Aut umnTer m 2018
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FROM THE HEADMASTER
Dear Parents, Welcome to the Autumn digest of Wetherby Senior School’s Barometer newsletter. Inside you will find some of the highlights of the longest term in the School year. There are examples of the challenges which we set the boys and the academic interests of the staff that teach them, the successes the pupils have had in a variety of fields and some of the ways in which Wetherby contributes to the wider community.
For more regular updates check the weekly edition which is published online and can be found through the School’s website. Best wishes,
THEATRE REVIEW Sean Masri, Year 12 writes... On July 17th, I saw the play ‘Exit the King’ at the National Theatre. This absurdist comedy and drama was written by Eugène Ionesco and premiered in 1962. ‘Exit the King’ explores the thought provoking themes of mortality, life and love. Ionesco was a RomanianFrench playwright, who wrote the majority of his plays in French. His plays studied the solitude and insignificance of life, causing the audience to reflect emotionally upon the profound message of the play. After an incredible 483 years of existence, King Berenger I is informed of his fast approaching death. The King’s magical powers are no longer working, his physical ability is crumbling, the sun no longer rises and his once grand kingdom is experiencing apocalyptic ruin. Throughout much of the play, King Berenger refuses to acknowledge the possibility of death, causing the King’s two wives, soldier and servant to watch hopelessly as the King attempts to cling to life. Berenger’s first wife, Marguerite, attempts to make Berenger admit that death is possible and his reign has come to an end. Berenger’s second wife, Marie, is more sympathetic and supports Berenger in battling death. The huge contrast between both
characters creates humour and softens the sombre atmosphere. Rhys Ifans, who plays the role of King Berenger, excellently captures the essence of the fear of death. His wonderful acting is able to create both humour and pathos among the audience, the exactly Ionesco tried to achieve. Throughout
the play he battles against the dying of the light; he procrastinates, flees, does all that is possible to escape death that actors and audience alike know must come at the end of the play. The incredible stage design, imaginative costumes, atmospheric music, black humour and powerful acting worked together to create a fantastic and moving play.
BARCELONA FOOTBALL TOUR 2018 Day 1 After landing in Barcelona, we made our way to the hotel. The boys enjoyed a leisurely afternoon; pool activities, World Cup Quarter Finals (cue excitement from Sacha R and Frejvid G as they supported Les Blues) and table tennis. Following a mammoth meal in the evening, we ventured into Platja D’Aro and the boys were given free time to explore the local area. After completing some very important shopping and demolishing an ice cream or two - all while watching yet another World Cup Quarter Final – we strolled back towards the hotel. En route,
we managed to find ourselves in the middle of the Platja D’Aro carnival, allowing the
boys to experience some local musical tradition. A great end to the first day of the tour!
Day 2 The day began with our first football training session. In 30 degree heat, they trained in the Catalonian Mountains, developing their control under the expert guidance of the RCD Espanyol coaches. During the afternoon, we headed back to the hotel to watch the main event of the trip so far – England vs Sweden, World Cup Quarter Final (it was still coming home at this point). Along with a Wetherby rendition of ‘Jerusalem’ and ‘It’s Coming Home’, the boys settled to watch a magnificent victory by the mighty Three Lions against a substandard Swedish side (credit to Lukas S for proudly representing Sweden in the hotel
BIOCHEMISTRY FAIR At the end of the last academic year, boys in Year 7 (who are now in Year 8) organised a Biochemistry Fair. This involved lots of research into the science behind their project, carrying out practical work, collecting results, analysing them and working as a team to collate their findings into a presentation. Each group set out to answer the following questions: • What affects the shape and size of crystals as they grow? • What is luminescence and can it be found in nature? • Are there microbes living in Wetherby Senior School and what effects could these have on us? • Does the pH of food and drink affect the human body? • What are sports drinks and why do athletes drink them? • What is DNA and can we extract it from a strawberry? Each group presented their findings to Mr Bolderow, Miss Smith, Dr Lindsay and Mrs Bennet. The boys worked extremely hard and we were impressed with their findings. We decided on two project winners. Congratulations to Ramzi, Andrew, Francesco, Michael and Pedro (What is DNA and can we extract it from a strawberry?) and Oscar, Nima, Max, Zach and Ben (Are there microbes living in Wetherby Senior School and what effects could these on us?). Please come and see Mrs. Bennet to claim your prize!
