure: My call to action is to take chances to fail before it’s too late. Fail constructively where you can – try and answer complicated questions posed by your teacher or try exercises that you aren’t sure of. Put

a time for change and upheaval has long been spoken about. It’s also worth recognising that these tools and spaces allow us to create our own power and shift the balance towards the change we want to see. When people take action together, whether as part of community groups or striking unions, the impact can be significant.

A. DAVIS

your hand up and be confidently unconfident that you only have part of the answer. Push yourself to a limit and go slightly beyond if you can – just like you might in a sport or hobby. In our Learning Values we talk about resilience – the ability to maintain oneself under difficulties and be able to perform and respond under pressure. Throwing

T H E

G OW E R

2 0 2 3

4 3

PASTO R A L

On allyship and social justice: I want you to think about the history you are writing or enabling to be written – through your thoughts, your words, your actions. How can you best use your talents and your voice to ensure, for example, that everyone has access to the food and resources they need to be their best selves?

How can you be the best ally and supporter of those oppressed by unfair systems and processes – those of minoritised ethnic or racial groups, trans people, refugees, the homeless? What injustice or intolerance do you see in our modern world that needs addressing? From my short time as part of this community, I know there is passion in this room and around the school, and I look forward to seeing and discussing the future ‘histories’ that you seek to enact, the intolerances you want to lay low.

J. LEWIS

Contributions from M. EDWARDS J. LEWIS G. WAYLAND

4 4

T H E

G OW E R

2 0 2 3

PASTO R A L

T H E

G OW E R

2 0 2 3

4 5

PASTO R A L

New Lower School Awards Over the past two years, Entry and Shell pupils have pioneered two new ‘character’ awards: the Young Leaders Award and the Headmaster’s Lower School Award. With the first set of graduates emerging from both, Awards Coordinator Mark Reiderman proudly assesses the state of play.

“The first Young Leaders Award (YLA) cohort had to write letters of application, get on the course, attend weekly sessions and contribute to the leadership challenges. Seventeen pupils started when they were in the Entry; 16 completed the course during the Spring Term of the Shell year. One pupil could not continue because of other commitments. Graduates received a nationally recognised Young Leaders Award certificate from the Archbishop of York Youth Trust.

The Headmaster’s Award is different as there is no formal sign-up process. Instead, over the course of 12 months, we encourage pupils to compile a portfolio of evidence of progress in four of the five sections of the Award: academic, adventure, cocurricular, community and sustainability. The onus is on them to be proactive and, yes, go on this trip or do that co-curricular activity. They must also spend time reflecting on how it was useful and the values they developed.

4 6

T H E

G OW E R

2 0 2 3

The feedback has been good, with parents almost

the pupil reflected on each activity. About 70

universally positive about the opportunities

pupils from the year group of 120 achieved the

for their children. We have worked closely

Headmaster’s Award, receiving a certificate

with parents to avoid the timings and schedule

and a badge. Anyone who completed either the

preventing pupils taking part.

PASTO R A L

A high-quality portfolio will evidence how

Headmaster’s Award or the Young Leaders Award or both earned a trip to Thorpe Park. Curiously,

Furthermore, Lower School pupils are hearing

the whole idea of Thorpe Park came from a YLA

about the Awards from their peers and liking the

exercise in how to negotiate.

sound of what they are doing. The YLA brings together a broad variety of characters; not a purely

The Young Leaders Award runs from the Summer

sporty, musical or academic crowd. There is

Term of Entry through the Autumn and Spring

something of everything and part of the course is

Terms of Shell, finishing in time for Shell pupils

working with different characters. Pupils learn to

to focus on Summer Term assessments. The

adapt their style and approach when working with

Headmaster’s Award starts and finishes at the

different people. This is another big selling point!”

same time. There are fewer ring-fenced lessons with the latter; we encourage pupils to look at and add to their portfolios, particularly during form periods.

Young Leaders comprises three modules, each with ten hours of taught content. Every module also has a Leadership Challenge, which the boys come up with themselves. In total, they have 30 hours of taught content and three challenges. The challenges, first time round, were to design an induction activity for new Entry pupils, which the boys carried out with last autumn’s Entry; to design and carry out novel Community Action fundraisers; and to work with Heath Hands conservation charity. For the second cohort, we have not defined the challenges and it will be interesting to see if they wish to take these tasks in different directions once given parameters to work with.

ABOUT 70 PUPI LS FROM THE YEAR GROUP OF 120 ACHI EVED THE HEADMASTER’S AWARD, RECEI VI NG A CERTI FI CATE AND A BADGE. ANYONE WHO COMPLETED EI THER THE HEADMASTER’S AWARD OR THE YOUNG LEADERS AWARD OR BOTH EARNED A TRI P TO THORPE PARK.

Contributions from M. REIDERMAN T H E

G OW E R

2 0 2 3

4 7

PASTO R A L

IWD, LGBT+ History Month, Black History Month, Pride UCS actively acknowledges significant dates in the inclusion calendar, organising events, assemblies and discussions to educate and empower students. Through observance of events like Black History Month, LGBTQ+ History Month, International Women’s Day, and Neurodiversity Celebration Week, the school cultivates understanding and inclusiveness among all community members.

Celebrating diversity UCS continues to observe key dates in the inclusion calendar, offering a range of events, assemblies and discussion opportunities that aim to empower and educate pupils. By honouring and exploring Black History Month, LGBTQ+ History Month, International Women’s Day, Neurodiversity Celebration Week and more, the school works to foster understanding and inclusivity in all members of the community.

The theme for Black History Month 2022 was ‘Time for Change: Action not Words’, and a series of events within the co-curriculum aimed both to research the history and cultural contributions of black individuals in the UK and beyond and to acknowledge the change needed for equity within society.

The Junior Debating Society, for instance, debated the motion of returning the Benin Bronzes to Nigeria from the British Museum, addressing the

4 8

T H E

G OW E R

2 0 2 3

PASTO R A L

complexities surrounding cultural artefacts and colonial legacies. Cultural Awareness Society held a comparative discussion on race and racism in the UK, the US and South Africa; Lower and Middle School book groups discussed what can be learnt about black history from fiction; Politics Society looked at the Metropolitan Police; and Medical Ethics Society considered racism within medicine, and in particular black maternal health. Feminist Society hosted a meeting analysing the history of women’s suffrage and the exclusion of black women from this movement.

These discussions sought to shed light on the intersectionality of gender and race, emphasising the importance of inclusivity in the ongoing fight for equality.

In February, LGBTQ+ History Month took centre stage with the theme ‘Behind the Lens’, focusing on the contributions of LGBTQ+ individuals in film, television and visual arts. Throughout the month, UCS pupils engaged in form-time discussions and whole-school assemblies shedding light on the struggles and sacrifices made by activists, urging the community to learn from history and continue moving forward. QueerSoc and Feminist Society delved into topics such as the Stonewall Uprising and ‘queer female joy’ in music and film. These activities were spaces for learning about, reflecting on and celebrating LGBTQ+ contributions to society.

Additionally, the ‘Warriors’ exhibition at the Lund Gallery showcased artwork by UCS pupils paying homage to figures throughout history who had fought for marginalised communities. The

I N FEBRUARY, LGBTQ+ HI STORY MONTH TOOK CENTRE STAGE WI TH THE THEME ‘BEHI ND THE LENS’, FOCUSI NG ON THE CONTRI BUTI ONS OF LGBTQ+ I NDI VI DUALS I N FI LM, TELEVI SI ON AND VI SUAL ARTS.

exhibition endeavoured to promote awareness and appreciation for the diverse voices that helped shape our world.

T H E

G OW E R

2 0 2 3

4 9

PASTO R A L

In March, UCS pupils organised a concert to honour female artists and composers to celebrate International Women’s Day. The event spotlighted the incredible musical talents of pupils from the Upper Remove, Transitus and Sixth, spanning genres from classical to contemporary pop.

This celebration was not only an opportunity to highlight the contributions of female musicians but also to address and challenge the gender imbalances that persist in the music industry.

By exploring different forms of neurodivergence in a whole-school assembly and PSHE lessons, pupils broadened their understanding of disability inclusivity as well.

Through observing these dates within the calendar, we strive to expose pupils to a variety of perspectives and encourage the inclusion and representation of all groups. Through art, music, literature and critical discussions, we invite pupils to become active participants in shaping a more inclusive and equitable society.

BY EXPLORI NG DI FFERENT FORMS OF NEURODI VERGENCE I N A WHOLE-SCHOOL ASSEMBLY AND PSHE LESSONS, PUPI LS BROADENED THEI R UNDERSTANDI NG OF DI SABI LI TY I NCLUSI VI TY AS WELL.

5 0

T H E

G OW E R

2 0 2 3

To celebrate Black History Month at Holly Hill, the Junior Branch welcomed back Adrian Benn, who had previously spoken to pupils about the black community’s history through music (‘Jax’s Jukebox’) and through the strength and achievements of black women in society (‘Herstory’).

This time, in an unforgettable assembly and follow-up workshops, the boys heard the empowering stories of people such as Lucius Septimius Severus, a black Roman Emperor born in Libya, who ascended to the highest position

I N AN UNFORGETTABLE ASSEMBLY AND FOLLOW-UP WORKSHOPS, THE BOYS HEARD THE EMPOWERI NG STORI ES OF PEOPLE SUCH AS LUCI US SEPTI MI US SEVERUS.

PASTO R A L

Lucius Septimius Severus: Black History at the JB

in the empire, playing a crucial role in the fortification of Hadrian’s Wall.

From bringing to light the stories of the people who dared challenge Henry VIII and women who documented and recorded the atrocities of the slave culture, Adrian helped further cement the truth of the dignity and strength of the black community not only in history, but inherently, today also.

Contributions from J. LEWIS J. TOMAS-MERRILLS T H E

G OW E R

2 0 2 3

5 1

ACADEMIC

STEM Enrichment Academic attainment is always the goal but a complete education extends to enrichment and ensuring a more holistic learning experience. This year was no different as various initiatives provided enriching experiences for pupils – notably the STEM-focused activities available to Lower, Middle and Upper School pupils that contributed to their broad educational journeys.

Importance of science in a changing world Attainment is undeniably important, but any education must include enrichment in order to give pupils a well-rounded experience. This year was no exception, with various provisions ensuring an enriching education for pupils, including STEMrelated activities for Lower, Middle and Upper School pupils.

The Lower School had a plethora of options. All three Science (Biology, Chemistry and Physics) Departments hosted the Entry and Shell Science Clubs. Here, pupils had the chance to do experiments they may not have seen in class. Similarly, the Lower School Maths Club improved pupils’ numeracy with exciting puzzles and problems. In November the Maths Department held a House Maths Challenge, while the Faraday Engineering Challenge tasked pupils with designing a device to aid the James Webb Space Telescope.

5 2

T H E

G OW E R

2 0 2 3

stretched the rest over a container full of water,

STEM-related Middle School clubs ran regularly:

then pierced it with two straws. Next, by pressing

Middle School Chemistry Breakfast, Middle

the middle, they caused the water to shoot out of

School Maths Society and Astrophysics Society.

the straws. A working heart! Science Week had its

This section also took part in competitions like

own dedicated assembly featuring an inter-House

the National Scientific Think contest, the UKMT

Science quiz. There were fun facts gleaned such as:

Intermediate Maths challenge and the Deme

the language used to classify organisms is Latin;

Chemistry competition. Furthermore, British

and a sundial is an ancient version of a clock,

Olympiads were organised for all three Sciences

using shadows to represent the time.

and Maths with impressive results. Finally, two pupils progressed to the interview stage of the Arkwright Engineering Scholarship programme.

ACADEMIC

Middle School had myriad possibilities. Three

KAI IWAKURA, HUGO GRAHAM & JASPER WONG – YEAR 5

Enrichment opportunities were readily available to Upper School pupils too. All three Science Departments along with Maths arranged British Olympiads. Regular clubs and societies operated for Transitus and Sixth including Medical Ethics Society, Upper School Chemistry Breakfast and Pyrotechnics Club. Additionally, 30 Sixth Form pupils visited Geneva to tour CERN and get close-up experience of cutting-edge particle physics. Finally, this year’s Morris Lecture by Dr Salvatori on String Theory was particularly well received.

Science Week at Holly Hill Science caught the imagination of Junior Branch pupils, whose scientific musings peaked during a Connections-themed Science Week. The action started in the Science Lab, with a special lesson in which pupils made hydraulics using syringes and a plastic tube. They then composed a rap about Science which they performed in assembly, with Mr Danvers and the whole school joining in! The boys were equally creative in making artificial heart pumps out of balloons, straws and jars.

They cut off the bottom half of the balloons and

T H E

G OW E R

2 0 2 3

5 3

ACADEMIC

Space exploration in Science Dome

Centre of the Cell comes to JB

Years 5 and 6 added a galactic dimension to their

The Centre of the Cell Science workshop was

learning when the Science Dome visited the JB.

another fun-filled, curriculum-linked activity, this

If the pupils’ first impressions were of a strange

one teaching Year 6 about the organs and types

black hemisphere , once inside they experienced an

of cells in a human body. The Science Lab staged

amazing show. The “gigantic tent” was, in fact, a fully

this ‘Heartbeat’-themed workshop in which pupils

digital mobile planetarium. Its crew showed the boys

discovered that there are 37 trillion cells in the body

all the planets and some of the 181 moons in the

made up of three types of cells: red blood cells,

solar system. The darkness inside only enhanced the

white blood cells and platelets. Red blood cells carry

sense of wonder as the pupils observed fantastic and

oxygen around the body. White blood cells, part of

precise images of planets, galaxies and moons. The

the immune system, help combat things in the body

information presented was awe inspiring, including

that shouldn’t be there. Platelets help the blood clot to

how NASA is going to build a space station on the

prevent blood loss after injury. An exciting animation

moon called ‘The Gateway’; only 12 men ever have

illustrated how red blood cells travel through the

walked on the moon, all between 1969 and 1972;

body, and there was the revelation that even if it feels

while Ganymede, the largest moon in the solar

like your heart is in the top left of your body, it is

system, has six times more water than Earth.

actually in the middle.

CALLUM HILL – YEAR 5

SEBASTIAN GOLDBERG – YEAR 6

The Doctor calls THE SCIENCE LAB STAGED THIS ‘HEARTBEAT’-THEMED WORKSHOP IN WHICH PUPILS DISCOVERED THAT THERE ARE 37 TRILLION CELLS IN THE BODY MADE UP OF THREE TYPES OF CELLS: RED BLOOD CELLS, WHITE BLOOD CELLS AND PLATELETS.

5 4

T H E

G OW E R

2 0 2 3

The Year 6s’ Science studies into the human body were enlivened by a visit from parent Dr Toni Hazell who talked about her work as a GP. Dr Hazell covered several topics including viruses, lungs, smoking and vaping. The pupils learned that doctors can see if you smoke by looking at your lungs and discovered how vaping is so addictive. Also, did you know that in 80% of the cases where doctors find out what’s wrong, the key is the patient discussing their health history?!

RAPHY COHEN & LEVI BEJERANO – YEAR 6

ACADEMIC

Full STEAM ahead at Pre-Prep STEAM is a subject to enthuse young boys – that’s without mentioning their beloved steam trains! STEAM covers Science, Technology, Engineering, Art and Maths and is embedded in play, exploration, curiosity, observation and questioning. The STEAM approach creates an effective strategy for acquiring skills and knowledge.

Yes, it does have a mechanical appeal and Year 1 examined a spirograph made from recycled bike parts while STEAM Club’s building expertise entailed making noisy circuits and constructing a

THE STEAM APPROACH CREATES AN EFFECTI VE STRATEGY FOR ACQUI RI NG SKI LLS AND KNOWLEDGE.

greenhouse.

More artistic elements surfaced when Year 2 produced watercolour paintings of poppies for Remembrance Day and Reception tried their hand at still-life paintings inspired by Cézanne. Year 1’s foray into textile art involved learning how to weave while Year 2 discovered Ancient Greek mosaics but also enjoyed the modern designs of contemporary mosaic artist Jason Dussault.

Finally, it would be remiss not to mention pupil Arlo’s clay coral sculpture inspired by artist Courtney Mattison.

Contributions from M. REIDERMAN S. NAFTALIN T H E

G OW E R

2 0 2 3

5 5

ACADEMIC

Debating and public speaking This was a hugely successful year for debating, public speaking and Model United Nations at UCS. Under the leadership of pupils Dylan Ireland and Rose DeLeon, debating inspired an altogether new level of enthusiasm among pupils.

There were encouraging signs as early as October when Jake Altmann reached the finals of South Hampstead School’s autumn public-speaking competition. As winter turned slowly into spring, our two most senior debating teams, consisting of Jake Altmann and Ronny Levy, and Oskar Gershfield and Jacob Shapiro, achieved a level of success that had evaded UCS contestants in recent years by reaching March’s finals day of the Oxford Schools’ Debating Competition.

This was a significant feat. Of the 36 teams participating in the competition’s West London regional round, our teams were two of the seven selected to progress to finals day, where they vied with 100 of the finest debaters from across the UK and as far afield as Singapore. After some impressive results against very tough opposition, our teams were unfortunate not to reach the semi-finals.

The close of the Spring Term brought a further exercise in rhetorical skills with the Transitus Public Speaking Competition. Inaugurated last year and

5 6

T H E

G OW E R

2 0 2 23

attended three conferences, at Halcyon London

18 students who, in the preliminary heats, had

International School, St Paul’s School and, biggest

to speak for three to four minutes on a subject

of all, Haberdashers’ Boys. During these events,

of their choice. Topics were varied, including

UCS participants showcased the school’s truly

whether we should rejudge our relationship with

international outlook as our delegates represented

caffeine, the possibility that the moon landings

such diverse nations as Qatar, Ghana, Iran and

were faked, and why we shouldn’t be afraid of

Mauritius. At St Paul’s, Adam Kassam and Minnat

death.

Mohammed won delegate awards, while at

ACADEMIC

open to all Year 12s, this event had a field of

Haberdashers’ there were further prizes for Asher From the heats, four finalists were chosen: Sophie

Hill, Jonah Howe, Maruf Samad, Jack Harding,

Clapham (on trans rights and the Brianna Ghey

Adam Kassam and Minnat Mohammed.

murder); Maya Selby (the link between music and emotion); Jake Altmann (the tyranny of

We continue to be deeply impressed by how

English spelling) and Titus Graham (the morality

eloquent and well-informed our pupils are and

of corporal punishment). Each received extra

very much look forward to seeing how Model

coaching and help from Mr Pollock, with pointers

United Nations at UCS will develop next year

on stage presence and the pace and structure of

under the captaincy of Benjamin Levene.

talks. The final took place in the Lund Theatre, where the stage crew’s lighting and staging served

Overall, these activities are opportunities for

to create an excellent atmosphere.

students to share their views on important issues and to develop their public-speaking skills.

All the finalists performed to a formidable

They also get to learn from each other and to be

standard, being well prepared, articulate and

inspired by the work of their peers.

engaging, and leaving the judges seriously impressed by the overall quality. The winner, however, was Titus Graham for his speech on capital punishment. His cameo was extremely well structured, paced and emotive.

The debating season was rounded off by further success in March when Jonah Gold and Markus Chartouni won the South Hampstead School Junior Debating Competition.

Model United Nations, meanwhile, continued to be a popular extracurricular activity under the expert guidance of Adam Kassam. This year UCS

Contributions from T. MACKENZIE R. JOHNSON T H E

G OW E R

2 0 2 3

5 7

ACADEMIC

Poetry According to one poetic visitor to Frognal this year, the pupils at UCS have poetry running through their veins. Keep reading to find out why these words ring true.

UCS Poetry Competition & Anthology It was Philip Larkin who said “novels are about other people and poetry is about yourself ”. While readers of Virginia Woolf ’s poetic prose or Allen Ginsberg’s prose poetry might dispute this definition, it is hard to argue with Larkin’s claim that, above all, poetry is a personal endeavour. Indeed, the impulse to say something about ourselves is what compels so many of us to write poetry.

This year’s UCS Poetry Anthology, comprising the best 2022–23 competition submissions, is an impressive tribute to this process of turning private thoughts into public verse. It is a joyous and moving collection featuring pupils from every year group.

As well as having their works appear in the anthology, our published poets delivered readings of their poems at November’s annual Poetry Evening.

Particular congratulations go to the following competition winners, chosen by poet and guest speaker Joe Dunthorne: Sam Downs (Lower School); Finn Kjaergaard (Middle School); Taliah SpencerJacobs and Dylan Ireland (Sixth Form).

5 8

T H E

G OW E R

2 0 2 3

Entry poets shine with ‘Lone Star’

The JB showcased rich poetry–writing talent too,

Author, poet and sports consultant Peter

with beautifully written verses as well as confident

Sanderson delivered a poetry workshop to Year

presentations. Amid various themes, Year 3

7 pupils. Mr Sanderson asked the pupils for their

wrote about the terrible business of witches and

responses to the theme of ‘stars’ and, in the space

potions, using Macbeth as inspiration. Giulio Unti

of one lesson, they produced a mesmerising

Fontana won in this category with his poem ‘The

collaborative poem with a contribution from

Death Poison Spell’. Year 4 had an upside-down

each boy. Pupil Tom said: “The poet structured

back-to-front day for their poetry contributions.

the workshop around the idea of the galaxy and

The winner here was Sammy Lavy with ‘Topsy

appreciating the natural world in all its beauty. The

Turvy Garden’. Year 5’s poems evoked creatures

ideas and facts that the class produced alongside

living in arid habitats, as Harry Prevezer prevailed

Mr Sanderson’s use of diction helped us construct

with ‘Gila Monster’. Lastly, Year 6 had the topic of

the poem. The outcome was a beautifully written

significant objects. William Lacey’s lovely piece

piece.”

ACADEMIC

Junior Branch Poetry Competition

about his teddy bear was a worthy winner.

Mr Sanderson added: “The class were keen to work with a subject about the natural world, so we chose to create a poem around a lone star

M R SAN D E R SO N AS K E D THE P UP I L S FO R THE IR R ES P O N S E S TO THE T HE M E O F ‘STA R S’ AN D, I N T HE SPAC E OF ON E LE SSO N , T H E Y P R O DUC E D A M E S ME R ISIN G COL L A BO R ATIVE PO E M W ITH A CO N T R IB UTIO N F R OM E AC H BOY.

twinkling in the night sky. I gave the class the first two lines and told them to close their eyes and look deeply into their hearts to feel what the star said to them. They spoke to their partner and they all wrote one or two lines about the star. Clearly, UCS pupils have poetry running through their veins!”

Contributions from H. HARDINGHAM S. D. B. HALL T. HALL – ENTRY

T H E

G OW E R

2 0 2 3

5 9

ACADEMIC

Lone Star Amidst the velvet night’s embrace, A lone star winks at me with grace, Marmoreal shine, Like a blinding beacon outside space and time, For when a star shoots, she dances like silk without a trace.

Beckoning us to run and prance at her with pace, Yet within my bosom, My whole heart yearns to taste this galactic power, Drink the sweetest nectar which lies within her cosmic flower, Her infinite alluring hold, like the endless sky, Her mystery enduring, behold, a beautiful treasure, like a gentle lullaby, Her wonder and beauty beyond comprehension, Aaaaaaaaaah, Thank you sister star, No words or dreams can touch her magnificence, Shining bright on a dark blue sky night, While grandmother moon shimmers silver beside her, rising high, pondering her plight.

An elegant blaze, A white hot diamond, Silently burning, So vibrant, Shining and glistening, all the night, Never threatening to hurt or fight, A fiery serpent in the sky, A fading glimmer about to die, Sailing towards the invisible ocean of the day, She steps aside like a smiling ghost, Giving grandfather sun the chance to let his music play.

6 0

T H E

G OW E R

2 0 2 3

ACADEMIC

Amidst the velvet night’s embrace, That same lone star winks at me with grace, In the twilight hours, she rises again, Her radiance spreading like an angel’s train, A tiny fragment in a mighty constellation, Like a buddha on a Tibetan mountain deep in contemplation, Born in a flurry of night and dark, The blazing beacon making her mark, Upon the eeriness of the darkness, A glint of hope in the sky which for some can seem so black, Flourishing and honouring her sacred pact.

In her shadow, Gloomy and dull like a murder of crows, In her light, Part of the glorious orchestra high in the heavens transcending our every woe, Another world full of life and miracles beyond all the clouds, By night so bold and brazen, By day so shy, Just barely visible in the sea of darkness, yet perfect and proud.

Her light, dashing through the starry painting of the night to illuminate many worlds, The heartbeat of the multiverse, Pulsing, pulsing, pulsing, Harsh white light, seeping through into my weak body, A pebble to this giant, Her power unmatched, Then darkness, All-consuming pressing in on me, Oh lone star, Fading, fading, fading.

Time to let her be.

EBAN

T H E

G OW E R

2 0 2 3

6 1

ACADEMIC

Stand Out Work In keeping with tradition, this edition of The Gower showcases examples of standout work by UCS pupils.

This year’s sample reflects the breadth of a UCS education by incorporating diverse subjects including, for the first time, Maths problems... and solutions! We hope you enjoy them.

The Wicked Witch The petrifying, decaying, monstrous creature blundered through the dense, misty forest like an enormous herd of African elephants.

This disgusting, slimy beast had a bulky body that was as ginormous as a tree looming over the dark, foggy forest. Her dirty, grey, straw locks whipped through the speedy wind like runners at the Olympics. Perhaps most revolting of all was her tree-bark face, covered in grotesque warts that were bursting with congealed puss. The devilish villain wore smelly, old rags, while her glare radiated out of her red, berry eyes like solar flares speeding from the sun. Even more disturbing was the green, mouldy spit that ejected horribly out of her mouth like erratic cannonballs. Though her ghastly appearance might make children’s skin crawl, it was actually her personality that would make them faint in horror...

ADVAIT CASTURI – 3W

6 2

T H E

G OW E R

2 0 2 3

How far was Truman responsible for the start and development of the Cold War between 1945 and 1953?

In the first lesson of Further Maths, we discover that the square root of -1 is i, but what is the

Although Truman and his supporters claimed

square root of i?

that his foreign policy was a defensive response

ACADEMIC

Finding the square root of the square root of -1

to Soviet Expansionism, it resulted in severe √i = ?

escalations in the course of the Cold War.

√i = a+bi

The policy of containment made long term

(√i)2 = (a+bi)2

cooperation with the USSR impossible, and

i = a +2abi+(bi) 2

although the USSR had ruled out permanent

2

(bi)2 = b2 x i2 = -b2 ∴ i = a2+2abi-b2

coexistence on ideological grounds, the rapid

(0)+(1)i = (a -b )+(2ab)i

deterioration of relations stemmed in large

Comparing coefficients:

part from US actions. The Soviets also made

2

a -b = 0

fundamental misjudgements as to Truman’s

2ab = 1

willingness to confront the consolidation of

2ab/2a = 1/2a

the Soviet bloc, and to defend US interests, as

2

2

2

b = 1/2a

in Korea and West Berlin; which led to further

a -(1/2a) = 0 ∴ a -1/4a = 0

developments of the Cold War. However, many of

(4a4-1)/4a2 = 0 ∴ 4a4 - 1 = 0 ∴ 4a4 = 1

the factors which contributed to the development

a = 1/4 ∴ ∜a = ∜1/4 ∴ a = ±1/√2

of the Cold War were out of the control of either

When a = 1/√2:

Superpower.

2

4

2

2

4

2

b = 1/2(1/√2) = 1/√2 When a = -1/√2:

The Truman Doctrine and policy of containment

b = 1/2(-1/√2) = -1/√2

was one of the primary factors in the development

∴ √i = ±1/√2±(1/√2)i

of the Cold War. Truman, unlike Eisenhower, saw the USSR as a fundamentally expansionist and

JAMES MAN – TRANSITUS

imperial power that needed to be contained. As a consequence, conflicts such as the Greek and Chinese Civil Wars (1946-49) were interpreted as part of a Soviet policy of expansionism, despite a lack of evidence. In the case of Greece, the USSR had adhered to the percentages agreement between Stalin and Winston Churchill, and had not intervened in support of the Greek Communists. Truman’s analysis of the Greek Civil War was influenced by opinions in the US Government, which cited the traditional Russian imperial interest in the straits of Bosphorus as a factor in Soviet foreign policy, and of Greece as

T H E

G OW E R

2 0 2 3

6 3

ACADEMIC

a pawn to control the straits. However, Soviet policy

War, but only when combined with incomplete

in the Balkans was mainly focused on attempting

information and a strong domestic pressure to

to bring Yugoslavia into line with the CPSU, as

respond to the USSR.

opposed to spreading revolution into other spheres of influence. Similarly, as the Chinese Civil War

The USSR also contributed to the development of

progressed, the success of the Chinese Communists

the Cold War through its foreign policy. Despite

was blamed on the support of the Soviet Union.

nominally agreeing to free and fair elections in the

However, the Soviets had signed a treaty of alliance

Soviet Occupied areas of Eastern Europe, the Soviets

and friendship with the Chinese Nationalists, and

organised the de facto takeover of Communist parties

supported a compromise position which would

either through force, as in Czechoslovakia, or by

have divided the country at the Yangzi river. The

creating front parties and organisations, like the SED/

basic justification for the Truman Doctrine from

National Front in the DDR. This was perceived as an

1947 onwards was thus based on a number of

expansionist move by observers in the United States,

false assumptions. However, Truman cannot be

demonstrating an ideological incompatibility between

entirely blamed for this. The Soviet occupation

liberal and communist political systems. Stalin also

and consolidation of Eastern Europe from 1945-

rhetorically reinforced this idea in his speech at the

48 suggested that communist parties throughout

Bolshoi Theatre in February 1946, which blamed

Europe still took direction from the CPSU, despite

the World Wars on the repeated crisis of capitalist

the dissolution of the Comintern. The armed

systems; implicitly suggesting that there could be

uprising of the Greek Communists was therefore

no prolonged coexistence between socialist and

not unreasonably identified with a contiguous

capitalist systems. The USSR also made moves

communist strategy. There was, without access to the

that were openly hostile to Western interests,

highest levels of CPSU decision making, no way to

while underestimating the American willingness

reliably confirm the Soviet position on Greece. The

to defend said interests. The Berlin Blockade was

US intervention in Greece and Turkey was also a

based on an assumption that the Western powers

reaction to the decline of British influence and power

would be both unwilling and unable to force a

projection in the Mediterranean. Furthermore, the

potential confrontation with the Soviet Union;

American analysis of the so-called “Fall of China” was

an underestimation of the strength of the former

more informed by the domestic reaction than by the

and overestimation of the latter. The escalation of

actual Soviet involvement. Republican lawmakers in

the airlift and blockade was unlikely to have been

particular criticised the perceived failure of Acheson

predicted by Stalin. In the Korean Civil War, the

and Truman to defeat the Chinese Communists,

Soviets kept a deliberately low level of intervention

which pressed them to pursue a more hardline

to reduce the chances of direct confrontation.

enforcement of containment in Korea. Truman’s

Throughout the period in question, Soviet foreign

foreign policy directly led to escalations of the Cold

policy exacerbated the contradictions between the

6 4

T H E

G OW E R

2 0 2 3

fear of communism as an equivalent force in

confrontations where there were opportunities, as

the metropole. The utter destruction of much of

in Greece and Korea.

Europe and the immiseration and displacement of its peoples was seen as a perfect breeding ground

Much of the responsibility for the start and

for communism. In this light, Truman’s decisions

development of the Cold War cannot be clearly

to launch the Marshall Plan, to contain the USSR

assigned to either the US or USSR. The structure

and to defend US interests abroad appear quite

of international treaties and agreements postwar

natural, as do the interpretations of every action

left numerous contradictions and uncertainties

as part of a broader Moscow directed Communist

which contributed to the Cold War. The

plot. A significant portion of responsibility can

agreements at Yalta and Potsdam were sufficiently

thus be assigned to the degree of destructiveness

vague that while the USSR viewed their postwar

that WW2 entailed, and the bipolar division of the

actions in Eastern Europe as justifiable, the

world established during the war.

ACADEMIC

US and USSR, but avoided full-scale direct

Americans distrusted them; the end of the war meant the end of personal diplomacy and

While it is certainly true that Truman’s foreign

alliances of convenience, exposing differences

policy contributed in large part to the beginning

in interest. Furthermore, institutions such

and development of the Cold War, the blame

as the new United Nations Security Council

cannot fully be assigned to him personally. US

considerably overrepresented the capitalist

decisionmaking suffered from a lack of full

countries. Out of the other Permanent Members

information about Soviet policies and actions,

of the UNSC, two were effectively subjected to

and consequently they were viewed through an

US foreign policy (UK and the ROC), and one

ideological lens. It was assumed that the Soviets

was closely aligned through NATO (France). The

held a maximalist position, which to some

very creation of NATO in 1949 demonstrates the

degree they did, and the Americans pursued a

lack of faith in institutions like the Allied Control

confrontational policy to a high degree. This also

Commission to ensure peace. In the absence of

must be viewed within the context of shifting

a common enemy, the ideological and practical

social structures in the aftermath of the war,

division of the world became apparent. This also

which interlocked with ideology. The blame

reflects the chaotic world situation that prevailed

for the Cold War can therefore be blamed fully

immediately postwar. The war had destabilised

neither on Truman nor Stalin/the USSR.

the structures of power, particularly in colonial Europe. Both resistance to and collaboration

JAMES TAN-KHOO – SIXTH

with Japanese Imperialism had led to the strengthening of anti-colonial forces, and open resistance to the return of European colonisers.

The dependence of powers like France on colonial troops had also led to growing nationalist sentiments in North Africa. Destabilisations of colonial order also corresponded to increasing

T H E

G OW E R

2 0 2 3

6 5

ACADEMIC

A Fork in the Road

appear. A cacophony of thoughts flashed through his

A barren monolithic rock stood alone with marks

needed a fire, a warm fire. Checking in his pocket

made from time. The etching seemed ominous in a way. Adam heaved a laboured sigh. His limbs felt like two cooked noodles. He could see his breath curling up like smoke from a kindling fire. Splitting off from the main road were two paths. His backpack was feeling like somebody had dumped a dead weight on him. His feet were literally freezing. Should he go ‘safe’ with the left path or take risks with the right.

He was already regretting his decision; the right had seemed more hopeful with more chance of rest. His leathery map had shown a safe but excruciatingly long road (about four hours’ walk) leading to a small town to the left and a hilly road with houses dotted along it. Looking up, he could see the sky darkening and to the horizon it seemed as if the snow was touching the land. A storm was brewing. Tall trees swayed, almost mocking his efforts. Gusts of wind spewed snow into his face, playing with his hair. As the wind picked up and the snow swirled around, he stumbled blindly like in an intense game of ‘Marco Polo’ reaching for shelter. He tripped and fell and hit something hard.

The suffocating darkness was too much. It was too much work, too much work… then he thought no more.

for his flint and steel, all he felt was the flint and the severed end of the rope. Crawling around the small cavern he touched something circular but oddly wet.

Turning on his loyal torch he saw something he did not want to see. He screamed. A bone soaked in the poor victim’s blood. Fortunately, he managed to find a twisted steel rod among lots of other bones. Adam managed to put all the bones into a corner and create a spark.

“I remember the day where I decided to take the ultimate test of strength and show my worth. Oh, how wrong it had gone. The fight. The argument.

His words. They stung like someone was poking a hot iron rod into my chest, burning my flesh away.

The team. The gun. The asset. We only had one job.

We failed. Protect the commander. The fateful bullet that went through the man’s chest like butter. I had to leave.”

Something was crawling, no, slithering over his unprotected, naked stomach almost inviting a bite.

Using his training, without moving his tummy he reached for his torch. Remembering his breathing, he flashed the torch at the opposite wall and saw

When he woke, he heard the lullaby of birds. It felt calming, like somebody was gently rocking his crib side to side. He felt at peace with the world, as though he had just opened a door to a different life, a different time, a different world. Everything was spinning like a kaleidoscope of colours flashing before his eyes. Birds sang around his head; stars started to

6 6

brain. The snow, storm, crash and cold. The cold. He

T H E

G OW E R

2 0 2 3

a slithering mass of a snake. He almost screamed.

Its scales were colourful, and this could only mean one thing. The snake was poisonous. One bite could decide his fate. Somehow he had to break its fangs.

Looking closer at the snake he identified its head. All he had to do was grab its head and rip the fangs out.

He only had one chance. He had to take it now.

picture of poverty and misery in Africa, with

pinched right behind the eyes, opening its mouth.

more than 34% of the population living below

Adam could see the shiny dripping fangs lolling

the poverty line with widespread food insecurity,

out of its thin head. Reaching for the first, he

disease, and conflict (UNCTAD, 2021). Despite

curled his index finger around and yanked the

decades of foreign aid, harsh conditions continue

first fang out with a satisfying crack. Reaching for

to persist, and many African countries remain

the second he pulled but his finger slipped, nearly

mired in economic and social instability.

spearing his finger on the fang. A close call.

It’s also important to consider that Africa is a

Recovering his composure he repositioned his

vast and diverse continent, and thus, generalising

finger and yanked the second. Now standing up,

the impact of aid on its entire population can

he pushed the defeated snake to the ground and

be misleading. The contents of this essay will

rammed his foot into the floor.

discuss the impact of foreign aid on misery

ACADEMIC

Lunging for the neck he grabbed the snake and

and poverty in Africa, exploring the arguments NICOLAS NAVARRO-BALLOCH – 6C

presented by Zambian economist Dambisa Moyo and other experts in the field. The essay will also

‘Millions in Africa are poorer today because of aid; misery and poverty have not ended but increased’ – DAMBISA MOYO. What do you think Foreign aid is defined as the international transfer of capital goods or services from a country or international organisation for the benefit of the recipient country’s population (AfroPolitical TV, 2020) . It is often provided by developed countries to less developed countries with the goal of promoting economic development and reducing poverty. It is important to recognise the advantages of aid as it can provide critical support to communities facing extreme poverty, via the provision of basic needs such as food, water, and healthcare, enabling them to improve their quality of life and achieve greater self-sufficiency.

However, not all aid programs are effective, and some have even been criticised for perpetuating misery and poverty. Dambisa Moyo, a Zambian economist, raises important questions about the effectiveness of aid programs in Africa, and whether they are contributing to, or alleviating, poverty and hardship. Statistics paint a bleak

explore foreign aid’s role in reducing poverty and promoting development in Africa, along with alternative approaches.

Many components contribute to the assertion that “millions in Africa are poorer today because of aid,” and one significant contributing factor is the ineffective allocation of aid resources. Critics argue that aid to Africa is often misallocated, with funds not reaching the most impoverished communities and instead being stolen by corrupt government officials or intermediaries. For example, a report by the African Development Bank found that between $148 billion and $192 billion of public procurement funds in Africa are lost to corruption each year (African Development Bank, 2015). Furthermore, according to the Centre for Global Development, one-third of aid to Africa is subjected to corruption that is discoverable and sanctionable (Charles Kenny, 2017), highlighting the large extent to which aid is misused. This misallocation of funds undermines aid’s intended impact, and may even be exacerbating existing problems. For example instead of the aid improving Africa’s

T H E

G OW E R

2 0 2 3

6 7

ACADEMIC

schools, healthcare, and infrastructure the aid is

7 to 10 dollars back through debt repayments, profit

often syphoned off by government officials, therefore

and trade. Furthermore, the UN conference for trade

perpetuating existing wealth disparities and in turn

and development reveals the net transfer of wealth

exacerbating already high inequality rates in the

is £200 billion per year from poor to rich countries

region. To summarise, although aid in Africa is for

highlighting how international aid can harm recipient

positive purposes it can have negative outcomes due

countries, rather than help them (Maliha Christhi/

to its inadequate allocation. Furthermore, wealthy

TedX, 2022). To summarise, ineffective aid programs

African officials syphoning off aid worsens socio-

do not address the specific needs of African countries

economic issues and inequality rates in Africa,

and can ultimately lead to the transfer of wealth from

ultimately highlighting how aid in Africa can be more

poor to rich nations, therefore, highlighting how it

negative than positive.

not only does not help the receiving countries but can also make the socio-economic situation worse.

Similarly, another reason why millions in Africa

Furthermore, aid is never truly altruistic, often driven

become worse off from aid is due to ineffective aid

by motives such as soft power or strategic influence,

programs. Many aid programs are not tailored to

ultimately highlighting how it’s never given ‘for free’.

the specific needs and contexts of African countries, and may not have a significant impact on reducing

However, despite some small-scale drawbacks, overall

poverty or promoting economic growth. For example,

the impact of aid on Africa has been overwhelmingly

a study of aid programs in sub-Saharan Africa found

positive as it has led to significant improvements

that many were focused on short-term, top-down

in areas such as education, healthcare, and access

approaches that did not take into account the

to basic services. Firstly, aid has increased the

local context or the needs and perspectives of the

enrollment of children in schools and improved

communities they were intended to serve (Oxford

the quality of education. According to UNESCO,

Policy Management, 2015). This can lead to a

between 1999-2017, aid helped to increase the net

disconnect between aid programs and the people they

enrollment rate in primary education in sub-Saharan

are supposed to help, ultimately reducing their impact

Africa from 61% to 78% (World Bank, 2022). The

on poverty reduction. For instance, the construction

increased education has helped to lay foundations

of the Merowe Dam in Sudan is an example of

for a better future for these children by creating a

a top-down approach that failed to consider the

more skilled workforce which in return increases

local context and community needs, leading to

the output (GDP) of Africa. Furthermore, creating

displacement, loss of livelihoods and increased

more jobs and revenue, thus ameliorating poverty.

poverty (MDPI, 2021). These ineffective aid programs

Similarly, in the health sector aid has played a

not only fail to help recipient countries, but also allow

critical role in expanding access to basic health care

donor countries to profit from giving. This can be

services, reducing maternal and child mortality, and

seen through the fact that for every dollar of aid rich

controlling the spread of communicable diseases

countries give to poor countries they receive between

such as HIV/AIDS. According to the World Health

6 8

T H E

G OW E R

2 0 2 3

people. Moreover, the provision of aid allowed

to reduce the maternal mortality ratio in sub-

affected communities to rebuild and improve

Saharan Africa by 34% (WHO, 2019), meaning

their living standards, drastically reducing the

they conquered the millennium development goal

poverty that would have been induced by the

of maternal mortality and thereby also decreased

cyclone. To summarise, as seen through the

misery (the pain of losing a child) within the

example of Cyclone Idai, aid plays a crucial role

region. Lastly, aid has helped to improve access

in preventing further damage during crises in

to clean water, seen through the World Bank

Africa. Furthermore, the examples highlight its

which published that (between 2000 -2015) aid

significance in preventing further loss of life and

helped to increase access to improved water

stimulating recovery, ultimately reducing the

sources in sub-Saharan Africa from 57% to

potential misery and poverty endured in future

68% (OECD. 2023). Conversely, although these

years.

ACADEMIC

Organization, (between 2000-2018), aid helped

statistics highlight advancements in Africa’s living conditions there is no clear evidence that

In conclusion, Dambisa Moyo’s claim that

the improvements have stemmed from aid.

‘millions in Africa are poorer today because of

Furthermore, the enhancements could have been

aid’ is partially correct. In theory, aid should

sourced from a myriad of other factors such as

be imperative to Africa and could lead to

globalisation, development, or the efforts of local

significant improvements in education, health

communities.

care, and access to basic services. However, if not implemented correctly, via inadequate allocation

Likewise, despite the challenges of poverty in

of resources and ineffective programs, aid can

Africa, aid plays a crucial role in preventing

have no effect on Africa’s poverty and can even

further damage during emergency situations and

exacerbate the situation. Ultimately, to maximise

poverty would therefore be more severe without

its impact, aid programs need to be well-designed,

the implementation of aid. Aid is particularly

properly implemented, and tailored to the specific

important in the context of natural disasters,

needs and context of African countries. Finally,

where communities can be devastated and require

it is important to discuss other alternatives of

immediate support to recover. For example, in

foreign aid (aid where money is not just simply

2020, Cyclone Idai caused widespread damage

given to a country) which are immune to

in southern Africa, affecting millions of people.

corruption and do not lead to worsening poverty.

Aid organisations responded quickly to provide

An example of a more sustainable aid alternative

emergency assistance, including food, water,

is an investment in education and skills training

and shelter, to over 1.7 million people (United

for the African population. Investing in education

Nations, 2019). This assistance helped to prevent

and skills training can help people to acquire the

further loss of life and reduce the negative impact

expertise and knowledge they need to get better

of the disaster on affected communities. For

jobs and earn higher incomes, therefore helping

example, aid organisations were able to provide

to increase economic growth and reduce poverty

clean water reducing the risk of waterborne

over the long term.

diseases, shelter to the homeless, and medical treatment to treat tens of thousands of injured

OLIVER SHAW – TRANSITUS

T H E

G OW E R

2 0 2 3

6 9

ACADEMIC

If I Were King SHREYAN ANGADALA – PRE PREP – RECEPTION

7 0

T H E

G OW E R

2 0 2 3

ACADEMIC

Oliver’s Vegetables Story NEIL SURU – PRE PREP – YEAR ONE

T H E

G OW E R

2 0 2 3

7 1

ACADEMIC

Middle Aged couple cut off by the tide

and the hovercraft was deployed. We had already

On Saturday 8th July a middle-aged couple were

about this time of year.

plucked by hovercraft from the jaws of hungry seals on wreck sands at Brancaster, Norfolk. They had been stretching their legs when the tide cut them off. A Hunstanton hovercraft arrived to pick them up. Marjory Shields and her husband, Mark Shields, both doctors of psychology and Londoners, had left their children, aged four and five, with some friends namely Lord and Lady Hall of Brondesbury .

Lady Emma Hall then received a call from Mrs Shields saying that they were stuck on an island and the tide was rising. “The water was gushing in fast and there were these seals flopping about and circling us and they were very threatening. We called Emma because the spit of land was becoming very small and we were worried one of those horrible seals would get us,” said a rattled Marjory.

“It was a nerve-wracking moment when I received the call,” said Lady Hall afterwards. “We were two miles up the beach and we had their children with us.

Marjory didn’t want us to call the coastguards. I didn’t know what to do for the best, they were running out of battery and their phone was nearly dead with the tide coming in. Luckily I made the right decision and made the call.”

The on-duty coastguard said: “Coastal fog in the area is known to sweep in suddenly and disorientate tourists. Locals know the danger signs but tourists don’t. Only last year we lost a five-year-old boy, Jake Parker, to the sea. So we took this event very seriously

7 2

T H E

G OW E R

2 0 2 3

been called out once on the day. We are usually busy

“When we rescued them the tide had risen, almost consuming the island, and the seals were quite agitated. One had even bitten a bit of Mr Shields’ trousers.” The couple had no injuries, however, getting off lightly from what could have been a deadly situation.

WILLIAM LACEY – 6C

ACADEMIC

T H E

G OW E R

2 0 2 3

7 3

ACADEMIC

Teachers’ further study The field of education constantly evolves as new knowledge and teaching methodologies emerge.

Therefore, teachers must develop their skills and knowledge, and the opportunities for them to engage in professional development at UCS are extensive and diverse. Since the development needs of each teacher differs according to experience, subject and professional interests, our professional development programme is deliberately personalised, allowing significant autonomy.

7 4

T H E

G OW E R

2 0 2 3

Professional Development Portfolios (PDP) Professional Development Portfolios are a unique, progressive and non-hierarchical approach to supporting teachers’ professional development. All staff are expected to complete a PDP, except those in their first year at UCS, Newly Qualified Teachers on their induction year and those undertaking the apprenticeship teacher training programme or a Master’s qualification. Teachers are free to decide on their topic, mentor and how they wish to share their PDP progress. Typically, colleagues have published research, created resources, presented at TeachMeets, even delivered staff training at UCS and partner schools. While there is no prescriptive format, staff are expected to reflect on and discuss their PDP during appraisal meetings.

habits of students. While replicating a culture is

“This year, I observed lessons in Politics,

how pupils were encouraged to research their

Chemistry, Biology, Maths and Physics. The focus was teaching excellence and, unsurprisingly, I found a wealth of this at UCS. While every teacher had their own style, the common features were excellent teacher-student rapport, high expectations of behaviour and participation, high level of respect between peers, regular teacher feedback and clear routines embedded into each lesson. One particularly effective technique was asking students to analyse anonymised pieces of their peers’ work.”

difficult, there were aspects I could take back into my day-to-day teaching. For example, I noted

ACADEMIC

Rebecca Potter Best practice through lesson observations

own answers to their questions – being asked questions like ‘if we were a strong independent learner, where would we find this information?’.

This enabled them to practise their independent learning.”

Further study As part of the professional development package at UCS, there is funding available to support colleagues in pursuing further academic studies.