POLITICS STUDENTS VISIT THE SUPREME COURT Miss Webb writes... On Tuesday 2nd October, the Y12 Politics students visited the Supreme Court in Westminster. Despite the fact that most people we spoke to
at school beforehand did not even know we had a Supreme Court, this is actually the highest court in the land and deals with some of the most important and controversial legal issues affecting the UK.
The boys looked around the exhibits detailing the history and function of the Supreme Court, and then visited the courtrooms. Unfortunately, the court was not in session at the time of our visit, so we were not able to watch a live court case, but this did mean that the boys had the opportunity to sit in the famous chairs and act as justices themselves! Here are a few words from the boys themselves: ‘Exhilarating, fascinating and unique: the trip to the Supreme Court not only clarified what we’ve been taught in class but also allowed us to visualise key and vital concepts needed to grasp the Politics A Level.’ Salem ‘It was great to see what we’ve been learning in class in action in the real world. It made me really appreciate the central London location of the school, as it was so easy to go and visit.’ Matthew ‘It showed me how frequently Politics is changing – two of the Supreme Court justices were only sworn in the day before we visited, so it was a great opportunity to keep my knowledge up to date.’ Sam ‘I really liked the activity that allowed us to become Supreme Court justices, as it helped me grasp some of the decisions justices are expected to make.’ Ben
SIXTH FORM LECTURE SERIES Mrs Deedat writes... The Sixth Form Lecture series 2018 has kicked start in the most auspicious way. FHS has open their door to the boys from Wetherby Senior school for a collaboration aimed at enriching and diversifying the lecture programme. To open this year’s series, we invited Tina Lond-Caulk. Tina is a degree qualified Clinical Nutritionist working for a Harley Street medical practice and she spoke about
how to maximize potential by making easy changes in our life and adopting the correct eating and sleeping
habits. The perfect lecture for a healthy start to this new academic year!
YEAR 7 VISIT LONDON ZOO Miss Bennet writes... This term Year 7 spent field day visiting London Zoo in Regent’s Park. They attended an education session on “Wildlife under threat”, where the boys got the chance to see real life customs seizures! These revealed the devastating impact of hunting on animal populations and boys learnt that conservation and the work of ZSL can protect species from going extinct. At the end of the talk the zoo keeper let boys touch a live corn snake! This snake had been rescued from the pet trade. After the talk, we studied which animals around the zoo were listed as critically endangered or even extinct in the wild on the IUCN Red list. It was a great day out and we were lucky to see so many of the animals London Zoo had to offer.
YEAR 12 FURTHER MATHS This year Wetherby welcomes the first group of Sixth Form mathematicians and the Year 12 Further Maths boys have started studying complex numbers. In class, we have introduced the imaginary number i which represents √(-1). Sums of real and imaginary numbers, for example 7 + 4i, are known as complex numbers. Complex numbers have many uses; particularly in Engineering, Applied Mathematics and Physics. For example, they allow us to model light waves in and alternating currents. Complex numbers can be displayed on an Argand diagram (the x – axis is called the Real axis and the y – axis is called the Imaginary axis). We have been multiplying complex numbers and have used the software above to display the resulting complex number.
Fancy trying one yourself? Can you show (4+i)(2+4i) = 4+18i ? (See worked solution below) (4+i)(2+4i) =8+16i+2i+4i^2 (now remember i=√(-1) , so i^2=-1 ) =8+18i+4(-1) =8+18i-4 =4+18i Year 12 can be seen here multiplying and dividing complex numbers in modulusargument form.
YEAR 7 FOREIGN LANGUAGES SPELLING BEE 2018/19 To bee or not to bee? It’s that time of year again! This week has seen the launch of the MFL Spelling Bee at Wetherby Senior. All of our Year 7s will be taking part in the first round of the MFL Spelling Bee in the last week of term, and three loquacious linguists from each language will have the chance to move onto the second round. Remember, practice makes perfect, so stop stalling and start spelling. Watch this space to see who will prevail!