We currently have six staff members undertaking

Courtney Sklar Development of creative writing skills

higher degrees or courses. While it is a significant

“I became more serious about my creative writing

have done so have found the experience beneficial

in 2021, being accepted into Faber & Faber’s ‘Writing Academy’. It is thrilling to put your work out in the world for people to read, and the positive experience I had gave me the idea of setting up the Creative Writers’ Café at UCS. This is a truly safe and free creative writing space that allows pupils freedom of expression coupled with tangible skills and techniques to enhance their writing. I will continue to run Creative Writers’ Café and am considering completing a Master’s in Creative Writing.”

challenge to combine the academic rigour of postgraduate studies with teaching, those who and rewarding.

Keith Bugler MSc Learning and Teaching, Oxford “I am in the second year of a Master’s in Learning and Teaching, with two research projects to complete over two years. My first explored student motivation; now I am focusing on feedback strategies. With Google Classroom, teachers can deliver typed feedback or record voice-clips of up to five minutes using a plug-in called

Peter Edmunds The contribution of whole school cultures to achievement

Mote for student homework tasks. My research

“My PDP was investigating the role of whole

is difficult to measure, so through surveys and

school cultures on student attainment. I visited a local boys’ grammar school with a day of observations focused on the language that teachers used and the independent learning

investigates how pupils respond differently to recorded verbal feedback via Mote compared with more traditional written or typed feedback. This interviews I have tried to qualitatively measure their perceptions on both feedback methods and monitor if this has shifted over time.”

T H E

G OW E R

2 0 2 3

7 5

ACADEMIC

Emilia Orlans Advanced Diploma in Educational Psychotherapy, Caspari Foundation

Philippa McIntosh MA Education, Bath

“I am studying for an Advanced Diploma in

Education. The course consists of five modules,

Educational Psychotherapy. The first year covered

followed by a dissertation. As I am an Early Years

theoretical concepts with trainees encountering,

Teacher, this is where my research has been

through reading, seminars, lectures and essays,

focused. My first assignment centred on education

seminal works of Sigmund Freud, Melanie Klein,

in an international context, looking at how the

Anna Freud, Donald Winnicott, John Bowlby and

Early Years Foundation Stage Curriculum is

Mary Ainsworth. I study alongside experienced

applied in different educational contexts abroad.

teachers and an Educational Psychologist, and

I have also carried out research into the role

we discuss and explore the theories in light of

of iPads in enhancing learning, looked at how

the insight they may provide into an individual

gifted and talented pupils can be best supported

child’s experience of their learning environment.

in the early years classroom and most recently

The course leads to full clinical membership of the

undertook research exploring how boys learn to

UK Council for Psychotherapy as an Educational

write. I am currently beginning my dissertation on

Psychotherapist.”

metacognition in the classroom.”

Adriane Martini MSc Teacher Education, Oxford

A Year in Research at UCS – from theory to practice

“The MSc in Teacher Education is a professional

In the ever-evolving educational landscape,

development course combining practical training

research plays a pivotal role in shaping the future

for educators with applied academic research. An

of learning. With a focus on evidence-based

integral component of this course is its practical

practices and diverse methodologies, educational

orientation, requiring active involvement in

research at UCS seeks to address pressing

training fellow education professionals in various

challenges and uncover new insights to improve

capacities. For example, I developed an inquiry

educational outcomes for pupils.

task gathering valuable insights from teachers on

This year we focused on investigating the impact

the efficacy of homework as a means to enhance

of homework on student achievement. We

learning. This research formed an integral part of

reviewed a great amount of academic research

the homework review at UCS, leading to policy

and carried out internal data collection of staff

adjustments that will be incorporated into the

and student perspectives on homework. Findings

upcoming staff CPD programme.”

suggest homework at UCS is generally well-

“I am in the final year of a Master’s degree in

designed, purposeful and aligned with classroom instructions. Most pupils seem to understand

7 6

T H E

G OW E R

2 0 2 2

ACADEMIC

and value the work set. The full research and

Joe Jones and Charlotte Carter, leading

a proposed framework to refine homework

educational research at the JB and Pre-Prep, are

practices were shared with staff across the

especially important collaborators. A highlight

foundation in our first in-person TeachMeet of

of our efforts is the termly Journal Club, where

2022–23, hosted in the Junior Branch. The review

staff members from various departments and

will also be published in the next edition of the

levels of experience gather to share their thoughts

UCS Research Review.

on academic research in education and discuss pioneering articles. Such collective contributions

As Head of Research at the Senior School, I

make for a holistic, all-through perspective that

greatly appreciate opportunities for dialogue with

would be impossible if we worked in isolation.

colleagues when it comes to exploring ideas;

Contributions from P. MILTON A. MARTINI T H E

G OW E R

2 0 2 3

7 7

ACADEMIC

For the love of reading Reading has the power to transform lives, so it is incumbent on educators to encourage young people to partake of this always relevant, accessible and exciting activity. In our fast-paced digital age, it is more important than ever to promote reading. And where better for children to learn the ‘organic’ way than in a library – that time-honoured space for intellectual exploration.

The Senior School’s AKO Centre library champions a love of reading for pleasure as well as supplying resources to support the curriculum and providing a place of study. It is well-stocked with the latest fiction to tempt the most reluctant reader. Its librarians readily help pupils and staff find their next read, while library book clubs offer a forum for lively discussion about books and a chance to try new authors.

“I enjoy being in the book group because there are interesting group discussions every week and it challenges me to explore new genres,” said Year 8 pupil Barnaby Lester, with Edoardo Saxby from Year 10 adding: “Book group encourages me to read a wide variety of novels and introduces me to genres I would otherwise not know. It also allows me to get involved in debates on characters and topics.”

Nurturing a love of stories starts young. Lower School pupils have the opportunity to read stories to Pre-Prep boys in the library each week. “Coming to the library is a highlight of the week for many Reception children,” explained Ms Stratton of the

7 8

T H E

G OW E R

2 0 2 3

ACADEMIC

Pre-Prep. “The older pupils read with enthusiasm and humour and our boys gain so much from the experience. They feel ‘grown up’ visiting the library and say it makes them feel calm.”

Likewise, the Pre-Prep and Junior Branch libraries strive to engage young minds with a broad range of literature, from captivating fiction to informative non-fiction. Everything from Enid Blyton’s Secret Seven to Shakespeare.

One special feature at the Pre-Prep is that children have the possibility to access the library themselves and select new reading books to take home on a daily basis. To this end, the shelves are filled with books catering to all reading levels, subject areas, genres and authors, each carefully organised following a child-friendly colourbanded reading scheme.

What’s more, tailored book collections for each half-termly topic studied allow pupils to delve deeper into themes explored in class. The alignment of library and curriculum enhances the learning experience and invites children to investigate further through books.

“THE OLDER PUPI LS READ WI TH ENTHUSI ASM AND HUMOUR AND OUR BOYS GAI N SO MUCH FROM THE EXPERI ENCE. THEY FEEL ‘GROWN UP ’ VI SI TI NG THE LI BRARY AND SAY I T MAKES THEM FEEL CALM.”

A library involves much more than books, of course. The AKO Centre houses reliable online resources ranging from Encyclopaedia Britannica to university-level databases such as JSTOR. Librarians also offer one-two-one research support to those undertaking research, most notably coursework or the EPQ. Similarly, the ‘Research Pod’ in the Pre-Prep library helps pupils access books that facilitate research projects in History, Science and Geography, promoting independence and inquisitiveness.

T H E

G OW E R

2 0 2 3

7 9

ACADEMIC

Further down the school foundation, library sessions are cherished moments where children’s curiosity is nourished, and their passion for reading and learning kindled. Therefore, there are many initiatives aimed at developing pupils’ sense of ownership and responsibility in relation to reading. Staff work hard to spark their imaginations and expand their literary horizons.

World Book Day No two days are the same in a library but annual highlights include the gifting of a free book to every Year 7 boy during the autumn, January’s Charity Book Collection… and World Book Day. While the Senior School observes this yearly event with a dedicated competition, for the younger pupils especially it is an occasion for dressing up.

This year at the Junior Branch there were many weird and wonderful costumes on show, with assembly a particular joy as the boys paraded into the hall disguised as their favourite literary characters.

Year 6 pupil Raahil Koshy said: “We asked all the teachers what they were dressed up as, because there were lots of fabulous costumes. I liked Mr Lall-Chopra’s Spiderman outfit!”

Visiting children’s author David Solomons also delivered writing workshops, and the boys responded fantastically. Years 4 and 5 benefited from David’s pearls of comedic wisdom, studied funny-sounding words and examined character

8 0

T H E

G OW E R

2 0 2 3

“WE ASKED ALL THE TEACHERS WHAT T HEY WERE DRESSED UP AS, BECAUSE THERE WERE LOTS OF FABULOUS COSTUMES. I LI KED MR LALL-CHOPRA’S S PI DERMAN OUTFI T!” RAAHIL KOSHY Year 6

ACADEMIC

and place juxtapositions. Year 3 painted beautiful pictures of Pooh Bear; Year 6 added narration to films they were editing.

“David told us about the structure of writing a book. We got into groups of three and came up

“DAVID TO LD U S ABO U T TH E

with our own stories, like about a person trying

STRU CTU RE O F W RITING

to eat a world made of McDonald’s or somebody

A BO O K . W E G OT INTO

flushing themselves down a toilet and getting a

G RO U PS O F TH RE E AND

golden apple! Then everyone got on with their

CAME U P W ITH O U R OW N

lesson in their costumes,” added Year 4 pupil

STO RIE S , LIK E ABO U T

Brendan Quirke.

A PE RS O N TRYING TO E AT A WO RLD MADE O F

All such activities foster a love for books and

MCDO NALD’ S O R S O ME BO DY

learning. Just as every Pre-Prep classroom

FLU S H ING TH E MS E LVE S

contains a cosy reading corner where books are

DOW N A TO ILET AND

regularly refreshed, so World Book Day ensures

G ETTING A G O LDE N APPLE !

a guarantee of enjoyment for readers. Nurturing

TH E N E VE RYO NE G OT O N

environments where children can immerse

W ITH TH E IR LE SS O N IN

themselves happily in stories and subjects are

TH E IR COSTU ME S ,”

paramount if we are to balance the digital and the ‘analogue’ when it comes to pupils’ intellectual

BRENDAN QUIRKE Year 4

development. As Year 11 pupil Finn Kjaergaard commented: “Sometimes there is nothing more peaceful than a lunchtime spent talking with friends about a book.”

Contributions from P. DAVISON S. HALL S. RYAN T H E

G OW E R

2 0 2 3

8 1

ACADEMIC

EPQ

In November 2022, Sixth students submitted their dissertations. They had researched a diverse range of topics, including whether selective education is

The Extended Project Qualification (EPQ) is an opportunity for older pupils to undertake a piece of extended research on a topic of their choice. UCS students start the course in the Transitus and finish it in the Sixth. It involves finding relevant scholarly literature from different perspectives, summarising and evaluating it, and arriving at a balanced answer to the research question. To be successful, pupils must write an 8,000word dissertation and give an oral presentation, among other things.

8 2

T H E

G OW E R

2 0 2 3

counter-productive, whether the Lesotho Water Transfer Scheme was successful, and whether the ‘final girl’ can be seen as a figure of female empowerment. On the basis of their presentations in December, the pupils clearly had in-depth knowledge of their subject areas and were able to convey their interest authoritatively. To complete an EPQ in only seven months while continuing to study for three other A Levels is no small feat. A new group of students in the Transitus started the EPQ before the summer, and their project titles looked to be as topical as those of their predecessors below.

Tanya Kendix Should voice assistants sound like humans speaking with a ‘standard’ accent?

My project found that voice assistants should not sound like humans speaking with a ‘standard’ accent.

Rather, the optimal voice design for both user experience and ethicality is an intentionally roboticsounding voice that uses a ‘standard’ accent. The main argument supporting this is that technology should be used as a vehicle by which social issues can be addressed and reduced, rather than simply reflecting them further in an ever-growing aspect of users’ everyday lives. Striving to create a positive impact in users’ lives seems the main aim of product user experience development, and this must include not only the individual but the broader society around them as well. This applies to both issues in humanising VAs (such as gender stereotyping) and issues with using accent associations, whether these be positive or negative.

a university degree. The EPQ also introduced me to User Experience, helping me to discover a new role in the industry that I hope to pursue a career

ACADEMIC

The most definitive finding of this project was that both traditional finance and behavioural finance will likely remain in existence in capital markets for the foreseeable future as irrationality in capital markets is inevitable granted there are humans, subject to behavioural influences, making decisions in these markets. Consequently, the traditional finance theory will likely adapt to account for behavioural finance, given its current impact on capital markets. The absorption of behavioural finance by traditional finance will likely not eliminate the theory of behavioural finance, but rather recognise its repercussions on capital markets and reflect a change that acknowledges its presence through the means of regulation and education. (‘Will Behavioural Finance Replace Traditional Finance in Capital Markets?’, Rahul Mathur)

in. The independence this project allowed me, while still being supported by the school through my EPQ Tutor, was greatly appreciated.”

TANYA KENDIX – SIXTH

“Doing an EPQ in Psychology was a way to explore parts of the subject that I don’t get to look at during the A Level, to produce something I was really proud of and to prepare myself for the type of work I hope to be doing at university. An EPQ is a

“My EPQ explored what voice assistants should sound like: realistically human or intentionally robotic; having a ‘standard’ accent or a regional accent. I found the experience of exploring an academic topic of my choice from both ethical and business perspectives incredibly rewarding, allowing cross-disciplinary work outside of the boundaries of my A Level syllabus. The process of finding relevant academic sources, investigating their reliability and the quality of their analysis, was an invaluable skill in preparation for

lot of work; however, it teaches you to manage your time well and work efficiently and, if you can do this and stick with it, you will hopefully produce a piece of work – on something you are very knowledgeable about – that is interesting and you will want to show to people. The presentation is also a chance to talk about this subject and show off how much you’ve learnt. It is a fun way to finish off the process. Overall, I recommend doing an EPQ having found it a rewarding experience.”

DEAN GOLDBERG WOLF – SIXTH

Contributions from K. VISWANATHAN T H E

G OW E R

2 0 2 3

8 3

COMMUNITY

Continuing sustainability As a Foundation, UCS is making exciting progress in its commitment to sustainability – working successfully both to reduce the three schools’ environmental footprint and to educate pupils about climate responsibilities.

The priority is not just to teach young people about what can be done to lessen environmental impact, but also to set an example in tackling emissions generated across the Senior School, JB and Pre-Prep.

Another busy year ended with several standout achievements to report. Green Impact Society completed their third full carbon audit of the UCS Foundation with the support of One Carbon World.

We are now in the strong position of knowing with high confidence our annual emissions (1.48 tCO2e per pupil per year) and will be reporting this figure annually with the stated aim of reducing this number by 7% per year as recommended by the UN. The first step towards tackling our biggest emission area, energy, was taken by switching all energy providers to a 100% renewable energy source in April.

Sixth Form students were particularly involved in achieving this step, calling up energy brokers and laying the groundwork for this decision to be made.

In the Spring Term’s EcoReview magazine, Head of Estates Sean Sweeney highlighted the importance of individual behaviours for energy efficiency. More broadly, the Estates team continues to upgrade lights to LED, investigate the implementation of PV on the Junior Branch and Senior School buildings, and make

8 4

T H E

G OW E R

2 0 2 3

COMMUNITY

progress with installing further insulation across the school site. Such endeavour has resulted in a 15% reduction in energy usage, and we hope to be able to report next year on the impact of these efforts on our carbon footprint.

Across the rest of the school, Ms Johnson and Green Impact Society ran several major sustainability events, including a popular ‘Swap Shop’ with staff members and Transitus and Sixth. Pupils Anna Meade, Tamsyn Alston, Gioia McKenzie, Tristan Jenkins, Samir Rahman and Oskar Gershfield led from the front. This same team made a detailed proposal to improve the sustainability of school catering, which has now been taken forward to create a new, ‘greener’ menu. Meanwhile, the Upper Remove transport group developed an extremely persuasive campaign to encourage students and staff to cycle to school. With only 30% of pupils being driven into school, they are making excellent progress.

The Junior Branch continued to champion its boys taking green forms of transport through the Independent Travel Scheme, demonstrating that a bit of healthy competition is all that’s needed to encourage students to go green! The pupils also carefully monitored air quality as a pilot school for a monitoring study run by the Universities of York and Cambridge, and had five Rensair air purifiers to assist with their investigations into indoor air quality.

Of particular note was the development and completion of a nature garden that transformed a previously neglected part of the Junior Branch site into a thriving hub for biodiversity. Meanwhile, November’s ‘Switch Off Fortnight’ campaign stirred the JB’s Eco Committees and Eco Monitors into action. They reminded the school community to switch off anything that could be turned off as

T H E

G OW E R

2 0 2 3

8 5

COMMUNITY

part of the energy-saving drive. Pupils presented a dedicated assembly prepared by Year 5, while the Year 3 and Year 5 Eco Committees surveyed the site to see how each area could cut energy consumption and returned mid-fortnight for a progress report.

Not to be outdone, the Pre-Prep continued to steadfastly educate pupils about the environment and sustainability, with all boys invited to be environmental ambassadors and earn ‘Pre-Prep Planet Protector’ badges. From weekly sessions at the eco garden and Frognal allotment to helping monitor air quality – and the pollutant nitrogen dioxide – using semi-permanent filtration tubes, there were many opportunities for the Eco Warriors to get involved.

The aims throughout were biodiversity, reducing energy usage and healthy travel. Successful initiatives included ‘Switch Off Fortnight’, the ‘Big Walk & Wheel’ and ‘Walk to School Week’. With a growing number of children walking, riding or scooting to school, and staff supporting and promoting car-sharing via the HomeRun App, the Pre-Prep received a Gold accreditation as part of TFL’s STARS programme. Sustainability really does influence both the curriculum – e.g. food technology or the boys’ learning about worms, chickens, ducks and bees – and the ethos of the Pre-Prep: If we look after the earth, the earth will look after us!

8 6

T H E

G OW E R

2 0 2 3

COMMUNITY

Finally, Mrs Anthony marshalled her dedicated team from across the Foundation in maintaining and developing the allotment area and promoting biodiversity. Whether it was the sight of 20-plus frogs in the ponds, or Shell pupil Rian Borkakoty setting up a charity plant sale, this area of the school continued to be a particular jewel. Green Impact are looking forward to several further projects such as rewilding a section of the sports fields as they work alongside Hampstead School in creating a wildlife corridor.

“ T H E J B ’ S F I R ST CO M M UNI T Y CYC L E R I D E TO OK P L ACE I N OC TO B E R AS A P P ROXI M AT ELY 1 5 P I O N E E R I N G PUP I L S FRO M VA R I O US Y E A R G RO UP S S ET OF F FO R T H E T H A ME S BARRI ER I N E AST LO N D O N . T H E RO UT E TO O K I N T H E M US EUM O F LON D O N , ST PAU L’ S CAT H ED RAL A N D LO N D O N B R I DGE AS WE L L AS C R Ê P E S A N D D O UGH NUTS I N G R E E N W I CH .”

PHILIP MIJATOVIC Year 4

Contributions from J. FIRTH S. LENTON P. CASEY

T H E

G OW E R

2 0 2 3

8 7

COMMUNITY

Oliver!

In the Lund Our partnerships projects and initiatives have continued to evolve this year under the direction and leadership of teachers with responsibility for partnership work, notably the Subject Partnership Coordinators.

Similarly to last year, these events have developed excitingly in the space of visual arts, as explained below by Ms McVicker and Ms Trinder.

Breaking Character The exhibition Breaking Character displayed artwork produced by the newly formed Lund Gallery Committee.

The Lund Gallery Committee consists of pupils in the Transitus and Sixth and is open to guest contributors from partnership schools. The guest contributors for Breaking Character were students from London Academy of Excellence, Stratford who took part in a series of drawing workshops led by Teacher of Art Alice McVicker here at UCS. The exhibition was the first of its kind at UCS. The Lund Gallery Committee collaborated with the cast of Oliver! to make a series of works that were presented alongside November’s whole-school musical. The works exhibited in the gallery were for attendees of the production to view before, during and after the show.

Breaking Character aimed to explore subtexts of the story – encouraging the audience to question scenes, look more closely at characters and challenge their understanding of the narrative.

8 8

T H E

G OW E R

2 0 2 3

COMMUNITY

The exhibition included three very large-scale drawings of the actors during rehearsals. These wrapped the walls of the gallery, enveloping the viewer in a panoramic bind. Snippets of audio then offered an insight into the exquisite chaos of pre-production practice, albeit the fades and cuts sliced away any familiarity or fluency of time.

Meanwhile, the ‘X marks the spot’ invited the viewer to stand and direct their gaze towards a passage of text which they could read aloud – thus placing them in the shoes of a character that was hitherto unfamiliar.

The hope was that the experience of exploring the exhibition would prompt opportunities for further inquiry beyond the gallery. The passages of text, questions or conversations might have served as conduits for deeper consideration beyond that night’s theatre. At a time where information is free-flowing yet unreliable, such lines of inquiry may be skills needed to navigate an ever-changing world. What narratives do we live our lives by and what happens when we change the lens by which we view the world?

of artistic composition. The course involved some photography, compositional collage, drawing techniques and research into the art of Caravaggio.

There are three important works of his displayed at the National Gallery, each from a distinct point in the artist’s career, showcasing dramatic lighting, expression, gesture and narrative.

The theme of the workshops came from live rehearsals of Oliver! but the pupils also added their own autobiographical elements and takes on the well-known novel and musical. For example, at the top right of one of the compositions, one student included an element from her own musical

Breaking Character: partnerships work

compositions. Some pupils made smaller drawings they were able to take home, others were excited

At the start of the Autumn Term, members of the

to work on larger scales (some drawings measured

Transitus and Sixth partnered with LAE students

up to two metres), and they were all surprised at

to create a series of ambitious charcoal drawings

how quickly they could build up tone and develop

that celebrated the performing arts and tapped

their compositions.

into ideas of narrative.

The pupils involved were absolutely fantastic: The pupils attended four sessions about the art of

ambitious, creative, resilient and responsible. It

‘chiaroscuro’ – the use and treatment of light and

was such a pleasure and a privilege to work with

shade. They learnt traditional charcoal methods

them, and a huge thanks to all who took part

that build up tone, and discovered different types

in the programme. The workshops were also designed around them and their interests after they had chosen to work with traditional materials

Contributions from

at the end of the last academic year.

V. TRINDER A. MCVICKER T H E

G OW E R

2 0 2 3

8 9

COMMUNITY

Charitable fundraising Charitable fundraising within the UCS foundation is a wonderfully imaginative amalgam of collective endeavour and community spirit. The fundraising initiatives that took place across 2022–23 at the Senior School, Junior Branch and Pre-Prep attest to the UCS community’s remarkable sense of social responsibility and enthusiasm for doing good.

Senior School The Community Action initiative was back in full swing after a few years of Covid restrictions. The Deme Captains and Captains of Monitors were keen to launch an exciting programme of events to raise as much money as possible for their worthy causes.

The pupils went above and beyond to make sure that every event was inclusive, sustainable and profitable for their chosen charities. The nine-student nominated charities were: Secondary First (Entry), British Red Cross Ukraine Appeal (Shell), Macmillan Cancer Support (Olders), Child Poverty Action Group (Black Hawkins), Pakistan Floods Appeal (Baxters), Evelina Children’s Heart Organisation (Underwoods), Malala Fund (Flooks), Choose Love (Evans), and Rainbow Migration (Sixth Form).

Each Deme and year group presented an assembly detailing the work of their chosen charity and the impact their initiatives have. These assemblies were

9 0

T H E

G OW E R

2 0 2 3

The dress code was ‘dress to impress’ and the

with the purpose of their fundraising endeavours

pupils certainly did. From neon 80s-inspired

and ensure a common focus.

outfits to velvet jackets, they graced the Great Hall, via a red carpet, in all their finery. A professional

Remarkably, the total amount raised was more

DJ played top tunes; there were snacks for

than £30,000 – an incredible figure achieved

everyone and even a photo booth to pose up a

by sheer determination and enthusiastic

storm. If the dancing was initially tentative, the

participation by staff and students. The activities

Sixth Form assistants instigated a conga to break

ranged from a lucky dip stall to ‘Sponge the

the ice – and from that point, the dancing did

Teacher’, via a triathlon and a literary-themed

not stop.

COMMUNITY

an opportunity to connect the wider student body

mufti day in which Mr Beard, as Dracula, made quite the entrance to assembly from a coffin!

Thank you to all staff and Sixth Formers who supervised this great event which raised £3,600.

There were some standout activities, and Olders

It was a fabulous way to conclude the year’s

took the crown for the most lucrative events,

Community Action endeavours!

namely a Tough Mudder and a ‘Run in the Dark’ which, between them, raised over £9,000. The ‘Flooks To The Moon’ endeavour raised £1,700, the whole-school mufti day £1,900, and the everpopular pizza stall £4,300. The Shell home-bake stall was also very popular, along with ‘Guess the Sweets’ jar and five-a-side football. So many innovative, creative and collaborative events spearheaded and led by UCS pupils – embodying the values of resourcefulness, resilience, relationship and responsibility.

While the majority of Community Action events took place in the autumn, the Summer Term witnessed the Year 7 Disco, a highlight of the school calendar. UCS Year 7 boys were excited to welcome 90 girls from Francis Holland School, South Hampstead High School and Channing School. So hotly contested were the tickets that they literally sold out in minutes!

Contributions from J. ENEMUWE S. ALBORN J. LEWIS

T H E

G OW E R

2 0 2 3

9 1

COMMUNITY

Junior Branch Community Action at the JB took place in May, with pupils setting up stalls to raise money for the victims of the earthquakes in Syria and Turkey.

Years 5 and 6 ran stalls for Years 3 and 4, before the two junior cohorts returned the compliment – affording their older peers the chance to spend pocket money on buying treats and playing games!

These included archery, the ever-popular sponge throwing and ‘Spin the Wheel’, and the stalls attracted customers from across the whole school.

One stall alone raised £120 for charity, with Ms McEvoy tasked as ‘banker’ for the day. In the words of pupils Jasper O’Connor and Alex Gehl, “We enjoyed it very much as it was a very good way to raise money for charity.”

JASPER O’CONNOR & ALEX GEHL – YEAR 3

Pre-Prep UCS Pre- Prep continues to show compassion and concern for other children less fortunate, both in the UK and globally. Our charity days enable pupils to understand the challenges some children face in their daily lives.

Jeans for Genes

Macmillan Coffee Morning

Jeans for Genes Day raises money for Gene People.

Ssptember’s Macmillan Coffee Morning raised

Dr Dunn’s assembly explained the charity’s aims

a very generous £489 for this great charity. The

to transform the lives of children with genetic

children thoroughly enjoyed starting the day with

disorders. Funds raised provide vital care and

House cupcakes and were pleased when they

support for thousands of children. In exchange for

realised the logos were edible!

wearing jeans, the school raised £141.

9 2

T H E

G OW E R

2 0 2 3

COMMUNITY

Parent Guild Quiz The Parent Guild Quiz was a fantastically fun evening thanks to Jamie Morris’s quiz-masterly talent and compering This challenge of knowledge and skill raised £5,000 for Marcus Rashford Foundation, which supports children in our local community.

NSPCC All Pre-Prep children participated in the sponsored Mental Maths Challenge for NSPCC. They had a ‘Speak Out: Stay Safe’ assembly where they met Buddy, the green speech bubble, and learnt to recite the Childline number through special actions. The school raised £1,304 for this cause.

Children’s Mental Health Week – Beyond The theme of Children’s Mental Health Week was ‘Let’s Connect’. The pupils made links between mental well-being and their use of screens as well as how they connect with friends and families.

They joined in Beyond’s mental health festival and did activities that aided their understanding of how to be mentally well and where to turn for help. All proceeds from their PJ dress-up day went to Beyond, which supports youth mental health in schools.

Comic Relief Our activities in support of Comic Relief included the swimathon, ‘Funny Friday’ and ‘UCS Has Got Talent’ – which had everything from kung fu to breakdancing . On Red Nose Day, the children came to school in red clothing or fancy dress. The boys then wowed Mr English, the Vice Master, who visited to hear their best jokes! The school raised over £1,000 for this special cause.

Thank you to all our children and parents for their generosity and time. Together we have raised thousands of pounds for good causes and continue to strengthen our own community spirit.

Contributions from N. WATT T H E

G OW E R

2 0 2 3

9 3

COMMUNITY

Partnerships bringing pupils together The idea of community resonates deeply within the UCS ethos and the school continues to prioritise robust connections and close relationships with neighbouring organisations including local maintainedsector schools. These collaborations bring benefits to all parties – and in the case of UCS pupils, they get to work on projects with students from other schools or to gain the invaluable experience of acting as teaching mentors to younger children.

2022–23 was another lively and impressive year for our partnerships programme in the Senior School.

Partnerships between UCS and secondary schools in the maintained sector, in particular, really developed in a number of new and exciting directions.

Of course, as the Headmaster said in his introduction to the Partnerships & Community Review 2022–23, this type of endeavour is very much connected to what makes UCS the school we know and love. He reflected: “Community is a central theme running through the life of UCS. As a school, we talk about being a community of individuals bound by mutual respect for our shared humanity. The importance given to strong relationships extends to developing strong ties with our local community, including local charities, organisations and maintained-sector schools.”

The Visual & Performing Arts, Sports Science and Debating all saw considerable growth in partnership participation. One exciting project was the ‘Breaking Character’ project led by Visual Partnerships Coordinator, Ms McVicker, which brought together the UCS Drama and Art Departments to provide a

9 4

T H E

G OW E R

2 0 2 3

I especially enjoyed teaching our choreographed

from the London Academy of Excellence (LAE),

motifs inspired by urban living and watching them

Stratford. The students were warmly welcomed

take on board our creative advice as well as adding

to attend and participate in a workshop based

their own ideas. It was also exciting to take them

around building narrative. They reflected on, and

through a partner exercise in which one of them

responded to, different ways to interact with, or

was the architect and their task was to mould their

take in, an art exhibition; they considered how

partner into interesting shapes. They were all very

what you see helps you come up with your own

welcoming and enthusiastic. I hope they enjoyed it

ideas, how it helps you with your own practice.

as much as I did.”

In the Drama section, pupils were encouraged to

Finally, an exciting and still-evolving initiative is

create a character and short play from an image

the Sports Science project being undertaken by

they’d seen. In Art, pupils were introduced to

Middle School pupils at UCS and Westminster

the concept of the uncanny – sharing knowledge

Academy, another of our key partnership

and skills at once alien and familiar – and they

secondary schools. The project was born out of a

discussed how this device crops up in film and

desire to provide increased co-curricular options

TV. From these collaborative discussions, pupils

for both sets of pupils and to help develop their

experimented with drawing an object as they

collaborative skills. Westminster were the perfect

saw it, an object as they remembered it, and

partner for the scheme given their experience both

an object as they imagined it. They drew this

in sports qualifications and in preparing pupils to

into their own different scenarios, and used the

participate in The Big Bang, the UK’s top science

process of monoprinting to draw from memory or

and engineering competition for 11 to 18-year-

imagination and create their own scenes.

olds. The partnership is still in its initial stages, but

COMMUNITY

collaborative Art and Drama workshop for pupils

already the ideas are flowing. Both sets of pupils Dance also saw its first partnership project

have met to begin planning their studies.

which involved UCS Remove pupils teaching choreography and dance skills to pupils at one

I’m very much looking forward to seeing how the

of our partnership primary schools, Argyle

provision grows and reaches new heights under

Primary School, during the Summer Term, in a

the newly appointed Head of Partnerships, Ms

project spearheaded by Head of Dance at UCS,

Trinder, from September.

Mrs Tran. Joseph, a Remove participant in the project, commented: “It was an extremely fun adventure going to Argyle Primary to teach the children what we had been working on this term.

Contributions from S. BENNETT T H E

G OW E R

2 0 2 3

9 5

COMMUNITY

The death of HM Elizabeth II

9 6

T H E

G OW E R

2 0 2 3

Queen Elizabeth II on 8th September 2022 came as a shock to all members of the school community. As Her Majesty’s death began to sink in, the school came together to discuss

COMMUNITY

The news of the passing of Her late Majesty

various ways in which it could remember her extraordinary life of service to the country.

The school flag flew at half mast throughout the period of mourning; meanwhile, a Book of Condolence was sourced in which members of the community were able to pay their own tributes to the Queen via its pages, and this will now become part of the school’s record of the event. We were also proud to be able to display our copy of the famous Annigoni portrait of Her Majesty in the Great Hall and subsequently in the AKO Centre as part of a wider display during that time.

In his assembly to the school in the days following on from the announcement, the Headmaster reminded the community of the Queen’s visit to Frognal in February 1980 to help the school celebrate the reopening of the main buildings after the great fire of two years previously. In her speech in the Great Hall, Her Majesty reminded the school that we are often at our best in adversity, as it provides us all with the opportunity to demonstrate our affection and loyalty to the institutions we hold so dear.

We remain as grateful today to Her Majesty for those words and for her visit as we did some 40 years ago and the continued presence of the Queen’s tree outside Frognal’s Giles Slaughter wing is a constant reminder of that link.

Contributions from A. WILKES T H E

G OW E R

2 0 2 3

9 7

COMMUNITY

Parents’ Guild The Parents’ Guild worked hard throughout 2022–23 to organise fundraisers and social gatherings for parents and guardians of UCS pupils. These fundraising initiatives supported charities significant to the community and concurrently benefited the school.

Additionally, the events put on by the Parents’ Guild were a platform for parents to come together, socialise and enjoy the opportunity of a well-earned break.

The Senior School Parents’ Guild enjoyed a busy year which really flew by. In September 2023 the team hosted its annual Macmillan Coffee Morning at Frognal. This event was very well attended and so many parents commented on how lovely it was to be able to socialise and chat to other parents in a relaxed atmosphere. The pupils were not so relaxed in their excitement to reach the Krispy Kreme doughnuts donated by the Parents’ Guild! A wonderful array of cakes and cookies were served with coffee and hot chocolate. A uniform sale that ran concurrently also proved very popular with the proceeds also going to Macmillan. A total of £3,200 was raised.

November’s fireworks event was held at the school playing fields – an operation that involved food trucks galore as well as sweets and candy-floss stalls run by the pupils. The fireworks display was spectacular and was enjoyed by approximately 1,000 students and parents who bought tickets in the space of 20 minutes to make this the fastest-ever sell-out. The end result was £4,000 raised for Noah’s Ark Children’s Hospice and Feed London.

9 8

T H E

G OW E R

2 0 2 3

COMMUNITY

The annual supper quiz in March always creates a stir as teachers and parents summon their competitive spirit to see who can answer the most questions in Andrew Walliker’s mind-stretching and challenging rounds. Italian food was the theme of the night and, of course, the teachers won the quiz. The good cause to benefit was UCS’s bursary provision and, more precisely, the Bursary Co-Curricular Fund which helps to ensure that all pupils can access without restriction the widest possible range of cocurricular opportunities throughout their stay at the school. The quiz raised £6,000.

Two Old Gowers spoke and explained to the audience that they had been bursary recipients and how, thanks to this fund, UCS had been such a wonderful experience for them. The Guild also staged another gently worn uniform sale which generated £2,000 for the Syria/Turkey earthquake appeal.

As Chair, Tania Levenfiche thanks all Guild members along with Vera and Monica, who hung up her treasurer’s badge in the summer, for all of their support, hard work and endeavour – not forgetting the copious amounts of fun had along the way!

“THE FIREWORKS DISPLAY WAS SPECTACULAR AND WAS ENJOYED BY APPROXIMATELY 1,000 STUDENTS AND PARENTS WHO BOUGHT TICKETS IN THE SPACE OF 20 MINUTES TO MAKE THIS THE FASTEST-EVER SELLOUT. THE END RESULT WAS £4,000 RAISED FOR NOAH’S ARK CHILDREN’S HOSPICE AND FEED LONDON.”

Contributions from P. HART T H E

G OW E R

2 0 2 3

9 9

COMMUNITY

Common Room Goodbyes

Senior School Andy Davis One often refers to a staff member leaving a school as the end of an era. In Andrew’s case, his era at UCS was a very long one! He spent his school days in the familiar UCS maroon and black blazer, had a break from Frognal to go to university, but then donned

This year we bid farewell to a number of colleagues from the teaching and support staff.

a suit, returning to UCS as a Maths and Computer Science teacher. Apart from classroom teaching, his career saw him take on additional responsibility as Head of Computer Science and as Head Timetabler.

It is clear he loves Maths, puzzles and problem solving, but he always somehow skilfully seemed to avoid being labelled a geek!

As a colleague, Andrew was always supremely calm, considerate and generous with his time and expertise. In fact, it is rare to encounter a person who exemplifies the UCS values of curiosity, confidence or kindness more overtly or more consistently than Andrew. He is someone who gives the impression of wanting everybody to be introduced to, and to enjoy, his subjective experiences of life, and his superb and riveting assemblies allowed us a glimpse of that aspect of his personality.

An Andrew Davis assembly was – simply put – an oasis of calm at the start of a busy day. Andrew spoke about what was important, whether that was a topic or a person; everyone in the Great Hall hung on his every word and left the Hall having something to reflect upon. He leaves a gaping chasm in the staff assembly rota.

1 0 0

T H E

G OW E R

2 0 2 3

deservedly so; he had more than proved his worth

how many Prime Ministers they lived through.

for five years as a Head of Maths who was able to

Andrew’s life at UCS saw him work for three

lead, galvanise and align the Maths Department

Headmasters and with five Heads of Maths, the

into the modern era – a feat that seemingly must

first of whom was also his Form Tutor when he

have been rather like herding Schrödinger’s cats.

arrived at UCS as a boy. I cannot begin to estimate

Chris and I have worked very closely together

how many pupils Andrew studied with, taught

for ten years, the first seven with him as a loyal

or gave guidance to, but any pupil who found

hardworking Vice Master, dedicating very long

themselves in any of those categories was very

hours to the school, to colleagues and to me.

lucky.

Then the last three as International Director,

COMMUNITY

Monarchs’ reigns are sometimes measured by

working tirelessly on a variety of possible All schools must continuously evolve, and pupils

ventures from around the globe, seeking to find

and staff come and go; UCS is no different.

the way in which the UCS London, of which he

However, the UCS post-Andrew Davis will be

is most fond and most proud, could somehow be

missing something just a little bit special.

propagated in a new part of the world. Although that particular vision could not be realised, Chris

Christopher Reynolds

has been a servant of the school in yet another way these past few months, as Acting Director of Finance and Operations, helping our various

Christopher Reynolds

support departments do their important work

I first met Chris in spring 2012 when I was on

smoothly and effectively. If you add the fact Chris

a visit to UCS. He was charming, chatty and

was Acting Headmaster for Ken Durham, first

cheerful. He spoke knowledgeably, proudly and

when Ken was Chair of HMC and second when

fondly of UCS; of its quirks, its character and

Ken was very ill, you most likely have, in Chris’s

the people inside it that made the school so

CV, a catalogue of the most wide-ranging and

distinctive. Indeed, Chris was an articulate and

most senior roles ever to have been taken on by

passionate advocate for UCS, very much the Vice

just one person, ever!

Master in full swing, enjoying something like his eighth year in that role.

Chris will talk about all this with much modesty: “I’m just a Maths teacher from North London.”

Very impressed and rather in awe, I politely asked

But that’s the nub of it. Chris is a gifted teacher of

Chris if he – along with myself – was applying

Maths and Statistics. His classes have always loved

for the Headship that was to be available from

him. His most recent Form adored him. The

2013 given Ken Durham’s announced retirement.

pupils who accompanied Chris on physically and

Fortunately for me, Chris stated he was entirely

mentally demanding charity work in India and

happy in his current role and, indeed, interested

Romania had nothing but deep respect for him;

to help settle a new Head in. As it happens, this

all the Monitors with whom he worked directly

was kind of a reversal of fortune for me. I had

for so many years held him in great affection.

applied for the Vice Master post some eight years

Chris was also involved in the recruitment of a

earlier and come close but with no cigar. Because,

good many staff, including a substantial chunk

of course, Chris was promoted from within and

of the folk in the current Common Room.

T H E

G OW E R

2 0 2 3

1 0 1

COMMUNITY

The litmus test for Chris was whether or not the

A top notch and dedicated accountant – it’s why

applicant would be someone’s favourite teacher.

Nick left at the end of a financial year rather

Such an insight gets straight to the heart of the

than an academic one – Nick, for his all time

matter. Will there be, somewhere in the school,

here, demonstrated full mastery of our finances.

one or more pupils who will really click with this

Fortunately for us, Nick also came with general

character; if so, it’s going to be a successful fit. We

management experience from his previous firms.

admire and respect Chris for everything he has

So when our previous director of operations retired

done, not only for the institution that is UCS, but

in early 2019, it was a no-brainer to invite Nick to

for each and any of us who have had the good

retain oversight of our finances but to also take on

fortune to work with him, and to benefit from his

directorship of all our support functions such as HR,

time, his wisdom, his patience and his perspective.

Catering, Estates, H&S, Caretaking, Cleaning, IT

To apply his own litmus test on him, then Chris has

and Commercial Facilities.

not just been someone’s favourite teacher, he has been everyone’s favourite teacher.

I’m sure Nick has nothing but happy memories of those occasions when being responsible for such

Mark Beard

areas of school operations meant rolling up his sleeves if a department was short staffed. Setting up exam desks in the sports hall; rearranging chairs in

Nick Mugridge

the Great Hall; placing buckets under leaking roofs;

When I asked Nick if I might write a few words

or manning the pumps in the crypt. Plugging in

about him, his response was comfortingly regular

power cables just in time to prevent a server from

in its length and style: “OK – nothing too soppy.”

dying or disconnecting cables to prevent a server

Typical Nick. He presents as a tall, slightly distant

from melting. Pulling closed the windows at night,

– bluff, even – Yorkshireman who claims teachers

pulling them open in the mornings; locking the

are always on holiday and, as the custodian of

school up at 10pm, opening the school up at 6am.

the school’s finances, complains we are all always spending too much of our budgets.

All this useful training meant that, when the pandemic hit, Nick was perfectly primed to oversee

Indeed, Nick joined eight years ago as the new

the implementation of a once-in-a-lifetime set of

Finance Director and, extremely quickly, got on top

operational demands placed on schools in order to

of the numbers, knocking them into user-friendly

somehow keep them open. He established Covid

shapes that us non-accountants could understand

Club, a group of senior colleagues meeting weekly

and appreciate. For those of you familiar with The

after school on a Friday to review the week and

Matrix films, Nick reminds me of Neo, able to read

consider the next tranche of further dictats handed

and translate scores of reaming numbers into real-

to us by the DfE for immediate imposition.

world actions, reactions and predictions.

1 0 2

T H E

G OW E R

2 0 2 3

Alex Hurst

to say the attention to detail Nick gave to every

Alex joined us back in September 2016 and was an

single facet of our operation, coupled with his

extremely valued member of the UCS community.

gentle style of ensuring that the various support

Kind, caring and personable, Alex has an ability to

departments did whatever they needed to do,

make anyone he meets feel heard and appreciated.

meant UCS was able to carry on regardless. And if

Without doubt, one of his strengths was in building

you needed a further example of how Nick leads

positive relationships with students and colleagues.

by example, I have an abiding memory of him

In Biology, he was our resident plant science

dressed up in full PPE, running the mass covid

expert, renowned for his creative and thought-

testing operation we set up in the sports hall, so

provoking lessons. He will be remembered for his

that every pupil could be tested before coming

impressive subject knowledge, wit and charm. In

into school. Nick was almost gleefully patrolling

the Sixth Form Team, Alex successfully navigated

up and down the bank of stopwatches as the

roles including Head of Overseas Applications

various tests timed out, eager to pounce on any

and Senior Tutor. Alex leaves to join Sydenham

positive result.

Girls School as Assistant Head of Sixth Form,

COMMUNITY

I shan’t revisit the horrors of that period; suffice

where I know he will make a huge impact. His Nick never flinches from what must be said or

departure comes as a great loss to UCS and he will

done. He has been unstintingly loyal to UCS,

be dearly missed; however, we thank him for all he

working long hard hours to help ensure the

contributed and wish him the best in his new role.

school’s success. In fact, I’m not sure he ever took his full holiday entitlement. On a professional

Kim Ward

level, Nick was an exemplary role model held in very high regard by each and every one of us.

Bimba Kumarasinghe Finally, as our respective roles demanded, I

Bimba joined the Maths Department in 2018

worked very closely with Nick. And that afforded

but in recent years was perhaps best known for

me the privileged perspective of getting to know

her work as our first ever Director of Wellbeing.

him very well on a personal level. He is a truly

Bimba’s commitment to this vital work was of huge

decent and lovely man. I shall miss very much his

importance to the school and we thank her most

advice, wisdom and loyalty; above all, though, his

gratefully for everything she did. The introduction

kindness and his friendship.

of the Wellbeing Society, the Student Support Service and countless other initiatives paved the

Mark Beard

way for those who will follow on after her. Of equal importance was her whole-hearted commitment to staff coaching, which a great number of colleagues benefited from. Bimba leaves to join the Maths Department at City of London Girls School with best wishes and grateful thanks.

Andrew Wilkes

T H E

G OW E R

2 0 2 3

1 0 3

COMMUNITY

Chloe Thorn

a fitting tribute to her tenure in that role which

Chloe joined us in September and very quickly

continues to see UCS lead the pack in terms of in-

became immersed in the bustling Drama

house research. Emma leaves us to take up a teaching

Department at UCS. Within two months, she

position on the LSE100 interdisciplinary course; a

had organised and facilitated the Deme Drama

perfect fit for her skills and talents!

and Dance competition. Chloe also directed the charming Lower School Production The Wind in

Barney Murphy

the Willows. Her upbeat and cheerful direction in rehearsals enthused and excited the cast of Entry and Shell pupils. We thank Chloe for all she contributed to the school and we wish her well as she begins new ventures in primary education.

George Purves George packed a huge amount into his year at UCS. He is a brilliant teacher whose lessons inspired pupils at every level of the school. He also put his MA in Film and TV Production to good use by

Connor Abbott

devising an Enrichment Week programme of study on storyboarding for Lower Remove pupils. As a Form Tutor, he was dedicated to the needs of Remove

Emma Taylor Following a break from teaching to complete a master’s degree, Emma joined the Geography Department in September 2013 and contributed a huge amount in her ten years at UCS. A fantastic

pupils, who were very sorry to see him go. We wish George well in the next stage of his creative journey.

Henry Hardingham

classroom teacher, she forged extraordinarily strong relationships with her pupils, with many

Giles Barton

choosing Geography at GCSE, at A Level or as a

Giles joined the Mathematics Department in 2019

degree because of their experience of the subject

and leaves to relocate to leafy Berkhamsted with

in her classes. Early on, Emma founded the UCS

his family. Giles is one of the most friendly, well-

Model UN pathway and took some very successful

humoured colleagues to have passed through the

teams to HabsMUN, helping to cultivate a strong

department, and his departure leaves us with an

interest in international relations and geopolitics

absence of dad jokes and dry humour. Giles had a

in the Sixth Form especially. The call to return to

brilliant relationship with every student he taught,

academia was never too far away, however, and

and was certainly the favourite teacher of many.

Emma embarked on a part-time PhD in Sociology

Throughout his time at UCS, Giles did a great job

at LSE in 2016, while simultaneously putting her

working with all of his classes, eliciting the very

skills to highly effective use as the school’s first

best of them each lesson. He will be sorely missed;

Head of Research. The inaugural UCS Research

we wish him and his family the best of luck for the

Review, an in-house journal which harnesses the

future.

pedagogical research talent of the teaching staff, made waves well beyond Frognal and serves as

1 0 4

T H E

G OW E R

2 0 2 3

Damian Armitage

of sustainability (including achieving carbon

Holly joined the History and Politics Department

neutral status). James leaves for St Albans High

in 2011. I knew immediately that we had made a

School for Girls and our loss is their gain! We wish

stellar appointment. She brought extraordinary

him the absolute best in the next stage of his career.

energy and expertise to everything she did here, teaching both subjects with consummate skill

COMMUNITY

Holly Levy

Barney Murphy

and inspiring students in every year group. She is equally adept at acting out one of Elizabeth I’s progresses for Entry boys as at teaching political

Kim Ward

ideology to Year 13s. She is the most generous of

Kim joined UCS as Head of Biology in September

colleagues, sharing resources and coordinating

2016. She brought energy, vision and a forward-

the IGCSE provision with terrifying efficiency.

thinking and dynamic focus to her department’s

She brought all of those talents to her work with

outlook. She quickly developed a collaborative

the Higher Education team, where she oversaw

team spirit and the strong uptake for the subject at

numerous applications to overseas universities

all levels was indicative of the work Kim undertook

as well as advising on hundreds of UCAS

in her time here. She is an excellent teacher of

applications. She is irreplaceable and we will miss

Biology and always placed a strong focus within

her hugely.

the department on teaching and learning and the pupil experience in the subject and the school. Kim

Alun Vaughan

will be greatly missed by the Biology Department, pupils and all UCS colleagues. We wish her every future success.