A TERM IN HISTORY Mr Warner writes... With the term now firmly under way, and my having returned to active duty after a bout of Paternity Leave, it was business as usual in the WSS History department this week. We are very excited to have commandeered the whole of the Bulstrode third floor, waving a fond adieu to
Geography after three years of sharing the fourth floor. Now rebranded as the History & Politics Department, we have three dedicated classrooms which we are slowly transforming into our historically themed home. So far this term England has been invaded by both Vikings, then Normans, the latter will by now have consolidated their control
of the country and founded a dynasty of kings whose qualities and flaws Year 7 will now be evaluating. Not far away in Year 8 Martin Luther has nailed 95 Theses to a door in Wittenberg, and now the reformation has spread to the court of Henry VIII. As if this weren’t enough, 100 years later religious strife contributes to all out civil war as Parliament and Charles I battle it out for control of the country. Leaving blood soaked Seventeenth Century England behind, Year 9 have set sail for West Africa and the Caribbean as they have explored the nature
of the Atlantic Slave trade which by now they should have successfully abolished with the help of William Wilberforce, Olaudah Equiano and macroeconomic forces. This leaves them a little lesson time to found an empire in India under the leadership of the East India Trading Company. Fast forwarding to the early twentieth century, Year 10 have managed to negotiate a settlement to the First World War, only, to see it dashed on the weakness of the newly founded League of Nations, compounded by an ugly economic slump in 1929 and the rise of a number of fascist dictators in Europe against whose belligerent tendencies Britain and France
offered only appeasement as a solution. With the shattering of peace in 1939, they will now have the challenge of evaluating what a number of historians have written on the causes of the Second World War. After a summer spent researching Kenilworth Castle, Year 11 are now trying to unravel the secrets of political power. Beginning with Anglo-Saxon kingship, they have now covered almost 500 years of British history as they try to spot patterns and themes in the way power is wielded, legitimised, passed on and challenged, most recently by looking at the game of thrones that was the Wars of the Roses.
What did Winston Churchill see in Edward VIII, and what was his problem with Indian independence? How was it that such an ageing old maverick has-been managed to become PM in 1940? These are just a few of the puzzles that our Year 12 boys have been wrestling with as part of their modern British module. For the other half of their lessons they can be found knee deep in American Civil Rights as they wade into the quagmire of post Civil War America with its Jim Crow laws and regular lynchings. The boys need to try to understand the various events and leaders who played a significant role in changing that brutal political landscape over the course of 100 years.
THE JUNGLE Miss Twomey writes... On Tuesday 25th September, the GCSE Drama boys enjoyed a unique theatre trip at The Playhouse Theatre as they watched The Jungle. The play is set in the refugee camp in Calais, which was in use from January 2015 to October 2016, known colloquially as ‘The Calais Jungle’. As you can see from the images, the production featured an extremely interesting audience layout, with guests positioned literally within the camp and zoned into different countries, titled after all those who lived temporarily in the camp. Some boys were seated in the ‘Sudan’ area of the camp, some in ‘Egypt’, and the rest in ‘Afghanistan’, ‘Iran’, ‘Syria’ and ‘Oman’. The play uncovers the struggle of those desperate to find a home in a safe country away from their war torn homes. Upon entering the theatre, boys were shown to their seats as if they themselves had arrived as refugees, with an aid worker holding a checklist and a drink of water in a polystyrene cup. Throughout the play, actors sold them food from the ‘Afghan Restaurant’, asked to sit with them and hid amongst them. As Michael Billington explains, the play is ‘a vivid recreation of lived experience’
as we see the contrast of hope and desperation from those in the camp. Furthermore, despite the characters urge to escape and exclamations that they are in purgatory, they find acceptance and a sense of belonging in The Jungle. The play is an example of superb storytelling. We hear stories through dance, riots, monologues and recreations of bulldozer evictions. The boys posed questions of migration and morality; if I had been born in a middleeastern family or location, could that have been me? Without forcing guilt upon the audience, the play helps us see a new perspective and travel with the characters on their quest to find home.
BIOLOGY IN YEAR 9 It has been a busy term for the boys in Year 9 in Biology. As part of their IGCSE Biology course, the boys have been learning about the levels of organisation in living organisms, including cells, tissues, organs and organ systems. In order to get to learn about the different organs and systems that make up a typical animal, the boys carried out their own dissection of a frog. The boys showed impressive team work, as well as excellent dissection and observation skills. This was probably one of my favourite lessons so far this year!