James Firth James joined the Geography Department in 2016

Tom Underwood

as a young, fresh-faced teacher full of enthusiasm and vim. He leaves us a little older and wiser, a little less fresh faced, but with that trademark

Matthew Wellard

spring-in-his-step still intact! James had a huge

Matthew joined the Mathematics Department

impact on Geography at UCS and on the school

in 2018 and leaves to focus on his acting career.

more broadly. A fantastic classroom teacher, he

Matthew is a superstar mathematician who puts

filled our department with ideas and consistently

on quite the show for his classes; all of his pupils

modelled excellent practice, most recently acting

speak very highly of his lessons and his teaching

as a superb mentor to newer in-service colleagues.

style. During his time at UCS, Matthew played

James was also a wonderful Form Tutor (taking

a significant role in launching and running the

an Underwoods form from Year 9 to 13), set up

Senior School Maths Society, going the extra mile

and ran the hugely successful UCS Running Club,

to make Maths cool. Matthew will be missed

coached hockey and tennis, and very successfully

greatly; we wish him every success and look

oversaw the DofE programme. He also became

forward to spotting him on the big screen soon!

UCS’s first Foundation Environmental Impact Coordinator, driving the school forward in terms

Damian Armitage

T H E

G OW E R

2 0 2 3

1 0 5

COMMUNITY

Maud Fournier-Bidoz

best of luck, and hope he will visit us to deliver an

Maud only joined UCS in September 2022 but her

enriching lecture in Philosophy.

infectious smile and enthusiasm will be missed by colleagues and students alike. She put maximum

Damian Armitage

effort into her role as a French Assistant, which despite her teaching experience (Maud is a teacher of English in France) was a new challenge for her.

Pasan Fernando

She joined with no previous knowledge not only

Pasan joined UCS as Head of Economics in

of the French AQA syllabus but also of the English

September 2019. His enthusiasm, commitment and

educational system! She proved admirably proactive

dynamic focus saw student numbers increase as

in learning about her role and, impressively quickly,

the department expanded under his leadership. In

became an expert in the GCSE and A Level French

addition to being an innovative classroom teacher,

speaking exams. On top of that, she stepped in

Pasan also introduced us to the wonders of escape

to teach Lower Remove and Remove groups in

rooms and board games and developed a strong

the absence of colleagues, leaving an extremely

co-curricular offering, most recently leading a trip

positive impact on pupils. We are very grateful for

to Brussels. Always seeking to offer pupils new ways

everything Maud did for the students of the French

to think about Economics, Pasan’s energy will be

Department and wish her all the very best for her

greatly missed; we wish him every future success.

future adventures.

Kirti Shah Karolina Cieslak Sarah Alborn Max Humberstone

Sarah began working in the Drama Department

Max joined the Mathematics Department in 2020

at the Senior School in 2020 and excited pupils

and leaves to undertake an MSc in Philosophy of

of all ages with her outstanding teaching. Sarah’s

Science. Max is one of the best mathematicians to

skilful direction of two Middle School Productions

have passed through UCS and did a phenomenal

(Shakespeare in Love and Lord of the Flies) no doubt

job of working with the top end, stretching them

forged lasting and meaningful memories for the

to their fullest. In his final year, Max coached the

pupils who worked on her spectacular shows. Sarah’s

Hans Woyda team to a plate final, and led a class

creative and meticulous approach to her work led to

of advanced Sixth mathematicians, three of whom

invaluable contributions in other areas of the school

received Oxbridge offers to read Mathematics.

too. She oversaw the organisation of open evenings

Max also did an excellent job of bolstering the

and, as Community Action Coordinator, she

department’s social life and of ensuring colleagues

managed the many pupil-led charitable initiatives.

kept their environment tidy! We wish Max the

Sarah is now relocating to Gibraltar and we are sad

1 0 6

T H E

G OW E R

2 0 2 3

Harriet Tipper

varied contribution to UCS.

Harriet joined the school in September 2013.

She has been Head of Maths for ten years and

Connor Abbott

was latterly promoted to Senior Teacher as part of the Junior Branch senior management team.

Junior Branch

COMMUNITY

to see her go, thanking her for her enormous and

She worked tirelessly for the betterment of her department and achieved many accolades through national Maths competitions, with her Maths

Andrew Walliker

teams taking home numerous trophies. She is

Andrew joined the school before the beginning

meticulous in her pursuit of achieving higher

of time, when dinosaurs roamed the earth! The

standards. The Maths Department has thrived

Junior Branch was a fully fledged prep school back

under her stewardship and she will be greatly

then, with pupils going up to 13+. He has played

missed. Her immaculate attention to detail led

an immense role in the day-to-day running of

her, in recent years, to develop a programme for

the school as well as living and breathing UCS

the school timetable. This was and is often a very

for many years. He certainly has UCS blood

complicated and somewhat thankless task, but

running through his veins. In his time, he has

undeterred, Harriet is a character of great resolve

taken the lead in many departments: Head of

and determination. She also set up the remote

Geography, Head of History, running the coaches

parents’ evening schedules on Zoom during the

for the whole foundation, as well as being the

lockdown. Thank you, Harriet, for your dedication

main organiser of residential trips. Not to forget

and fortitude of spirit.

that he set up a thriving ‘Rock Band’ after-school club. And, of course, for many years he was Head

Simon Hall

of Games. Sport has thrived under Andrew’s stewardship. With a principle of sport for all, the Junior Branch has a healthy competitive streak in many sports, including rugby, cricket, hockey and swimming. He is also a life saver, has the badges to prove it, and famously saved a boy from choking to death with a swift and accurate use of the Heimlich manoeuvre, which set him apart from the average and places him firmly on the pedestal of UCS greats. If we had room, there would be a statue! As a footnote, it is an interesting fact that he featured as the love interest in Helen Fielding’s novel Mad about the Boy. Often compared to Daniel Craig, Andrew Walliker is truly irresistible… sorry, irreplaceable.

Simon Hall

Teddy Walliker Teddy has worked at the Junior Branch in many incarnations. He has latterly been employed as a Geography, History, Science and Games teacher, doing so for two years. He started here in 2021–22 and quickly proved himself a very talented and dedicated teacher, much respected by the boys and his fellow teachers alike. He has been a great colleague, a team player; someone who has acquired wisdom beyond his years. He was, earlier in his life, a student at the school. He came to us in Year 5 and fitted in perfectly, a UCS boy through and through. Several years later, after finishing his A Levels at the Senior School, he joined us as a gap student. We will miss Teddy very much and wish him all the best.

Simon Hall

T H E

G OW E R

2 0 2 3

1 0 7

COMMUNITY

Pre-Prep Alfie Clarke Alfie joined the Pre-Prep family in September 2022 as a Teaching Assistant and was an invaluable member of the Year 2 team, forming excellent relationships with the boys who benefited from his sporty and musical talents! We bade a fond farewell to Alfie this July and wish him all the best as he ventures forth in pursuit of a career in performance.

Sophie Ryan

1 0 8

T H E

G OW E R

2 0 2 3

COMMUNITY

T H E

G OW E R

2 0 2 3

1 0 9

COMMUNITY

Welcome to the Common Room We are delighted to welcome new colleagues to the Common Rooms of each of our three schools this year.

Senior School New staff members Tayzuki Ahilan Tayzuki joins the Chemistry Department as an ECT having just completed her PGCE at University College London. She has an MSci in Chemistry from the University of Bristol and prior to commencing her PGCE, worked as a Science teacher at Hatch End High School.

Ahmed Abokor Ahmed joins UCS as a Teacher of Computer Science (Second in Department). Ahmed has a first-class degree in Computer Science from the University of Westminster and arrives from St Paul’s Way School.

Abby Spreadborough Abby comes to the English Department as an ECT having just finished her training through Teach First at Haggerston School. Abby has a first-class degree in English from the University of Birmingham and enjoys writing poetry in her free time.

Darragh Woods Darragh reinforces the Geography Department, also as an ECT. He has a degree in Geography from Royal Holloway and is currently completing a part-time Master’s in Learning and Teaching at the University of Oxford. Darragh is also a hockey coach and joins us from Hurstpierpoint College.

1 1 0

T H E

G OW E R

2 0 2 3

Izumi Kurokawa

Toby is the first of three new members of the

Izumi is our new teacher of Psychology. Izumi has

Maths Department. This is Toby’s first job in

a BSc in Psychology from the University of Bristol,

teaching, moving away from a career as an

an MA in Social and Cultural Psychology from

actuary. Toby has an MA in Mathematics and

LSE and a PGCE from the University of Worcester.

an MA in Management Studies, both from the

Izumi moves from Christ’s School where she was

University of Cambridge.

Head of Psychology and a Teacher of Maths.

Cecilia Zhu

Sooltanah Codobaccus

Cecilia is another Maths recruit. She has just

Sooltanah is the third new member of the Maths

completed her PGCE and also has an MA in

Department and joins from East Barnet School.

Mathematics Education from the Institute of

Before starting teaching in 2009, Sooltanah was

Education and a BSc in Mathematics and Applied

an information system analyst. Sooltanah has a

Mathematics from Yangzhou University. Before

BSc in Information Systems Engineering from

starting her Master’s, Cecilia did a four-month

the University of Westminster and a PGCE from

placement as Year 11 Maths Teacher at Qianhuang

Middlesex University.

COMMUNITY

Toby Brown

International College, China.

Charlotte Moore Michael Taktak

Charlotte is a new face in the Biology Department.

Michael joins the Drama Department from

She successfully completed her ECT years at

Grey Court School where he completed his ECT

d’Overbroeck’s Oxford and now moves back to

years. Michael has an MA in Acting from Arts

London where she grew up. Charlotte has a BSci

Educational Schools, London and a BA in Politics

Biology from Queen Mary University.

and Philosophy from the University of Sheffield.

Besides his love of Drama, Michael is also a keen sports fan.

Audrey Lau Audrey also bolsters the Biology Department. In addition to a BSc in Biology from the Chinese

Eve Barclay

University of Hong Kong, Audrey has just finished

Eve arrives in the Drama Department from

an MSc in Psychology at the University of Reading.

Wellington School where she did her first ECT

Prior to moving to the UK, Audrey taught Biology

year. She has a BA in Acting from Arts University

for four years at Leung Shek Chee College.

Bournemouth and a PGCE from the University of Buckingham.

William Oliver William joins the History Department from Lord Grey Academy. He has an MA in History from the University of York and a PGCE from the University of Cambridge. William also has a keen interest in music, theatre and languages.

T H E

G OW E R

2 0 2 3

1 1 1

COMMUNITY

Hin-Chee Wong Hin-Chee arrives as a Teacher of Economics from Watford Grammar School. He has a Bachelor of Economics from the University of Hong Kong and an MA in Philosophy from Kings College London.

Before teaching, Hin-Chee worked as a textbook editor in Hong Kong.

Senior School New support staff Victoria Heeley – COO Victoria has joined the school as our new Chief Operating Officer, succeeding Nick Mugridge.

Victoria comes to UCS from being director of finance and operations at King Alfred School. She

Peter Vigilante

is a chartered accountant and has a degree in Maths

Peter is a new addition to the Geography

from the University of Bristol.

Department and has most recently worked at the Australian Independent School in Singapore. Peter has a BA in Geography from the University of Melbourne and a Bachelor of Applied Science in Urban and Regional Planning.

Salam Miah – Finance Manager Salam has recently joined the Finance team, having previously worked as a management accountant for an educational charity. Salam has a BA in Accounting and Finance from Middlesex University.

Vinit Patel Vinit joins the PE Department as the new PGAT. He has just completed his MSc in Sport Performance at the University of Portsmouth.

Vinit is also a qualified coach in strength and conditioning, cricket and rugby.

Rebecca Barrie – Communications Manager Rebecca joins as the first Communications Manager at UCS. Previously Rebecca has worked as senior marketing director for Corinthia Hotels and head of global planning, strategy and performance at British Airways.

Emma Leconte Emma is UCS’s new French Language Assistant, transferring from St Paul’s School where she has worked for the last three years. Emma has a degree in English from Université de Reims ChampagneArdenne.

Chante Bembridge – HR Assistant Chante links up with the HR Department having recently worked in various HR administrative roles. She has a BA in Theatre Arts: Design and Production from Middlesex University.

Lea Boehme Lea is our new SCITT trainee working in Modern Foreign Languages. She is being supervised by Baz Timpson.

1 1 2

T H E

G OW E R

2 0 2 3

Balmore comes in from Eltham Hill School where he was a Science Technician. Balmore has a Diploma in Teaching and a BTech from the College of Agriculture, Science and Education.

COMMUNITY

Balmore Mannings – Biology Technician

Azra Zeiae – Senior Biology Technician Azra is a highly experienced science technician who joins UCS from Lea Valley Academy.

Azra has a BSc in Chemistry from Al-Zahara University.

T H E

G OW E R

2 0 2 3

1 1 3

CO-CURRICULAR

Beavers & Cubs Not content with introducing UCS’s first ever colony of Beavers back in January 2022, this year the Pre-Prep welcomed the Foundation’s inaugural pack of Cubs.

The pupils also encountered an Explorer Scout and veteran of the World Scout Jamboree, so it is fair to say that the scouting movement continues to go from strength to strength at UCS.

Scouting at UCS Following on from the opening of the inaugural UCS Beavers colony in January 2022, we were delighted this year to extend the scouting provision at UCS to Cubs. The ‘pack’ comprising Year 4 and Year 5 pupils at the Junior Branch started life in September with members taking part in their investiture ceremony a few weeks later. All of the Cubs have worked hard to achieve a range of badges such as the ‘Teamwork Challenge’ and ‘Our World Award’ as well as pursuing badges based on their interests. A highlight of the year was a Cub sleepover and ‘camp out’ at the JB where the boys toasted marshmallows while playing campfire songs. They also went to the local pizzeria and ordered and paid for their meal, which they munched merrily, saving room for snacks to accompany the subsequent film they watched. When bedtime came there was great excitement but soon the giggles and rustling subsided and sleep descended upon some very tired boys!

1 1 4

T H E

G OW E R

2 0 2 3

numerous badges including gardening, sports, first aid, navigation and science. Where else can you get to experience so many diverse and fun activities in one club? A further memorable moment was when the Beavers were fortunate to welcome Upper Remove pupil Jacob, who is an ‘Explorer’ and young leader. Jacob came to talk to them about his trip this summer to the World Scout Jamboree in South Korea. The boys learned all about the Jamboree, where scouts from across the world get together over two weeks in August. Jacob promised to return in the Autumn Term to let the Cubs and Beavers know all about his adventures.

It is wonderful to have scouting opportunities

“I T WAS GREAT BEI NG ABLE TO SLEEP I N TENTS NEXT TO OUR FRI ENDS AND HAVE LOTS OF YUMMY SNACKS ON THE CAMPFI RE. I T WAS FUN BUT UNUSUAL WAKI NG UP AT SCHOOL!”

CO-CURRICULAR

Meanwhile, the Beavers also completed

YEAR 4 CUB

for the boys at UCS and for them to explore life skills from Year 2 through to Year 5. Based on the success of this excellent start, we hope to be able to offer a scouts group at the Senior School in future years.

“ B E AV ER S IS GR E AT! I R E M E M B E R D O IN G T H E S PA R K L E R S A N D M AK I NG O UR OW N F I RE S.” YEAR 2 BEAVER

Contributions from Z. DUNN S. RYAN T H E

G OW E R

2 0 2 3

1 1 5

CO-CURRICULAR

Drama at UCS

Senior School The Senior School enjoyed a busy, varied and dynamic year of co-curricular Drama. The Lund Theatre hosted an array of theatrical performances, beginning in the Autumn Term with Oliver!, UCS’s

The year’s dramatic output was hugely impressive, with major productions in all three schools of the UCS Foundation, involving all year groups and including the Senior School musical Oliver!

UCS pupils also appeared at the Edinburgh Festival Fringe under the guise of the ‘Lund Company’ while the inaugural GCSE Dance cohort were the stars of inhouse Dance show In Motion.

1 1 6

T H E

G OW E R

2 0 2 3

first-ever whole-school musical and most ambitious endeavour to date. The Middle School production, The Lord of the Flies, gripped audiences in the Spring Term with its excellent performances and outstanding scenic design; pupils from Years 9 to 11 transported audiences to a desert island as the ensemble cast battled for control of a conch atop the wing of a fallen aircraft. The Lower School’s charming The Wind in the Willows rounded off an eclectic year of main productions in the Lund with the cast’s hilarious and committed interpretations of the play’s woodland creatures.

between being torn apart and rebuilt by industrial

outstanding duologues and devised pieces of the

revolution. The unveiling of the set model in the

100 pupils studying the Trinity Acting course.

first rehearsal elicited a chorus of “woahs”. Martin

This annual showcase of acting excellence was

Hutchings and the stage crew worked tirelessly to

performed over two nights to a packed Lund

deliver the most technically ambitious production

Theatre. Moreover, 2022–23 heralded our

ever attempted at UCS.

inaugural Dance show, In Motion, which revealed the fantastic work of the GCSE Dance cohort. Live

Of course, the sheer scale and ambition of the

performance continued until the penultimate day

project presented the cast and crew with numerous

of Summer Term, when UCS Drama’s Edinburgh

logistical and creative complications. Such

company, Lund, performed their innovative and

challenges were overcome by the pupils’ talent,

chilling new play about (and co-written by) AI,

resilience and good humour.

CO-CURRICULAR

The year in performance also included the

CTRL before its Edinburgh Festival Fringe run in August.

At its core, Oliver! was about a young boy in search of belonging. So, perhaps fittingly, the defining

However, the year’s biggest story was November’s

aspect of this production for me, as director, was

production of Oliver!. Not only did the UCS

the sense of belonging that it nurtured. From

musical return after a three-year hiatus, but

the first rehearsals in September until the final

this was a first whole-school production.

curtain in November, pupils from every year group

More than 100 pupils tried out for a role, in an

gathered after school to dance in unison, sing

audition process lasting three months. Oliver!

together and act side by side, with younger pupils

featured a cast and crew of over 50 pupils,

raising their game to meet the example of older

the largest assembled in the Lund Theatre.

peers. Oliver! was crafted by pupils who, regardless

Running parallel to the musical, the Drama and

of age, Deme or year group, shared a restless

Music Departments collaborated with the Art

dedication to the performing arts.

Department in working with pupils from UCS and partner school LAE, Stratford to create the exhibition Breaking Character. This exhibition was inspired by the rehearsal process of Oliver! and went on display in the Lund Gallery during the show’s run. Evidently, the UCS musical continues to grow as a school-wide, inclusive and leading co-curricular event.

Musicals here have a tradition of reinventing classics, of redefining and refreshing the musical canon. Oliver! was no exception. Set designer Carys Bedford created a stunning backdrop of a moon-drenched Victorian London, somewhere

T H E

G OW E R

2 0 2 3

1 1 7

CO-CURRICULAR

Junior Branch Up at the Junior Branch, the superb Year 6 production of Peter Pan also united pupils as they experienced the joy of creating something special together. Over three nights in June, each Year 6 class took a turn at being the cast. Behind the scenes, the magic took hold as costumes were donned – especially the croc’s! – and props sorted.

Once the play started, it was clear all the rehearsals had paid off and everything went brilliantly. “It was amazing to be on stage in costume, moving and speaking as Peter Pan,” said pupil Baer Bolton Smith. “I really felt like I was the character.” Indeed, the whole show felt magical with its incredible stage, costumes, music and lighting. It was over all too quickly, though, as the boys took a bow to ringing applause.

This year’s Black Box, meanwhile, was a truly experimental and at times conceptual show as Year 5 experimented with the dynamics and diagonals of a stage set on three sides of a square. The Drama studio itself was a black box and the boys performed in the centre of the room, acting to all three corners. The show was a selection of scenes and sketches taken from Holes, which the boys had studied in class, and scenes from The Wind in the Willows. There were other intermittent allusions to water (or the lack of it) with a recital of the poem Kubla Khan by Samuel Taylor Coleridge. Humour and farce came in the form of a ‘burst pipe’ of nonsense and an errant sweeper-upper who offered the benefit of his wisdom when tidying the stage between acts. The boys had enormous fun making, performing and producing this play. They learned lines, discovered stagecraft and acquired confidence from putting on a performance to an audience.

1 1 8

T H E

G OW E R

2 0 2 3

“I T WAS AMAZ I NG TO BE ON STAGE I N COSTUME, MOVI NG AND SPEAKI NG AS PETER PAN,” BAER BOLTON SMITH

CO-CURRICULAR

Pre-Prep There was further theatrical joy at the Pre-Prep’s seasonal production of the classic tale Puss in Boots. The audience was entertained by a fantastic array of intelligent felines, a fierce ogre, some sweet wild rabbits and a wonderful pet emporium. All the boys did themselves proud with their singing, dancing and incredibly creative dramatic skills. A highlight of this show was the unforgettable dance to the song ‘These Boots Are Made For Walkin’’.

Other performing-arts traditions included the ever popular ‘UCS Pre-Prep Has Talent’ show and the Year 2 Instrumental Recital. The boys never cease to amaze with their confidence and poise at these

ALL THE BOYS DI D THEMSELVES PROUD WI TH THEI R SI NGI NG, DANCI NG AND I NCREDI BLY CREATI VE DRAMATI C SKI LLS.

events, as well as with the talent they offer at such a young age.

In response to the passion for historical events at the Pre-Prep, Robin Hood was the theme for the summer production. The script and songs paid homage to certain legends surrounding the main character but also explored key historical events from this mediaeval period. It was astounding to observe the progress that all the boys had made with their performance skills; however a special mention goes to the wonderful Year 2 leavers who portrayed the villains and heroes of the piece.

Contributions from C. ABBOTT BAER BOLTON SMITH S.D.B. HALL S. PATEMAN

T H E

G OW E R

2 0 2 3

1 1 9

CO-CURRICULAR

Music Music is an irresistibly central pillar of the cocurricular life of UCS, with typically a musical event organised for every week of the academic year. In 2022–23 the exceptional talent pool across the Foundation included a BBC Young Musician finalist and a National Youth Orchestra member. To paraphrase Rihanna, there definitely was no stopping the music!

The 31 events curated by the Senior School Music Department in 2022–23 reflected the joint efforts of more than 160 pupils regularly involved in ensembles, bands or choirs, with end-of-term concerts regularly featuring 90 pupils, as well as the contribution of over 150 solo performers in lunchtime concerts and performance platforms. However, in a year of wholehearted collective endeavour, it is also appropriate to spotlight some individuals for their outstanding achievements.

Foremost among these was Transitus pupil Jaren Ziegler, who competed in October’s televised Grand Final of BBC’s Young Musician 2022. Jaren was the first ever viola player to reach this stage of the competition, a historic feat, and his performance of William Walton’s Viola Concerto with the BBC Philharmonic Orchestra under conductor Mark Wigglesworth will stick long in the memory.

1 2 0

T H E

G OW E R

2 0 2 3

But there is plenty of room for smaller ensembles

include;

too. Chamber Music remains an area of real strength, with nine groups operating across the

• Leo Hall (Sixth) – accompanied Chris Martin

age spectrum, and we were delighted when the

on the keyboard at Coldplay’s Wembley Arena

Maruyama String Quartet reached the finals of

concert in August 2022.

the South East Schools Competition for a second straight year. Jazz continued to thrive under

• Joseph Sainsbury (Lower Remove) – acquired

the energetic direction of Mr Da Silva, with the

a hat-trick of Grade 8 ABRSM distinctions in

Lower/Middle School Big Band established as a

recorder, piano and oboe.

major force and Senior Jazz contributing a string

CO-CURRICULAR

Further exceptional feats from UCS musicians

of memorable moments, including a pulsating • Finn Kjaergaard (Upper Remove) – became a

rendition of Duke Ellington’s Caravan in the Spring

regular in the first violin section of the National

Concert. Rock Music is also firmly established

Youth Orchestra of Great Britain, including

as a key component of the provision and there is

performances at the BBC Proms and Barbican.

every sign that the super talented Remove Band are taking on the mantle of the departing legendary

• Bice Sharp (Transitus) – scored a phenomenal

Sixth Band (aka Fudge).

148/150 in her ARSM Cello Diploma.

Large-scale ensemble music-making at UCS is thriving and expanding, with Symphony Orchestra equipped with the heavyweight string section that enabled us to programme Rachmaninov and Brahms symphonies and provide luxuriant support to Sixth concerto soloists Issy Lesser (Bruch Violin Concerto) and Ananya Radhakrishnan (Elgar Cello Concerto).

Likewise the 50-strong Concert Band continued to pack a punch in thrilling performances of film scores, including a memorable rendition of John Williams’ Catch Me If You Can featuring Oliver Schultz as saxophone soloist, as well as the challenges of advanced 20C repertoire like Copland’s Appalachian Spring.

CHAMBER MUSIC REMAINS AN AREA OF REAL STRENGTH, WITH NINE GROUPS OPERATING ACROSS THE AGE SPECTRUM, AND WE WERE DELIGHTED WHEN THE MARUYAMA STRING QUARTET REACHED THE FINALS OF THE SOUTH EAST SCHOOLS COMPETITION FOR A SECOND STRAIGHT YEAR.

T H E

G OW E R

2 0 2 3

1 2 1

CO-CURRICULAR

Senior School Concert Programme 2022–23 Autumn Term

March

October

Ensembles Concert

Lunchtime Concert (Transitus)

New Arrivals’ Concert

South East Schools Chamber Music Competition

Deme Song

Final Spring Concert

November

Vocal and Choral Concert

Lunchtime Concert (Sixth) Lunchtime Concert (Shell) Upper Remove Performance Platform Lunchtime Concert (Transitus)

Summer Term

Lunchtime Concert (Lower Remove)

May

Oliver!

Lunchtime Concert (Lower Remove)

Ensembles Concert

Lunchtime Concert (Flute) Lower School Performance Platform

December

Lunchtime Concert (Remove)

Lunchtime Concert (Remove)

Transitus Performance Platform

Autumn Concert June

Carol Concert

Rock Concert Summer Concert

Spring Term

Leavers’ Concert

January Sixth Performance Platform Lunchtime Concert (Entry) February Lower Remove Performance Platform South East Schools Chamber Music Competition Chamber Music Concert

1 2 2

T H E

G OW E R

2 0 2 3

The Autumn Concert set the bar high for the Junior Branch’s musical year. Parents new to the JB may not have known what to expect when entering the Great Hall at Frognal, but the JB Orchestra swept them up into a world of musical riches, brimming with excitement and energy.

From the clarity of the Year 3s’ uplifting class repertoire to the sophistication of the Year 6s’ three-part harmony, the audience witnessed the rapid musical development that boys undergo at Holly Hill.

The pupils also showcased their various instrumental ensembles: woodwind, recorders, strings, guitars, Big Band, Recorder Ensemble and String Ensemble. The programme was engaging and eclectic, from Year 5 delighting us with songs from Cuba, Congo and India, through songs charting the development of traditional American music, to new compositions for young choristers like the Year 3s. Pupils handled complex music with apparent ease, notably the Year 6s and the String Ensemble’s sumptuous Elton John tribute. The two choirs delivered pristine and stirring performances, notably Smile and Fauré’s Panis Angelicus (retranslated as ‘Peace, Love and Harmony’) but perhaps the overall highlight was Senior Choir’s stirring Pick Out a Simple Tune with accompaniment from Guitar Ensemble.

of Year 5 and Year 6 instrumentalists, plus JB

CO-CURRICULAR

Junior Branch: A Year in Music

Orchestra, Big Band, String Ensemble and Senior Choir. With nearly 60 boys giving solo performances at each concert, they all deserved rapturous applause for their hard work and thoughtful playing. While there isn’t room to effervesce about every single performance, the older soloists were true role models to any young pupil with similar aspirations, revealing a depth of musical understanding beyond their years.

These concerts remind us what every boy can achieve with daily practice, care and a passion for music. The fact pupils are willing to devote their individual time towards something greater than themselves is truly noble. This applied particularly to the ensemble pieces, like Mambo No. 5 (Big Band), Sweet Dreams (Woodwind Ensemble), Inspector Clouseau’s Theme (Orchestra) and Six Ribbons (Recorder Ensemble). Kudos too to Senior Choir who paid tribute to the late Stephen Sondheim with Vois sur ton chemin and Stevie Wonder’s Don’t You Worry ‘bout a Thing– leaving the audience gasping in wonder at their expression, harmony and rhythmic drive. The Spring Concerts also attested to music’s unique power to bring people together. On such occasions, the boys, their families and the staff prove that the Junior Branch is a truly authentic, supportive and encouraging community.

The same spirit of joy and love of music suffused the JB’s two annual Spring Concerts. The first of these was a platform for the emerging artistry of Year 3 and Year 4 musicians as well as Woodwind Ensemble, Recorder Ensemble and Junior Choir, while the second showed off the sophistication

Contributions from C. DAWE S. LANIGAN-O’KEEFFE T H E

G OW E R

2 0 2 3

1 2 3

CO-CURRICULAR

Sports Reports The rich and varied sporting life of the school has something for everyone with all ages, abilities and interests catered for – and this year, that included local, regional and national success for UCS competitors in table tennis, cricket and tennis. Whatever the result though, sport continued to be a crucible for much camaraderie, teamwork and personal development.

Senior School Rugby The rugby season was exceptionally busy and successful. In all, 196 matches were played across the foundation and it was pleasing to see so many pupils represent the school. Among the most notable performers were the unbeaten Under-15Bs, who rounded off their season with a big win over Mill Hill. However, the most improved team were the 1st XV. The boys were excellent role models and it was pleasing to witness their progress. Departing Sixth pupils Sho Ishizuka-Wright, Shunta Goto, Alexander Christensen, Jacob Bor, Jasper McNally-Drew, Yuji Ishizuka-Wright, Alexander Benson, Ianni Melikian and Hugo Kinder all made excellent contributions to UCS rugby.

D. BROWN

1 2 4

T H E

G OW E R

2 0 2 3

Hockey

In one of the busiest terms in recent memory, 46

It was a successful year for UCS hockey, especially

football teams played in 152 fixtures, averaging

for teams in the Lower and Middle Schools. While

around 15 fixtures a week. The Year 7s played

all age groups performed well in the London

the largest fixture on record against Cardinal

schools’ competitions, the Under-12s reached

Vaughan, with eight teams and 96 pupils

finals day – narrowly missing out on a semi-final

contesting matches in a single afternoon. One

due to incredible goalkeeping from Royal Russell

team of real promise were the Under-13As, winning eight of their 13 fixtures. The Girls 1st XI also made superb progress with four wins from seven games and just two defeats in cup competitions. A highlight for the Boys 1st XI was a victory over KCS Wimbledon in the London Schools Cup. Sam Harding’s long throws and Charlie Gordon’s finishing took the game to extra time and penalties, with keeper Alex Clarke the hero. Kudos to Upper Remove pupil Joseph Spitz for appearing 12 times for the 1st XI. R. SOUSA

CO-CURRICULAR

Football

– and the U14s won their London schools’ event at Mill Hill, playing fantastic hockey. The 1st XI had debutants from as young as Shell, with Sahil Prasad becoming UCS’s youngest-ever 1st XI player, and signed off with a victory over the Old Gowers. Oscar Sharland played in the England Hockey League for Hampstead and Westminster 2nd XI, and several others represented Middlesex and London at regional level.

J. HILLYER

Cricket The cricket season was a great success. The 1st

Netball UCS had another successful, joyful netball season, rounded off by an inaugural Netball Awards Dinner where many varied talents were celebrated over pizza. The players’ player award went to vice captain Cara Willmott, a super playmaker and GA, and coach’s player to Issy Spooner, a tremendously fit and fast centre. Tournament play proved popular, so next season we want to take part in and progress further in these multi-match competitions, building on finishing runners-up in the Highgate tournament. We bid farewell to some outstanding players, including defensive trio Bea Harker, Carys Nicholas, and captain and UCS GOAT Skyla Madhvani, who hands over to top shooter Talia Kermisch for 2023/2024.

C. HAWES

XI posted five straight wins before half-term and kept up their fine form to win their Area Cup final against Alleyn’s School. Next came the highlight of a cricket festival at Birkenhead School. UCS took 14 boys from four year groups and signed off with victories over George Watson’s College and hosts Birkenhead. A good mix of youth and experience helped the team to nine wins from 14 games in all. Individually, spinners Jacob Bor and Will Nesbitt each surpassed 20 wickets and, with the bat, Jacob hit two brilliant centuries. Meanwhile, the Under-15As won the London section of the English Schools Cricket Association Cup, beating Westminster School and Latymer Upper on Finals Day in Dulwich College, and also distinguished themselves in the subsequent inter-regional competition. Players from this side appeared for the 1st XI, indicating the cricketing talent coming through the ranks, which also included UCS’s U13 London Cup finalists.

WILL NESBITT & J. COOKE

T H E

G OW E R

2 0 2 3

1 2 5

CO-CURRICULAR

Tennis

Table Tennis

The senior tennis team, consisting of Year 10 and

The Under-13 boys were crowned national

Year 11 players, excelled in reaching the last 16 of

champions at Table Tennis England’s Butterfly

the National Schools Tennis competition. Their

Schools Team Championships. Remarkably, they

reward: a week mixing it with the country’s best

went unbeaten through the competition’s four

sport and tennis schools at the LTA Nottingham

stages, exhibiting resourcefulness, responsibility,

Tennis Centre. Congratulations to Leo Silverston,

relationships and resilience! This was particularly

Alex Shuckburgh, Zeb Imber, Max Silverman

apparent in the final-tournament decider against

and Ruben Sinanyan for their skill, ability,

Dorothy Stringer School, where they trailed three

commitment and mental strength. Their success

times in the match, only to win three straight games

proved contagious as, together with the Under-

and prevail 5-3. The U19s also came fourth at the

19s, the U13 and U15 teams remained unbeaten

same finals weekend in Wolverhampton – in what

all season. In fact, the U13 pairing of Dash Green

for players Toby Crawcour and Ben Barbarash was

(a top-ten singles player nationally) and Ruben

a fourth appearance at the national finals.

Michaud played tennis of the highest quality to win the Independent Schools Tennis Association Tournament at Eton in July – a first for UCS! O. BIENIAS

J. ENEMUWE

Swimming A busy swim season peaked at the finals of the Herts Middlesex League where UCS won two

Basketball

golds – one each for Oscar Williamson (junior

UCS’s 1st team, ‘the Ringers’, made great progress

BR) and Adam Hoff (intermediate FLY). UCS had

and got to the semis of the LISBA Under-18 league

an excellent team but the hard part was getting

– a great achievement. They narrowly lost to Mill

the whole squad to a gala at the same time. Led

Hill, a team they had beaten previously. Captain

by veterans Billy Shepherd and Sam Harding, the

Tom Freedman led with efficiency; Adam Hoff ’s

team largely overachieved. The intermediates had

technical expertise was increasingly influential,

the brilliant Ridard-Wang-Hoff trident but the true

helping the team improve with each game; and top

stars were the junior squad. Outrageous talent, in

scorer Sam Wang ensured they won far more than

Jason Gholami and Oscar Williamson, combined

they lost. Credit also to the side’s only Sixth former,

with granite will to dominate league fixtures as well

Hector Hills; he departs, but expect great things

as help out the older groups. Indeed, the juniors

when the rest come of age.

filled in for missing inters and seniors, helping the team earn valuable league points en route to

E. SAWTELL

the finals.

P. DILLON

1 2 6

T H E

G OW E R

2 0 2 3

Rowing

Bouldering reached new heights in 2022–23 with

UCS is reviving rowing as a sports option and this

over 50 pupils coming weekly to train and develop

year opened up opportunities for the lower years

– enabling the team to grow in strength, technique

to access the sport, in Brentford on Mondays. If

and problem-solving ability, and fostering real

the vision is that this cohort of roughly 15 young

camaraderie. The 1st team entered their first

oarsmen will continue rowing as they move up

inter-school competition where the eight UCS

the school, at senior level a strong group of about

climbers performed exceptionally. Sixth Formers

ten boys from Years 11–12 and two girls from

Toby Fung and Sophie Andreae came first and

Year 13 rowed out of Team Keane Watersports

second in their categories while Ben Kay and

in all conditions and successfully navigated the

Tyler Ward were joint fourth, just missing out on

tideway! The group had wins at the inter-school

the podium. Inspirational captain Toby Nathan

regatta held by Team Keane, a top-five finish at the

has championed the sport and built a strong

National Junior Indoor Rowing Championships,

community. His team’s success was rewarded

and several members joined Lea Rowing Club

with a travel scholarship and they duly headed to

to compete at a national level. In 2023–24 we

Fontainebleau, France’s famous bouldering region.

will continue growing Middle and Upper School

H. FRANKS

Cycling The highlight of the Frognal Flyers’ second year at Herne Hill Velodrome was the inter-

CO-CURRICULAR

Bouldering

numbers, introduce a more organised structure, source kit, expand sessions (indoor and outdoor) and look into UCS rowers competing in winter Head races.

C. SPENCE-HILL

schools championships in March. The efforts of Ollie Schultz and Cameron Bard, allied to the indestructible spirit of the Upper Remove cohort, helped UCS come fourth in a competitive field of 12 teams. If you asked Mr Mee how the event went, he’d have no hesitation in comparing it to an epic battle depicted in one of his History of Art lessons, pointing to the team’s strategic mindset and overwhelming determination. To illustrate: Paul Opie (Transitus) and Joseph Hayes (Upper Remove) raced in a team pursuit ideally requiring three cyclists, and the pair’s hunger enabled them to match up to other, larger teams. Needless to say, the pinnacle of the Frognal Flyers’ development as a velodrome outfit occurred that day, suggesting the podium may be in sight come 2024.

A. MEE

T H E

G OW E R

2 0 2 3

1 2 7

CO-CURRICULAR

Junior Branch

that UCS dominated. The concession of a last-gasp

Football

the standings and UCS A were in the final versus

equaliser, after Francesco Clint’s strike, did not affect

The boys had an incredible season of growth, teamwork and unforgettable moments. They showed dedication, sportsmanship and passion for the game. They embraced training, improved their skills and displayed exceptional team spirit.

hosts Habs. Here, their assured display was sealed by a Bertie Edwards double that clinched victory.

Meanwhile, the B team beat St John’s As in their playoff to reflect the strength-in-depth in the year group.

We are proud of their progress and the positive

Hockey

values they exemplified. Their hard work, resilience

The UCS Hockey Tournament at the sports fields in

and commitment to fair play made it a remarkable campaign for everyone.

Under-11A team in the plate final against Highgate.

The numbers were equally impressive. Year 3 had a wonderful season, winning 14 matches from 22 played. Year 4 won 24 of their 32 matches.

Year 5 played 28 games, winning 15, while Year 6 played 44 games, winning 19. The latter two year groups signed off with a successful trip to Malaga, Spain, accompanied by teachers and parents. We enjoyed our football and are very proud of the boys’ achievements.

The team narrowly lost their first two matches, against St John’s and St Anthony’s, before regrouping to beat the UCS Under-10As 5-0 and qualify for the plate tournament. Here, they overcame Highgate 2-1 with a last-minute Even Chaitowitz goal to reach the semis.

The U11s promptly brushed aside UCS’s 3rd team 5-0, courtesy of strikes from Kabir Bordoloi, Reuben Pushpananthan and Peter Hazell, and booked a final rematch with Highgate. This close contest finished 0-0, requiring not just penalty shuffles but suddendeath ones, where goalkeeper Levi Bejerano denied

A. TYSON

the Highgate captain to clinch victory.

The Haberdashers’ 7-a-side Football Tournament Two UCS Under-9 teams went to the Haberdashers’ seven-a-side football and, despite being drawn in the same group, came away with plaudits.

The U9A team led by Mr (Andrew) Walliker began with a 2-1 win against the U9Bs led by Mr (Teddy) Walliker. Joshua Reiss then scored again as Belmont were dispatched 2-0, and once more against Berkhamsted – his goal enough thanks to Hugo Landau’s last-minute penalty save. The final pool match was a derby against Highgate

1 2 8

March culminated in a thrilling success for the UCS

T H E

G OW E R

2 0 2 3

KABIR BORDOLOI – YEAR 6

Year 3 Gayhurst Tag Rugby Tournament

Cricket continued to grow in popularity. The boys’

The Year 3 rugby team performed with distinction

enthusiasm was fed by the term-long ‘super smash’

at a tag rugby tournament at Gayhurst School. An

tournament. This high-scoring, fast-paced format

excited squad – Jacob Vogl, Ryker Vance, Raphie

is enjoyable for boys of all abilities. In terms of

Ljungberg, Natan Dushnitsky, Harry Glatman,

more formal cricket, UCS impressed by winning

Idodi Bethlehem, Thomas Tobin and Eliyah

17 out of 23 matches. The Year 5 six-a-side team

Kardos – recovered from losing their opening

(Aditya Bharadwaj, Ethan Blades, Hari Sarkar, Iain

match to show great confidence and teamwork

Macauley, Milan Sojitra and Anshh Dani) won the

and win all of their remaining games.

bowl competition at the Reigate festival against very strong opposition. The individual highlight came from Year 6 pupil Jimmy Nagel, a regular

ELIYAH KARDOS – YEAR 3

fixture in the Under-12A team that reached a

Chess

London schools cup final.

Year 5 pupil Callum Hill went to Liverpool to take

D. COOK

Rugby

part in a two-day England Under-11 chess squad trial. This involved playing six games of two hours each at Liverpool College. Callum was confident about his efforts on the first day but, in his own

This was a very successful rugby term, with UCS

words, “felt extremely tired and found it difficult

the school to beat in North London, and only St

to concentrate” on the second. A late comeback

Paul’s finding success against JB teams. Year 3 had

was not enough for the JB pupil to gain selection,

an excellent first year with the oval ball, losing

though he was happy to see his friends picked for

just two fixtures. If RFU rules allowed, they would

the squad. Moreover, the selectors told him not

have been crowned winners of the Gayhurst

to give up. “I was one of the youngest players in

Festival. Year 4 were another strong group, losing

the trial and hope to qualify and be invited again

only four fixtures. Like at Gayhurst, the A team

next year. Overall, this trial was by far the toughest

were unbeaten and would have won their Habs

tournament I’ve ever played, but I had a great

Festival. The turning point for the A and B teams

experience!”

in Year 5 was the rugby tour – across the year group, just two fixtures were lost. In Year 6, the only defeats came against St Paul’s, and overall

CALLUM HILL – YEAR 5

also being unbeaten in France against Year 7

English Primary Schools Chess Association Challenge

equivalent opponents. The new format of carousel

It was an amazing experience when the Junior

this cohort won or drew 26 out of 31 fixtures,

teaching certainly helped UCS become stronger at all levels.

D. COOK

CO-CURRICULAR

Cricket

Branch won their English schools chess challenge.

UCS finished on 22 points out of 25 to ensure a strong chance of success. When they learned that they had done it, the boys were delighted.

Highgate came second on 17 points. The scoring system was one point for a win and half a point

T H E

G OW E R

2 0 2 3

1 2 9

CO-CURRICULAR

for a draw, and everyone scored highly: Callum Hill 5/5, Freddie Fenton 4/5, Sam Bradshaw 5/5, Akshay Sakhrani 5/5, Peter Hazell 4/5 and Yonatan Fais 4/5.

Badminton Badminton Club members finished the year by taking on a staff team. There were some very close matches, and the staff were very impressed with the

PETER HAZELL – YEAR 6

ability of the boys. Thank you to Mrs Sahota, Mr Tyson, Mrs Crossley and Donna for stepping up to

Skiing UCS won medals at the Satips indoor skiing championships for schools at the Hemel Hempstead

the challenge!

D. EDWARDS

Snow Centre. This was an annual event for schools from London and the Home Counties, and UCS entered teams in the Under-9 and U11 categories.

The team event involved two runs, and the JB won silver and bronze in the U9 category and bronze in the U11 section. “The boys thoroughly enjoyed the experience,” said Mr Lall-Chopra, “and we would like to express our gratitude to the parents for their support.”

During a whole-school assembly, the boys enjoyed an introduction to bridge, kindly given by special guest Sue Johnson. Sue used various fruits and vegetables to illustrate the situations players are likely to encounter at any given hand. This was followed by a taster session at the library. Sure enough, the situations that Sue described really did come up!

M. LALL-CHOPRA

NEALE HINDIA – YEAR 6

Fencing Year 3 pupil Max Erturan represented UCS in Inspion Sports’ London schools fencing competition. Max, the lone UCS Under-8 contestant, competed in a ten-strong round-robin group stage. After a confidence-boosting 3-2 opening victory over Hill House, he won his other eight matches to top the leaderboard and qualify for the final, against the second-placed fencer representing Bickley Park. In his words, “tough battle” ensued, but Max prevailed 5-1 to win his section and receive his medal from an Old Gower.

MAX ERTURAN – YEAR 3

1 3 0

Bridge

T H E

G OW E R

2 0 2 3

CO-CURRICULAR

Pre-Prep At College Crescent, the year started with the annual House Running for KS1. The children eagerly donned their House t-shirts after several PE lessons devoted to pacing and practice. The emphasis on collaboration and team spirit was discernible as the House teams did an incredible job of keeping their energy and enthusiasm for the entirety of the race, with teachers imparting tactics and everyone cheering on fellow House members. The results were shared in the next achievement assembly: a win for the orange team, Sphinx. Collectively, the children ran an impressive 117.2km.

immense energy on a day of huge performances and even bigger smiles. Dr Dunn revealed the

Spring Term called on the boys’ competitive

winners and it was congratulations to Sphinx.

streak with the Sports Challenge Cup. They

A special thank you to Samir, Charlotte, Evan,

prepared diligently for the various sporting

Sammi, Oskar, Nikolai, Ronny, Joseph, Eleonore,

skills required, culminating in a week of agility,

Isabella and Nathan (Transitus) for giving up

balance and coordination challenges. The

their time to help. The final event of the year was

purple team, Pegasus, triumphed for a second

KS1 House Cricket, a tournament for high spirits

straight year. The end of term also saw the highly

and high scoring. Griffin, the blue team, retained

anticipated Swimathon, as children entered

their crown with an outstanding 322 runs, amid

the pool displaying House-coloured hats. They

unbelievable batting and fielding from all teams.

swam continuously for 10, 18 and 20 minutes (Reception, Year 1 and Year 2 respectively). The

Finally, a surprise hit at the Pre-Prep has been

atmosphere pool-side was electric! Collectively,

skipping, with the gym club inadvertently turned

they swam a staggering 33.1km, and in a close

into a competitive KS1 skipping club. Week on

contest the green team, Dragon, showed great

week, the boys strive to better their scores and

stamina to deny Pegasus a third Swimathon title.

gain the title of ‘Pre-Prep Record Holder’. At the time of writing, Leo held that accolade with a

Meanwhile, summer could only mean one thing:

remarkable 234 jumps in long skipping and 225

Sports Day! The 50m track was marked out at

in individual skipping. Collectively, they have

the playing fields and PE lessons honed athletics

mastered ‘double unders’, ‘cross skip’; they have

skills for the big day. With all eyes on the Sports

skipped together in pairs and small groups, and

Day House trophy, the boys competed with

even tried Double Dutch skipping.

Contributions from R. GARBETT T H E

G OW E R

2 0 2 3

1 3 1

CO-CURRICULAR

Clubs at the JB

Y4 Racing Cars In Design & Technology, Year 4 boys made racing cars from a block of wood. The woodwork was challenging and fun, and once the cars were completed, the pupils had a class race to decide who

The Junior Branch’s extensive programme of activities delivers an exceptional level of choice, from Mandarin to debating, meaning that every boy should find a club or society to suit his interests.

Here are just some of the 2022–23 highlights.

would qualify for the final, scheduled for the next school assembly. Noam Bethlehem was one of the finalists in the big assembly, where one by one the boys put their cars on a ramp and let them slide down. “It was a lovely sensation to be part of this event,” he said. Even better was that Noam’s car drove furthest down the ramp, making him the winner.

“Everyone in the hall was shouting with excitement,” he added. “It was a magnificent feeling.”

NOAM BETHLEHEM – YEAR 4

Y6 Cooking Club Cooking Club made dishes from every corner of the world, expanding pupils’ culinary abilities to try everything from Spanish omelettes to linguini with seafood. Thanks to teachers Donna and Miss McEvoy, we learned sophisticated cutting skills (including different knife grips!) and various ways to cook food; we could not have imagined what we would accomplish when we first started at this club.

Everyone thoroughly enjoyed staying late after school on Wednesdays to test different recipes from different cuisines worldwide. Long live the cooking revolution in 2023–24!

ALFREDO FRAGOMENI ALEXANDER AVIGDORI PAVEL KINTON TIMOTHY KÜENDIG – YEAR 6

1 3 2

T H E

G OW E R

2 0 2 3

possible 2,000 points, they got 1,995. “It was an

In the Wildlife Club for Years 4–6, the boys

coming first,” said Dhruv Srivastava. Next stop:

dissected regurgitated owl pellets and, using an animal skeleton key chart, identified which bones belonged to which animal. Their emotions ranged

amazing experience, representing the school and Oxford University for the finals.