YEAR 10 COMMUNITY SERVICE Half of the Year 10 Community Service boys spent their Field Day at BeeUrban, a social enterprise in Kennington which aims to positively influence the urban environment. The boys took part in a number of activities such as harvesting lavender, planting, and creating candle-making kits which will be sold to the public to enable BeeUrban to raise funds for its ongoing projects. Although there was little bee activity to be witnessed earlier on in the day, by the afternoon the bees were positively swarming around their hives as they busily collected
pollen. The boys were given the chance to look inside the observation hive and even managed to identify the queen bee! All of the boys were fantastic during the day and got on with all the different tasks they were assigned with enthusiasm. It was also great to hear the boys asking so many questions to the staff at BeeUrban about the work that they do. In fact, the boys impressed the BeeUrban staff so much that they have been asked back! Barnaby Shaw said of the boys: “Thanks for all your help, your students worked really well! We were very impressed with what they achieved on the day.”
“BeeUrban was a great experience with great people and we got to experience things that we haven’t done before and I would BEE happy to go back!” - Syed H.
“It felt good to help!” Pierre-Alexandre Z.
Aryav L. writes…. On Thursday 4th October, 10 of the 19 Community Service boys in Year 10 went with Ms Woods to St. Mary’s Bryanston Square Primary School where we assisted the students for the day. We were grouped into pairs and assigned certain years. Bijan S. and I were assigned to Year 3. It was a rather challenging day, but the experience taught us patience and brought a sense of satisfaction, being able to help the students with certain things. Needless to say, I look forward to the next Field Trip.
“The day was tiring but very fun.” - Allan Z.
“I enjoyed it! I helped children develop academically and I feel proud of what I have achieved.” Aryan A.
SPLENDID THEATRE Miss Twomey writes... On Thursday 13th September, the GCSE Year 11 Drama boys attended a specialist drama workshop with Grace, a representative from Splendid Theatre Company. Their workshops aim to make difficult theatrical styles, such as Bertolt Brecht’s ‘Epic Theatre’ relevant to audiences rather than a slice of theatre history. Splendid Theatre specialise in bringing the Brechtian technique to life for students, both in performance and by providing a workshop experience for them to explore it for themselves. Furthermore, Splendid Theatre also ran a workshop on Physical Theatre, continuing the learning the boys began when they studied this style of performance during the Physical Theatre Production of Punch.
In their workshops, boys created scenes, refined acting techniques and looked at practical examples of Splendid Theatre’s staging ideas. Thank you to Splendid Theatre for leading such an excellent workshop!
YEAR 9 GOTHIC POEMS Year 9 spent last halfterm studying the Gothic genre: from ‘Dracula’ and ‘Frankenstein’ to ‘The Shining’! This week they combined their knowledge of the Gothic with National Poetry Day and Halloween to create some spooky poems!
A step. And a step once more. One more small enthusiastic, brisk movement. Confused, I was rooted to the floor. What would I do? The darkness was tangible, it had changed quickly and sharply. It now crept upon us with venom and danger Hot and red. Due to this early death, we couldn’t move far. What will happen to me, paralysed in bed? A jolt. And a jolt once more. A human was struck near to me, it caused pain worldwide. Bewildered. I attempted to aid my poor, weak friend To no avail. Tragedy had struck. A deep roar. I looked to the ground, with alarm in my mind. My best friend lay dead on the ground. What had he done to deserve this terrible horror? Jack, I will kill your murderer, by being a slaughterer.
The world has gone silent, has there been a wipe out? What could I do, alone with no materials? I questioned my safety. Run, run, run as far as you possibly can. To get away from this terror is to achieve life’s aims. As I arrived at my new homeland, I felt suddenly more warm. I made the best decision of my life to move. My brain feels safer, calmer, more at ease. At last I can rest. The clouds turn in, it suddenly starts to rain. Out of the blue, I am hurt and bleeding, to the point of… Theo W.