DHRUV SRIVASTAVA – YEAR 6

from disgust to delight as they laid out the animal bones on paper and slowly discovered the dietary secrets of owls.

A. WALLIKER & T. WALLIKER

CO-CURRICULAR

Y4–6 Wildlife Club

‘This house believes the voting age should be lowered to 12’ In February, members of Thursday-morning

Science Club The latest creation of JB Science Club were hands that pupils made out of paper. The boys added straws that acted like bones and weaved string through them. When they pulled the strings attached to the end of the paper fingers, the hands moved! This was a very instructive representation of how our fingers move.

ALEXANDER GROELL – YEAR 6

Debating Club showcased one of their debates in assembly. The proposal, ‘This house believes the voting age should be lowered to 12’, saw two teams of three come together in a formal debating format. The proposition for the motion consisted of Freddie Faulkner, Peter Hazell and Neale Hindia. The opposition comprised Aadhithya Muthukumar, Chandrashekar Singh and Sahir Rajagopal. Each side had two minutes to argue their case, support it with evidence, and elaborate further. One of the proposition’s arguments concerned the abilities of people aged under 18: to win a Nobel Prize, conduct cancer

National General Knowledge

research, work for NASA, pay taxes, get married

A JB team qualified for the final of a national quiz

yet still not to have their say on the future of the

competition after winning a thrilling semi-final.

country. One of the opposition’s arguments was

The Quiz Club General Knowledge Semi-Finals

that children’s cognitive abilities are less developed

took place online on 4th May and the pressure

at 12, citing Cambridge University research, and

was on a UCS team featuring: Dhruv Srivastava

how they have not gained substantial knowledge

(6P), Callum Hill (5D), Bertie Edwards (4G) and

or education about politics and what each party

Thomas Tobin (3W), along with mentor Mr Cook.

represents. Overall, after a whole-school vote, the

They had a rocky start, falling five points behind

opposition won by the narrowest of margins.

and contribute to the household economy …

the leaders and ending the first round in fifth place. Undeterred, UCS climbed the leaderboard: to third, to second and, finally, after five rounds,

CHANDRASHEKHAR SINGH & NEALE HINDIA – YEAR 6

into first! However, the sixth round was toughest of all, with each question worth maximum points and a wrong answer spelling elimination. UCS held firm to come first out of 58 teams! From a

T H E

G OW E R

2 0 2 3

1 3 3

CO-CURRICULAR

Y3–6 Mandarin Club In Mandarin Club, pupils from Years 3–6 focused on numbers – including counting, writing and singing them with movement, to encourage multisensory learning. Research suggests that numbers are a good start for learning Mandarin, with one book, The Number Sense: How the Mind Creates Mathematics, explaining why Maths may be easier to learn for Chinese speakers than for English speakers from a language perspective. The boys compared numbers in the languages they know, such as Spanish and Italian, and one pupil pointed out that the number one in Hindi is ‘ek’, a little similar to its sound in Mandarin. By making such connections, boys showed creativity in developing their Mandarin pronunciation. Also, Halloween was the prompt for Mandarin Club members to learn about a similar event in China, the Zhongyuan (or Ghost) Festival. To help make language learning relevant to the boys’ life experiences, they shared their own experiences of celebrating Halloween.

Y. LI

1 3 4

T H E

G OW E R

2 0 2 3

THE BOYS COMPARED NUMBERS IN THE LANGUAGES THEY KNOW, SUCH AS SPANISH AND ITALIAN, AND ONE PUPIL POINTED OUT THAT THE NUMBER ONE IN HINDI IS ‘EK’, A LITTLE SIMILAR TO ITS SOUND IN MANDARIN.

BY MAKING SUCH CONNECTIONS, BOYS SHOWED CREATIVITY IN DEVELOPING THEIR MANDARIN PRONUNCIATION.

CO-CURRICULAR

T H E

G OW E R

2 0 2 3

1 3 5

CO-CURRICULAR

Duke of Edinburgh

On Friday 19th May, past and present UCS students joined 6,000 other Duke of Edinburgh’s Award participants at Buckingham Palace to celebrate the completion of their Gold Award. After a threeyear, Covid-inflicted hiatus in ceremonies such as this, it was an opportune moment to reflect on the

UCS pupils continue to strike bronze, silver and gold in pursuit of Duke of Edinburgh’s Awards as the ever-popular awards programme maintains its appeal among the Middle and Upper Schools.

1 3 6

T H E

G OW E R

2 0 2 3

DofE provision at UCS and its importance within the school. With more than 300 pupil participants, the DofE continues to be a fundamental part of the school’s extra-curricular offering and inspires pupils to take advantage of the wide-ranging programme beyond the core academic curriculum. The DofE champions resilience, adventure, skills and service, with students committing several hours each week

respective activities through to the end, with

local charities and organisations, in addition to

Gold Award participants devoting, in some cases,

their overnight expeditions during the Summer

one hour per week for fully 18 months to their

Term, and last year’s DofE cohort contributed

volunteering endeavour. The outgoing Sixth Form

over 2,500 volunteering hours in support of North

had a brilliant week in Snowdonia last August,

London-based organisations.

wild camping in glorious sunshine to cap off their Gold Awards, and they leave UCS with one of the

The Lower Remove, who have more than 90 pupils

school’s highest completion rates in recent history.

starting the Bronze Award this September, have

My thanks go to Mr Liddiard-Williams and Miss

made formidable progress with the aid of Miss

Harris for their tireless work in coordinating the

Harris. Pupils have been volunteering an hour

Award, and I finish with congratulations for all

of their week to help out in charity shops, local

those who have secured DofE Awards this year.

schools and other community organisations.

These are significant achievements that will equip

Furthermore, it was great to see the boys cope

you with skills for life.

CO-CURRICULAR

to the scheme. Pupils continue to volunteer with

so well with the challenging expedition phase (which was particularly muddy in March!).

The Silver and Gold Award groups continue to demonstrate excellent resilience in seeing their

W ITH M O R E THAN 300 P UP IL PA RTIC IPANTS, THE D O F E CO N TIN UES TO BE A F UN DA M E N TA L PART OF THE SC HO O L’S E X TR A- CURRI CULAR O F F E R IN G A N D IN S PI RES PUPI LS TO TA K E A DVA N TAGE OF THE W ID E - R A N GIN G PROGRAMME B E YO N D THE CO RE ACADEMI C C UR R IC ULUM.

Contributions from R. GARBETT T H E

G OW E R

2 0 2 3

1 3 7

CO-CURRICULAR

View from the Art room Senior School The focus this year in the Senior School Art Department was to celebrate drawing and painting, merging traditional skills with progressive ideas. Having artists Jeanette Barnes and Adam Hennessey deliver workshops to Shell

By Alfie Kaufman

and Lower Remove where drawing was used both expressively and as a form of communication was hugely beneficial for all pupils studying Art in those year groups. The work of Remove and Upper Remove was particularly thoughtprovoking; June’s Summer Exhibition celebrated the work of all Upper Remove Art artists, while the Lund Gallery showcased their Sixth Form counterparts. Alfie Kaufman’s digital portrait paintings were beautifully crafted, displaying sensitivity towards mark making and texture.

Taliah Spencer-Jacobs captured light in stunning fashion, evoking nostalgia through depicting scenes at once familiar and mysterious. Finally, Lawrence Fung-Roviras captured the local Hampstead landscape ever so gracefully. For further information about the Art Department please follow the Instagram handles @ucs_art_department_ and @thelundgallery

By Lawrence Fung Roviras

1 3 8

T H E

G OW E R

2 0 2 3

CO-CURRICULAR

Lower Remove workshop with Adam Hennessey February 2023

By Lawrence Fung Roviras

Lower Remove workshop with Adam Hennessey February 2023

By Alfie Kaufman

Lower Remove workshop with Adam Hennessey February 2023

By Taliah Spencer- Jacobs T H E

G OW E R

2 0 2 3

1 3 9

CO-CURRICULAR

Junior Branch

Drawing is always the main focus in every project

The boys of the Junior Branch surpassed

successful Sketching Club. I would like to thank him

themselves in 2022–23 with their fabulous artwork.

From Year 5’s beautifully painted self-portraits to the colourful ceramic rainforest birds created by Year 3 – via Year 6’s lino prints inspired by their Kingswood residential – the school corridors exhibited so many stunning pieces. I finished the year working out where to place the amazing Year 3 paintings on the theme of Mexican Still Lives, after all Ms Psenak’s hard work developing this cohort’s skills.

as well as Jack Casey, our visiting ceramicist, and Ms Psenak for enriching the wealth of clubs and artistic opportunities at the JB. Furthermore, the Year 6 oil painters filled the Art room with stunning canvases, some of which I have photographed and showcased in the main building. I look forward to welcoming the new cohort of budding Year 6 painters.

Finally, thank you to all who managed to attend the Art Show at the end of Summer Term. It was

I always like to do clay with every year group and the Year 5s learnt about the fragility of coral reef while constructing beautiful coral-inspired sculptures which are now in the glass cabinet outside the lunch hall. Meanwhile, I received so many compliments about the ceramic African masks made by Year 4 that I absolutely have to do this project again next year.

Probably my favourite project, and without doubt the most challenging, were the Grayson Perryinspired vases that were so carefully constructed and glazed by our talented Year 6s. Since these were completed just in time for the end of term, they went straight home and sadly could not be displayed around school. Like the clay vases, I was sad to say goodbye to Year 6 – such a strong year group with so much artistic talent. I wish them all the best as they continue their creative journey at the Senior School.

Contributions from E. CROSSLEY

1 4 0

and this has been further enhanced by Mr Lambe’s

T H E

G OW E R

2 0 2 3

great to see so many parents there and I loved watching the boys show off their artwork with such enthusiasm and pride.

CO-CURRICULAR

By Jacob Lee

By Even Chaitowitz

By Year 3

By Logan Crossley

By Year 5 T H E

G OW E R

2 0 2 3

1 4 1

CO-CURRICULAR

By Year 2

By Year 2

By Year 2

1 4 2

T H E

G OW E R

2 0 2 3

CO-CURRICULAR

By Year 2

By Year 2

By Year 2

By Year 2

T H E

G OW E R

2 0 2 3

1 4 3

OLD GOWERS

President’s Welcome

A warm welcome to the Old Gowers section of the magazine. We – the Old Gowers – are the largest component of the UCS community, comprising every former pupil of the school.

We currently have over 7,000 members, ranging from those newly graduated from the wonderful ‘Class of 23’ all the way back to those that left UCS in the 1950s.

1 4 4

T H E

G OW E R

2 0 2 3

As the new President of the Old Gowers’ Association, I want to introduce you to our family and tell you a little about the aims and objectives of the Old Gowers. I use the word ‘family’ because UCS has always felt like a family to me, both as a pupil, as an active member of the OG sports clubs and more recently as a parent. The caring, supportive and trusting nature of UCS continues to define the school and its pupils today, just as it did in my day, and marks UCS out from the crowd in such a unique and distinctive way.

As with so many established boys schools in the UK, the Old Gowers traditionally revolved around their sports clubs, offering competitive and local sports teams to all alumni. The Old Gowers rugby and cricket clubs date back to the late 1800s and over the last century have expanded to include golf, hockey, football, fives, tennis and rowing clubs, among others. These continue to thrive today and will expand to include netball and women’s football this year, providing a home to the last 15 years of former female pupils. We also offer Old Gowers access to state-of-the-art gym facilities and classes at UCS Active. Alongside the on-field sporting action, these clubs are, at heart, simply communities of friends. They have a strong social and pastoral side, affording former pupils and their friends a place to congregate, activities to participate in, a network of help and support, and most importantly life-long friendships. I would urge all OGs, whether 18 or 80, to seek out one of our sports clubs and come along to play, support or just socialise.

In addition to its historical connections with sport, the Old Gowers’ Association today has grown and evolved into something far bigger and more diverse. Indeed one of my primary interests in taking on the role of President is to further develop and build on the work of the Old Gowers in offering career mentoring schemes to all current and former pupils and to help increase financial assistance to gifted pupils from backgrounds where school fees constitute a barrier to the educational opportunities inherent at

UCS. As former pupils we have all, in unique and distinct ways, benefited enormously from having had a UCS education and the opportunities and experiences that attend it. It is incumbent on each and every one of us to use this privilege to make a positive difference to the society we live in.

Through the Old Gowers’ Association you will find people from all walks of life, covering every conceivable profession, willing to generously offer time, advice and professional support to those who seek it. Your starting point for this careers service is UCS Connect – www.ucsconnect.org. uk – a unique platform linking our entire database of former pupils and teachers. In a world that is changing at a frightening pace, where employment no longer comes with job security or defined career progression, where technology allows us new freedoms but often takes away the customary community and shared experiences of a workplace, there is as great a need now as ever for a network like the Old Gowers – a community of thousands of motivated, ambitious and engaged alumni who come together to support each other and the communities we live in. Whether it’s professional career advice, sporting opportunity, music or drama groups, news about your old school, or just an occasional coffee or beer, we are here. And if there is one thing I can guarantee you, it’s that the Old Gowers are a family of friends whose door is always wide open.

OLD GOWERS

The interest in nurturing and celebrating the individuality of each person and championing kindness begins at the Pre-Prep, is present throughout the JB and Senior schools, and is a defining feature of the OG community. No matter who you are, what you do or where you live, the Old Gowers are open to you and want to hear your story.

I hope over the next few years we can build and grow every single part of the Old Gowers’ Association and create something that all schools will strive to emulate. Enjoy the magazine, subscribe to our regular Bentham newsletter, sign up to UCS Connect and look out for news of forthcoming events from our wonderful team at the school. If you want to get in touch with the Old Gowers, please email: oldgowers@ucs.org.uk

MARK ALDEN

T H E

G OW E R

2 0 2 3

1 4 5

OLD GOWERS

Development and Alumni Relations Office Welcome

The primary aim of UCS is the education and nurturing of young people. But it is important to note that, while it changes, our relationship with pupils does not end upon graduation. All pupils become Old Gowers (named after the school’s original site on Gower Street) and remain an important part of the UCS community. From the Old Gowers’ annual dinner through to the sports provision, there is a long-established programme that seeks to engage Old Gowers in the life of the school.

1 4 6

T H E

G OW E R

2 0 2 3

As of January 2023, we have been reshaping, refocusing and growing the Development & Alumni Relations Office (DARO). This means we are very keen to add to the opportunities for Old Gowers to connect with school as it is now. These include more targeted activities for the 14 years of female Old Gowers among our community, dedicated networking events, and an improved communications programme.

This is all underpinned by UCS Connect, our dedicated social media platform for the Old Gower community. If you haven’t already signed up,

Alongside this focus on engaging our Old Gower community, we are redoubling our fundraising efforts ahead of the school’s 200th anniversary in 2030. In last year’s edition of The Gower, we spoke about the life-changing bursary provision, and this remains central to what we are trying to do.

UCS offers an incredible education and experience to young people, and we want to remove barriers to access this for young people from a range of different backgrounds. We currently have just over 50 bursary award holders at the school, and we would like to grow that number to 60, to provide transformative support for them, and to secure this support for other deserving recipients into the future.

As well as this, we have exciting capital plans in store for the Frognal site. Our particular focuses here are pastoral and wellbeing provision for pupils, and extending our performing arts offering. Conversations with Camden Council are progressing well, and are ongoing, so watch this space!

It is a privilege for the DARO team to do the work we do in support of a wonderful school. We welcome any and all opportunities to engage with members of the UCS family, so please do get in touch to hear more about our plans, to come and visit the school, to share an idea for an event, or to learn more about our fundraising initiatives. The best way to contact us is development@ucs.org.uk Meeting parents and Old Gowers is the highlight of our days, and we are excited to work with members of our community in support of the school’s vision.

Thank you for your support.

OLD GOWERS

please visit https://ucsconnect.org.uk/ or email oldgowers@ucs.org.uk.

“UCS OFFERS AN I NCREDI BLE EDUCATI ON AND EXPERI ENCE TO YOUNG PEOPLE, AND WE WANT TO REMOVE BARRI ERS TO ACCESS THI S FOR YOUNG PEOPLE FROM A RANGE OF DI FFERENT BACKGROUNDS.”

Contributions from E. PICKERING T H E

G OW E R

2 0 2 3

1 4 7

OLD GOWERS

OG Sport

For more information on anything related to OG soccer, please contact Phil Glyn on 07956 310610.

PHIL GLYN (OG 1986–96)

UCS RFC UCS RFC is a thriving rugby club based at the school fields in West Hampstead, founded in 1892 to provide rugby for UCS alumni and their friends. We train every Tuesday evening from 7pm at the fields and are an open club, meaning OGs can bring their non-OG friends and colleagues to join and play.

We have welcomed numerous notable players to our ranks down the years, including plenty of internationals – even a couple of All Blacks captains – and are proud to offer both competitive league and cup rugby and more social rugby, including a Vets

Gower FC

side for over-35s. We have recently added a Touch

This has been a season of mixed emotions for Gower FC. We took the tough decision to fold our second team, Gower Phoenix. Thank you to all those players and managers who gave their time and energy to the team over the years – we will share more about this in an upcoming edition of The Bentham. Our first team reached two semi-finals and narrowly lost both, which has fuelled a big desire to go one step

and Tag rugby side, so are delighted to be able to accommodate both male and female alumni.

Beyond playing the sport we love, we have a vibrant social calendar and pride ourselves on our community spirit, helping members stay in contact with UCS as they take their first steps in their careers and adult lives. Please come to training, bring your

further next season.

friends and make new ones, and remember that the

We are always looking for new OG players to join

UCS leavers’ membership fees.

Old Gowers Sports Club is happy to sponsor new

our first team, Gower Allstars, on a Sunday morning, playing at the highest amateur level in London, namely the Barnet League’s Premier Division. If you play at a good level, love football and want to watch yourself on YouTube every week, we would welcome you to join the squad.

1 4 8

T H E

G OW E R

2 0 2 3

JOE SAMUEL (OG 1989–96)

Old Gower tennis continues at UCS with a fixture list of some 20 matches through the summer.

Home matches are played on the astroturf courts at the playing fields. We have two teams in the

OLD GOWERS

Tennis

Middlesex leagues, one run by Charles Hollander and the other by me. It was too early, at the time of writing, to report on our 2023 league results, though both teams faced increasingly competitive opponents this summer.

Last year (2022), the first team were relegated from Division 3 after a hard fought but ultimately unsuccessful campaign. The second team were more successful in Division 5 and with a strong esprit de corps under Charles finished mid-table.

We also play pre and post-league season friendlies against the Senior School 1st VI – some of the exceptionally talented boys reappearing in club teams – plus several local clubs and a prized grass-court fixture against Reigate Priory LTC which goes back over 50 years. Beyond the summer, there are regular 4s played at local clubs.

“BEYOND PLAYING THE SPORT WE LOVE, WE HAVE A VIBRANT SOCIAL CALENDAR AND PRIDE OURSELVES ON OUR COMMUNITY SPIRIT, HELPING MEMBERS STAY IN CONTACT WITH UCS AS THEY TAKE THEIR FIRST STEPS IN THEIR CAREERS AND ADULT LIVES.”

We are always looking for Old Boys to join us and hope to work more closely with the school to achieve that. There is opportunity for a variety of standards, for league and friendly matches and out-of-season games. Please get in touch with me on 07802 608580 or with Charles on 07779 666880.

TONY HULSE (OG 1961–69)

T H E

G OW E R

2 0 2 3

1 4 9

OLD GOWERS

Travel Scholarships

Nepal Escapades Marshall Gould & Theo Aveline Theo and I were extremely lucky to receive the Northcott Travel Scholarship in 2021, enabling us to travel to volunteer in, and explore, Nepal.

The breadth of education at UCS promotes a global perspective, and the travel scholarships available to pupils further enable students to expand their horizons. As the following accounts show, pupils have visited, and written about, countries as diverse as Guyana and Nepal, among other outposts.

The variety of purposes that underpinned their travels also attest to the independence of mind and spirit that is typical of the UCS student.

Unfortunately, due to a severe Covid outbreak in Nepal during summer 2021, Nepal was deemed a ‘red-list country’, delaying our trip until the following summer. By the start of 2022, flight fares had spiked and fewer flight routes were available to Nepal because of reduced demand after the pandemic. Nevertheless, we were determined to embark on our journey to Nepal, even if it required four separate flights. We flew from London to Dusseldorf, onto Vienna and then Kuwait City, eventually reaching Nepal at 6.45am two days later.

Nepal is an extremely mountainous country with a very varying topography. The average altitude is 3,265m above sea level. Nepal is also landlocked, with months of monsoon, flooding, landslides and earthquakes. The country’s challenging geography has caused many setbacks to its economic growth, with a 2015 earthquake still showing its effects.

Nevertheless, the Nepalese people are kind-hearted and knowledgeable, welcoming tourists with tea and a warm greeting.

Our trip consisted of three legs. The first leg comprised exploring the capital city, Kathmandu.

We saw a few temples including Swayambhunath, the so-called ‘Monkey Temple’. This was a real treat as the temple did genuinely live up to its nickname: there were monkeys every which way you looked!

1 5 0

T H E

G OW E R

2 0 2 3

Leg two of our trip involved volunteering with

containing beautiful traditional Newar art, largely

Love Volunteers, the core of our trip. Love

portraying the Hindu deities: Brahma, Vishnu and

Volunteers had connected us with a Nepalese man

Shiva. As we delved deeper, we began to see more

named Keshab, who was the principal of a local

modern and less religious-focused art, depicting

school in Surabaya, in the Kathmandu Valley.

the struggle of the current Nepalese citizen. This

We spent one full week volunteering there. It

helped us to understand how learning English and

happened to be a holiday week, but education is so

becoming part of the tourism industry provided

important to breaking the poverty cycle in Nepal

one of the only routes out of poverty – which, for

that the children specifically requested an optional

us, amplified the importance of our volunteering.

extra week of school during their holiday, which

OLD GOWERS

We visited the National Art Museum of Nepal,

is when Marshall and I taught. We taught English, On the last day of the first leg, we hiked up

Maths, Science and Geography with a mix of fun

Chandragiri hill, which stands 2,551m tall. The

games and dancing that the children loved.

view at the top stretches as far as the Himalayas, and on a clear day can take in Mount Everest. We

Keshab arranged a family homestay for us, where

were about to start the hike when we realised the

seemingly we were the only guests, with it being

official trail was overgrown and would require a

the rainy season. The hospitality was great, the

machete. Rather than give up, we chose to walk

family was lovely, but unfortunately I (Theo) got

up the road that wound its way to the summit.

really ill. Thankfully, I recovered swiftly enough

Google Maps indicated this would take roughly

and we had a fun and rewarding week teaching

three hours – little did we know how inaccurate

the children. It felt like they were genuinely

this estimate was!

enthused to be taught by us and were learning rapidly. We also managed to explore the protected

After a couple of hours’ following this steep road,

ancient town of Bhaktapur in which our homestay

we realised we weren’t making much progress.

was located. Bhaktapur is beautiful and boasts

We heard a bus approach and, unaware where

a plethora of traditional Nepali pottery shops,

it would take us, we got on. The bus stopped

from which we brought back intricate gifts for our

near the top of the hill and everyone got out.

families and lifetime souvenirs.

We were a bit confused because we couldn’t see a trail and yet we were literally at the end of the

For the last leg of our journey, we went to Chitwan

road. Then the locals started climbing a cliff face,

National Park with its subtropical rainforest. We

precariously holding onto the ropes positioned

had been warned not to set foot in Chitwan in

by other climbers. Theo and I realised we did not

the summer, given the sometimes harsh Terai

have a choice if we wanted to get to the summit

landscape and climate. Instead, we were met with

of Chandragiri and so began climbing. For the

beautiful clear-blue skies and amazing scenery.

locals, this was a daily necessity to ascend to their

Chitwan is a conservation site for many animals,

village; they were cool and collected. For us, it

most notably elephants, tigers and rhinoceroses –

was intense, but despite the occasional slip and

recording the second-highest number of one-

grimace, we made it to the peak. The picturesque

horned rhinos in the world.

views and local Nepali food that awaited us made this gruelling experience, and six-hour trek, thoroughly worthwhile.

T H E

G OW E R

2 0 2 3

1 5 1

OLD GOWERS

Walking down a main street in Chitwan one day to get fresh fruit and embrace the local culture, we actually saw a wild one-horned rhino casually strolling along. Wondering whether this was a common occurrence or not, we spoke to the locals who informed us that rhinos spotted in such surroundings would have lost their territory in a fight with another rhino. The town of Chitwan acts as a buffer zone and refuge for rhinos that have lost territory. Even so, it was a once-in-a-lifetime experience to see such a potentially dangerous animal acting with such docility. A moment to treasure.

Thanks to the Northcott Travel Scholarship, I had the opportunity to visit the autonomous community of Galicia in northwest Spain. My research project centred on sustainable economic growth as a continuous boost to the country’s standard of living, including future projections. I will refer to cofradías, which are the fishing guilds that audit and regulate fishing activities along a certain coastline. During my time in Galicia, I interviewed various such

Overall, we were extremely thankful that we were afforded the chance to visit Nepal and volunteer as teachers by the Northcott Travel Scholarship. It was a rewarding and eye-opening trip that balanced fun with the difficulties of being 4,000 miles from home (and the character building that accompanies it).

We were fortunate enough to gain experiences that I know we will never forget, teaching the children and befriending them, seeing wild rhinos roam the streets as well as the famous hike described above.

We would love to return to Nepal in the future because the culture, food and people are so welcoming. There is much volunteering work to be done there and any number of opportunities to help, so we encourage other pupils to volunteer in Nepal should they get the chance. We have kept in contact with Keshab, the school principal, and hope to go back and assist him one day.

1 5 2

Nepal Studying Sustainability of the Fishing Industry in Galicia, Spain Nerea Lopez

T H E

G OW E R

2 0 2 3

stakeholders in order to answer my question.

One key finding of my research was that different fishing ports in Galicia are experiencing different changes in their fish stock, quantity of fishers and economic prosperity. For example, from interviewing the cofradía of Do Pindo (a small village in the far west of Galicia), the inference was a declining rate of fishers along their coast, less fish and not much outside interest (e.g. from students investigating sustainability) in what more could be done to help them. By contrast, from the cofradía of Noia (a larger town with lively summer festivals), I learned about a growing number of fishers and a relatively sustainable quantity of fish in their ports. Students from the nearby city of Santiago de Compostela also visit the area frequently to engage in efforts to maintain economic, environmental and social prosperity.

I am grateful to this programme for giving me

between the cofradías and fishers in Galicia.

the opportunity to expand my knowledge of the

Among my interviewees was a fisherman from

fishing industry. I am already using these new

the city of La Coruña, who was on strike. He

insights in seminars, and I have appreciated

said most fishers support sustainable fishing and

the chance to professionally network with the

understand its importance, but they feel there

secretaries of the cofradías and work on a scaled-

is not enough being done to support fishers; for

up version of this project independently. I would

example, there are not enough controls on those

highly recommend a travel scholarship to all

who do not dedicate their livelihoods to fishing

students.

OLD GOWERS

Another important finding was the tensions

but come along in peak season to fish and make an extra income – a sort of hit-and-run market situation which hurts full-time fishers. Nor do fishermen receive compensation for accidents or injuries at work, unless they die, and if their bodies aren’t found then compensation doesn’t happen until five years later. This is seen as unfair on affected families given that many fishers are the main family breadwinners. Yet according to the secretaries of the cofradías, there is only so much that can be done using watchmen to monitor and prosecute illegal fishers, and also in terms of projects that certify local seafood and look after marine life.

I found my time in Galicia to be very insightful, inviting further questions about the help that cofradías, fishers and fish need from Spain and national allies such as the European Union.

Unfortunately, it proved easier to contact these artisanal cofradías than ones with more international links to Portugal and the UK. There are also complex factors pertinent to each port in Galicia and their respective situations, e.g. physical isolation and the types of fish/shellfish in different parts of the coast. The goal of sustainable

I FOUND MY TI ME I N GALI CI A TO BE VERY I NSI GHTFUL, I NVI TI NG FURTHER QUESTI ONS ABOUT THE HELP THAT COFRADÍ AS, FI SHERS AND FI SH NEED FROM SPAI N AND NATI ONAL ALLI ES SUCH AS THE EUROPEAN UNI ON.

economic growth differs according to current levels of progress at a local scale, and that should be considered when researching sustainable fishing.

T H E

G OW E R

2 0 2 3

1 5 3

OLD GOWERS

Discovering the Roots of the Italian Renaissance Georgia Adams & Felix Brem

This was clearly evident in the square whose buildings exuded a sense of symmetry and proportion, reflecting the Renaissance belief in the harmony of the universe. The Cathedral was also

The Italian Renaissance, spanning the 15th and

a prime example of the Renaissance style. Built

16th centuries, has been described as “the fertile

between the 12th and 14th centuries, it featured

ground for a cultural revolution” in modern-day

a mix of Romanesque and Gothic architectural

life. We endeavoured to learn more by visiting

elements, but it was during the Renaissance that

various towns, cathedrals and prominent sites

the facade was completed in the style of the day.

to understand the astounding influence of the

This facade, with its classical columns and rounded

Renaissance on Italian art, culture, literature and

arches, attests the Renaissance revival of ancient

architecture. In doing so, we followed the path of

forms, while the intricate sculptures and reliefs that

Piero Della Francesca, Giotto, Masaccio and Fra

adorn the surface reflect newer ideals of beauty

Angelico, pre-eminent figures of the time.

and harmony. The Baptistery, located to the left of the Cathedral, was another magnificent example

Pisa

of Renaissance architecture. Built in the 12th

We landed in Pisa early on a Sunday morning and went straight to visit the Leaning Tower situated in the Piazza del Duomo; this iconic ‘Square of Miracles’, surrounded by magnificent architectural masterpieces including the Baptistery and the Cathedral of Santa Maria Assunta, symbolised the intellectual and cultural awakening of Italy during the Renaissance. In its blending of the classical traditions of ancient Greece and Rome with the innovative ideas of the contemporary era, the Piazza del Duomo represented the pinnacle of Renaissance art and architecture. We quickly learnt that the Italian Renaissance was a period of great progress, characterised by a revival of classical learning, the growth of commerce and trade, and the flourishing of the arts and sciences (Wackernagel, 2011). It was also a time when artists and architects rediscovered the ancient ideals of beauty and harmony, and applied them to their own works (Baxandall, 1972).

1 5 4

T H E

G OW E R

2 0 2 3

century, it was embellished during the Renaissance with classical elements such as its round arches and dome, which is covered in intricate geometric patterns. The interior of the Baptistery is also a masterpiece of Renaissance art, with its frescoes and sculptures depicting the ideals of the day. We agreed, however, that the Leaning Tower remained the most iconic and recognisable landmark of the Piazza. Originally intended as a bell tower for the Cathedral, it was constructed between 1173 and 1372 and is famous for its distinct tilt caused by an inadequate foundation. Despite such imperfections, the Tower is a symbol of the Renaissance, reflecting beauty and harmony, even in the face of imperfection.

Florence was probably the epicentre of the Italian Renaissance, so we stayed there for four days. It led the Renaissance by producing some of the era’s foremost influences including Leonardo da Vinci, Michelangelo, and Galileo Galilei, but also because of its thriving economy which allowed for the establishment of a vibrant artistic and cultural community. This was most evident when we visited the Boboli Gardens right beside the Pitti Palace, home of the Medici family. Here, we learnt how one singular family controlled most of Florence’s Renaissance pursuits, creating a supportive environment for the arts, sciences and intellectual pursuits. Georgia (who studies Education) was particularly interested in Florence as a destination due to its spearheading the humanist movement in education; not too dissimilar to our British educational values today.

The many galleries and places of academic interest that we visited made clear that Florence seriously prioritised education during this period. Galleries like the Uffizi and the Galleria dell’Accademia showcased the artistic and architectural endeavours of Renaissance artists. Moreover, the architects of the day evidently combined classical ideals of beauty and harmony with contemporary scientific knowledge and innovative techniques to create works of art that were both beautiful and technologically advanced. We particularly enjoyed the Uffizi, spending nine hours there. One of the world’s oldest and most famous art museums,

and is considered a masterpiece for its graceful composition, delicate colours and sensuous form.

It reflects the renewed interest in classical learning and ideals of beauty, and is testament to the power and beauty of this period in Italian history.

OLD GOWERS

Florence

At the Galleria dell’Accademia we saw Michelangelo’s iconic ‘David’ statue. Finally, we dedicated our last day in Florence to the 14thcentury Cathedral of Santa Maria del Fiore, rated one of the great masterpieces of Gothic architecture. The cathedral’s 15th-century dome, designed by the architect Filippo Brunelleschi, is a remarkable feat of engineering and witnesses to the innovative spirit of the Renaissance.

Brunelleschi’s design, deemed impossible to build at the time, was a triumph of mathematical precision, technical expertise, and artistic vision.

Astonishingly, the dome took only 16 years to complete and remains one of the largest brick domes in the world. With its intricate geometric patterns and ornate details, it symbolises the artistic and architectural merits of the Renaissance and evokes the intellectual and cultural richness of the period. Beyond its architectural significance, the Cathedral also had an important role in the cultural and religious life of powerful and prestigious Florence, playing host to major religious and civic ceremonies. It was also a place where artists and intellectuals gathered to discuss ideas and innovations in art, science and culture.

Arezzo

it houses an extensive collection of Renaissance

Next stop: Arezzo, which too had a significant

masterpieces including works by Botticelli, da

part in the Italian Renaissance. One of the most

Vinci, Michelangelo and Raphael. Our favourite

notable examples of Renaissance architecture in

piece was Botticelli’s ‘The Birth of Venus’

Arezzo was the Duomo, a grand 12th-century

which exemplifies the intellectual and artistic

cathedral. The Duomo contains impressive

achievements of the age. The painting depicts the

frescoes, including Piero della Francesca’s ‘Mary

goddess of love and beauty emerging from the sea,

Magdalene’, regarded as one of the masterpieces

T H E

G OW E R

2 0 2 3

1 5 5

OLD GOWERS

of Renaissance art. The fresco was striking in

sculptural reliefs and carvings showing scenes

its realism and intricacy, its depiction of Mary

from the life of Saint Francis. The sculptures,

Magdalene capturing the elegance and beauty of the

created by artists such as Giusto de’ Menabuoi and

Renaissance. Another important religious structure

Cimabue, offered a glimpse into artistic and cultural

in Arezzo is the 14th-century Basilica of San

developments. The Basilica di San Francesco, dating

Domenico. This church was particularly memorable

to the 13th century, was built in honour of Saint

for its impressive painted crucifix by the medieval

Francis and is one of Italy’s premier examples of

artist Cimabue. The crucifix is a foremost example

Gothic architecture. The interior was covered in

of early Italian Renaissance art, with its intricate

frescoes and paintings by artists such as Giotto,

details and naturalistic depiction of the human

Simone Martini, and Cimabue. These works

form. The Basilica of San Francesco was yet another

portrayed the life of Saint Francis and afforded a

Arezzo marvel, as we viewed Piero della Francesca’s

visual representation of the religious and cultural

stunning ‘The History of the True Cross’ sequence

ideals of the time. On the last day we climbed

of frescoes. These frescoes featured scenes from the

the Rocca Maggiore hilltop fortress and enjoyed

legend of the True Cross, catching the eye with their

stunning views of Assisi’s architecture before

pristine details, vivid colours and, again, striking

heading to Siena, our final stopover.

realism. The highlight of Felix’s time in Arezzo was visiting the burial place of Botticelli, whose artwork we had so admired on the trip.

Siena Siena was a fitting place to finish up because it is where much of the artwork from the period was

Assisi

stored in the years following the Renaissance.

The penultimate leg of the tour was Assisi. Located

One of the most iconic landmarks in Siena was

in the Umbria region of Italy, Assisi holds a key

the Piazza del Campo, which served as a hub for

place in the history of the Italian Renaissance.

political and cultural activity in the city during the

The city was home to Saint Francis, one of the

Renaissance. This large public square was the site

most influential figures of the early Renaissance

of the city’s political and social gatherings, and the

period; we learnt that Assisi remains a popular

centre of its daily life (Carboni, 2014). The Piazza

pilgrimage destination globally. The city’s two main

is renowned for its unique shell-shaped design

architectural landmarks, the Cathedral of San

and its stunning Gothic palazzos, which reflect the

Rufino and the Basilica di San Francesco, provided

city’s architectural achievements during the era.

us with a tangible connection to the cultural and

Next we visited the Duomo di Siena, constructed in

religious developments of the age. The cathedral

the 12th and 13th centuries and considered one of

was built in the 12th century, predating the

Italy’s finest examples of Gothic architecture. The

Renaissance, and underwent significant renovations

cathedral demonstrated the high level of artistic

in the 13th century. Its façade was adorned with

skill and creative talent that was present in Siena

1 5 6

T H E

G OW E R

2 0 2 3

moved on to Barcelona, the main destination of

Georgia’s was the cathedral’s Museo dell’Opera;

the trip. Orwell described the atmosphere in the

another important cultural institution that

city as “startling and overwhelming” whereas I

reflected the city’s connection to the Renaissance,

found this lively city to be quite an exciting change

housing a collection of artefacts and works of art

from London. I was particularly struck by the

peculiar to Siena’s Duomo.

number of Catalan flags flying from windows and

OLD GOWERS

during the Renaissance. A personal favourite of

balconies, clearly showing that certain tensions

Sampling Spanish Civil War history Sam McQuaid

which I had read about were still pertinent in present-day Spain.

I first decided to visit the anti-aircraft gun

At the end of academic year 2021–22, I was lucky

emplacements used during the Civil War to

enough to be given an amazing opportunity for

defend the city from aerial attack. Although the

learning and discovery with the UCS prize fund

actual weapons had been removed, the rest of the

and this came to fruition when I flew to Spain

concrete structures remained (albeit with more

with friends. I had some interest in the poets,

graffiti!) and this, alongside a descent into the

authors and other artistic figures who participated

claustrophobic interior of the gunners’ quarters,

in and wrote about the Spanish Civil War, with

offered a striking insight into the experiences of

such works as Orwell’s Homage to Catalonia or

communist fighters that Orwell describes. It also

Hemmingway’s For Whom the Bell Tolls, and the

provided an amazing view of the city and a great

fact so many had made the journey during the war

spot for a scenic lunch!

interested me further. My goal was primarily to learn more about what these authors did in Spain

However, I did not only focus on the war, deciding

and the ‘unique atmosphere’ during the conflict

to try to find out more about the everyday

that they wrote about. If possible, I also wanted

experiences of those authors outside of the war.

to examine the broader topics of more recent

Hemmingway, for example, enjoyed watching

artistic emigration to Spain or indeed Spanish

bullfighting, so I went to the bullfighting arena

perspectives on the conflict and wider literature itself.

My first discovery was a chance encounter in Madrid with an Irish pub called The James Joyce, which piqued my literary interest. While Joyce, to my knowledge, never even went to Spain, this did prompt me to research why his name appeared on such a pub and led me down a couple of diverse paths, from distinct Spanish criticism of Joyce’s translated works to historical discussion on Spanish censorship laws at the time of his writing.

While I would have loved to stay in Madrid, I then

T H E

G OW E R

2 0 2 3

1 5 7

OLD GOWERS

turned shopping centre, Las Arenas de Barcelona.

Though no longer serving its original purpose, it nonetheless offered a sense of the scale and grandeur of such an arena, and an information plaque helped me imagine the spectacle of 15,000 people watching a fight, as Hemmingway would have experienced.

Nearby I visited the Museu Nacional d’Art de Catalunya, which together with a later visit to Gaudí’s Sagrada Familia gave me a greater understanding of Spanish and also distinctly Catalonian art. I also saw many signs around the city advertising exhibitions of works by international artists from Warhol to Kusama, evidencing the tradition of foreign artists visiting and making works about the country, even if my trip wasn’t long enough to fully investigate this.

Overall I had an amazing educational time in Barcelona thanks to the generous donation of the UCS prize fund and look forward to potentially revisiting the place in the future.

Clear manifestations of Catalan identity Alex Evers Thanks to a generous UCS travel scholarship, I was able to visit Barcelona and explore the differences between the Catalan city and the rest of Spain in light of the Catalan independence movement. The most striking difference between Barcelona and the rest of Spain was the language – virtually every shop sign and public notice was in Catalan rather than Spanish. Despite this, the vast majority of the people I encountered on the street spoke Spanish as opposed to Catalan – an interesting contrast with the physical environment!

A good example of the difference between Spanish identity and Catalan identity was when I visited Las Arenas shopping mall, a former bullring turned into a shopping centre following Catalonia’s decision to ban bullfighting in 2010 on the grounds it was incompatible with Catalan tradition. As of today, Catalonia is the only mainland autonomous community to have banned bullfighting, highlighting the differing cultural values between the north-eastern region and the rest of Spain.

Interestingly, however, I noticed that they were showing a bullfight on TV in a restaurant, which suggests there are still a number of Catalans who like the sport. Nonetheless, it was intriguing to see how this space had been reclaimed by the people of Barcelona.

One of the last stops on the trip was the Catalan government building, where the 2017 independence vote was passed, after an overwhelming 92% of Catalans voted for independence from Spain.

1 5 8

T H E

G OW E R

2 0 2 3

government, the result underlines the divide between Catalonia and the rest of the country,

Amazon’s animal life surveyed Benedict Johnson & Samuel Pickett

with the Catalan government building a symbol of

During our time with the biodiversity and climate

this divide. Overall, I learnt that there was a clear

research organisation Operation Wallacea, we

sense of Catalan identity in Barcelona, which was

spent two weeks in the depths of the Guyanese

notably evident in the physical environment.

Amazon. Our goal: to help document the species

OLD GOWERS

Although the vote was blocked by the Spanish

around the Warapoka indigenous community. We opted to assist with manageable birds, mammals and herps (reptiles/amphibians), and with the help of local experts and our expedition leaders – and with hopes and spirits high – we set out in the name of science.

In reality, our ornithological surveys spanned every waking hour, though formally they consisted of point counts and mist nets. We spent our early mornings hiking along specific transects, frantically recording data about any birds we found along the way. This seemed to give us an accurate impression of which birds were most common to the region, and didn’t come without its surprises. Birds like the black hawk-eagle

THANKS TO A GENEROUS UCS TRAVEL SCHOLARSHIP, I WAS ABLE TO VISIT BARCELONA AND EXPLORE THE DIFFERENCES BETWEEN THE CATALAN CITY AND THE REST OF SPAIN IN LIGHT OF THE CATALAN INDEPENDENCE MOVEMENT.

and tufted coquette, both rare, showed up here regularly. However, these point counts failed to tell us about any of the especially quiet or timid birds that were unlikely to emerge from the safety of the undergrowth. To find these birds, we turned to the mist nets.

We set up wide mesh nets across the rainforest, checking them every half-hour, in the hope of finding birds that had flown into the net and become entangled, which we would swiftly process before releasing back into the bush.

With the help of our guides we could record the sex, age, moult and wingspan of the birds, giving us more data than we knew what to do with. Altogether we documented over 130 bird species, providing undeniable proof of the value

T H E

G OW E R

2 0 2 3

1 5 9

OLD GOWERS

This brought out the value in our track surveys.

Through half-formed prints in the mud, we watched nocturnal jungle dramas play out: a family of peccaries pass by, snorting loudly, searching for fallen fruit; an ocelot pursues an agouti 50 feet down the path, vanishing into the undergrowth.

Learning to read this written language hinted at a world beyond ours.

After nightfall came the bat surveys. Much like the mist netting technique used to survey the birds, we would go out every half-hour from dusk until midnight, processing any bats along the way. of Warapoka as a hotspot of ornithological diversity,

It became clear, however, that the bats were far

and even inspiring us to take up local bird ringing

cannier than their feathered cousins, and we were

ourselves.

forced to move the nets often to maintain our catch.

In actual fact, these ‘bat’ nets also caught their fair

By contrast, the mammalian surveys combined

share of birds too. One notable night blessed us

camera traps, opportunistic surveys and track

with the enigmatic Momotus motmota motmota, or

spotting. Our camera traps were set deep in the

in more boring English, the blue-crowned motmot.

jungle, requiring countless long and swampy walks

Here was a bird with heartstopping emerald

to retrieve, but always providing a sickening sense

turquoise plumage, matched by a tail that would

of anticipation at the prospect of having captured

make anyone question the practicality of evolution

something unexpected. We were rewarded for our

itself. Furious serrated bill aside, this find ranked

efforts with an ocelot, a tayra, a giant armadillo as

among the trip highlights. The night was still young

well as a nine-banded armadillo, brocket deer, agouti,

though, and our failure to find any bats was vastly

and paca aplenty. We even encountered two species

compensated by a pair of yellow-billed jacamars

of opossum just by crossing their path as we travelled

and a nocturnal pauraque, a bird closely resembling

through camp, not to mention the local troupe of

a nightjar but with an extra dose of froggish

saki monkeys that took us by surprise.

ambivalence.

These surveys gave us great insight into the realities

Our herpetological surveys also took place at night,

of mammal watching. Mammals are secretive at

either in the form of boat trips or walks (swims)

the best of times, but with the Amazon Rainforest

through the swamp, staying alert for any subtle

at their disposal, they are practically invisible.

glint of an eye that might betray the presence

1 6 0

T H E

G OW E R

2 0 2 3

OLD GOWERS

of a reptile or amphibian, or indeed another unremarkable spider. Despite only surveying the herpetofauna on a few occasions, the diversity we witnessed was staggering. We saw 11 species of snake, for example, and even our resident expert admitted this was unprecedented in his career. We were profoundly spoiled, as what we considered wishful thinking soon became low bars for success. Our targets fell one by one, in the shape of legends like the green anaconda and black caiman, while species like the rainbow boa and barinas swamp snake had us marvelling at their unique reptilian beauty. One morning, a call of “Bushmaster!” from a local village sparked a chaotic frenzy of cameras and snake hooks, as a small party of six poured into a speedboat to catch a glimpse of the world’s largest viper. When the boat finally returned to greet us waiting at the docks, the atmosphere had changed, and we soon heard that a nervous father living nearby had taken a machete to the creature, leaving it limp and headless. Even in death, spread out over two metres on the stone steps, its charisma was undeniable, and the reality of the conflict between snakes and people in the area became a tough but necessary pill to swallow.

Within the two weeks of our expedition, the ‘Opwall’ team conducted an extensive biodiversity survey and used it to produce a detailed leaflet designed to encourage ecotourism to the area,

DE S PITE O NLY S U RVE YING TH E H E RPETO FAU NA O N A FE W O CCAS IO NS , TH E DIVE RS ITY W E W ITNE SS E D WAS STAG G E RING . W E SAW 11 S PE CIE S O F S NAK E , FO R E XAMPLE , AND E VE N O U R RE S IDE NT E X PE RT ADMITTE D TH IS WAS U NPRE CE DE NTE D IN H IS CARE E R.

thus boosting the economy of Warapoka and even ensuring its longer-term protection. This was a team we were proud to belong to, and we owe our gratitude to both staff members and local guides who helped us. We experienced first-hand a wonderful example of how real and meaningful science is carried out.

T H E

G OW E R

2 0 2 3

1 6 1

OLD GOWERS

UCS climbing team in France Toby Fung, Toby Nathan, Ben Kay, Tyler Ward & Sophie Andreae This summer, the UCS climbing team visited Fontainebleau, Europe’s most popular bouldering destination and a must-visit place for any climber.

It was a trip facilitated by a school travel scholarship and a challenging experience for which the team were incredibly grateful. Here is a video made by pupil Toby Fung documenting the visit. https:// youtu.be/2ihaO7r7qsI?si=HjffukgvibTWveK3

1 6 2

T H E

G OW E R

2 0 2 3

OLD GOWERS

Old Gower Events 2023–24

Each year we hold events and reunions for Old Gowers, and we would love to see you there.

Please visit https://www.ucs.org.uk/community/alumni-events/ to register. You can also email oldgowers@ucs.org.uk for more information.

Event

Date

Act of Remembrance & Headmaster’s Reception

Friday 10th November, 2023

Class of 1999 25-Year Reunion

Wednesday 31st January, 2024

Old Gowers’ Annual Dinner

Thursday 29th February, 2024

Class of 1974 50-Year Reunion

Monday 18th March, 2024

Class of 2014 10-Year Reunion

Thursday 23rd May, 2024

Old Gowers’ Summer Drinks Party

Wednesday 12th June, 2024

T H E

G OW E R

2 0 2 3

1 6 3

The Pre-Prep School 36 College Crescent Hampstead London, NW3 5LF T. 020 7722 4433 E. pre-prep@ucs.org.uk

The Junior Branch 11 Holly Hill Hampstead London, NW3 6QN T. 020 7435 3068 E. juniorbranch@ucs.org.uk

The Senior School Frognal Hampstead London, NW3 6XH T. 020 7435 2215 E. seniorschool@ucs.org.uk

ucs.org.uk

@UCSHampstead