A LEVEL FRENCH Sean M, Year 12 writes... I have just started my A Level French course, and in my opinion it’s much more enjoyable than at GCSE level. Firstly, the topics covered in A Level are more fascinating and rigorous than at GCSE. For example, we will be learning about the: immigration crisis, how criminals are treated and many more relevant and thought provoking topics. In my opinion, the wide variety of topics make A Level French much more enjoyable than the standard at GCSE. Furthermore, the
level of grammar and vocabulary is much higher, providing a deeper and more complex knowledge of the French language, which will be invaluable throughout your adult life. Moreover, in A-level French we will study French films and literature, and we will learn how to write analytical essays. Due to this, our knowledge of French culture will be more vast and interesting. I not only chose French as I can speak it at home, but I also found that studying a language for A Level
provides very useful skills and will benefit me greatly for University and job applications. Speaking a language such as French or Spanish will expand your job opportunities and will make you a more viable candidate. In addition, being able to speak more than one language at a high standard will allow you to be able to travel more and live in more than one country. Furthermore, I chose French as it was very different to my other A Levels, giving me greater breadth and variety of subjects.
SPORTS NEWS Matthew M, Year 12 writes... Over the summer, Wetherby Senior School was privileged to have work completed on a new Gym at the Marylebone Lane site. The PE Department is now in place of the old library and music department. An incredible, new and modern facility for the School with weights, rowing machines, bikes and crosscountry ski trainer, this newly created room is painted in the School colours, black and silver, emphasizing team spirit in the fitness room. Equipping the WSS Gym with new training equipment has been the first step in getting students excited and committed to working out. We are fortunate to have the facility to work on progressive training, emphasizing correct form and this will help create the foundation for a flexible fitness programme. Strength training, cardio and body weights benefit us all and this training will establish habits that provide a healthier lifestyle for years to come. It is proven to benefit valuable physical skills, general sense of well-being, health, stress relief, cardio and body weight training. It also helps to set a pattern for lifelong fitness and is an added social area in terms of spotting and shared motivation that helps form friendships and shared interest. During a workout, students
learn to trust one another and form new bonds, allowing them to encourage one another to achieve new goals. Fitness challenges and goal trackers contributed by teachers (Mrs. Skinner and Mr. Astbury - Palmer so far) further fuel motivation and allow boys to set attainable goals to celebrate their personal and group success. It is a space for physical challenge and well-being, especially for those who don’t get a chance to engage in fitness outside of school. It increases heart rate, pulse rate and metabolism. Physical exertion helps to clear the mind and enable clearer thinking and improved focus
in other classes. It improves strength, coordination and flexibility, which also helps other athletic pursuits such as rugby, football and cricket. These physical skills in turn can increase self-esteem. Physical exercise results in the production of endorphins in the brain that also improve mood and outlook resulting in cheerful attitude, relaxed demeanour and a greater ability to rest well and focus. The new Gym has made an incredibly positive contribution to student life at Wetherby Senior School. It’s not just about competition and fixtures but laying down the foundations for a healthy lifestyle and contributing to positive mental health.
GREECE TRIP Tommaso S. in Year 10 writes... On 16th October, 29 boys from Years 10, 11 and 12 departed from Heathrow in the early morning for the sunny and cultural environment of Greece. They were eager to experience its history, archaeological sites, steep mountain ranges... and most importantly the delicious pork souvlaki! On a tour of Greece’s highlights, we travelled to the prison fortress of General Kolokotronis, pre-eminent leader of the Greek War of Independence as well as the secluded temple of Poseidon, the Acropolis of Athens, the detached island of Aegina. We then ended the trip with a relaxing visit to the garra rufa-infested waters of Lake Vouliagmeni. A particular highlight for me was the Greek-style inn with traditional Greek dancing as well as the excellent Greek cuisine from souvlakis to saganakis. I also enjoyed meeting Miss Maroudi’s family who joined us for a celebratory dinner. The Classics and Geography departments have hosted trips before, and will host trips again but I think it will be quite difficult to top this one.
A LEVEL PLUS Mr. Meyer writes‌ During the A-Level Plus course, boys designed and made their own ceramic mug and plate. This provided them with an opportunity to consolidate and develop their pottery skills.
YEAR 9 TATE Mr. Meyer writes… The Fourth Annual Year 9 Tate trip took place on Thursday 4th October as part of the first Field Day of the year. Split into two distinctive parts: boys enjoyed seeing the work of David Hockney and LS Lowery at Tate Britain before a short boat journey to Tate Modern where they had an altogether more interactive and immersive experience from Christian Marclay’s ‘The Clock at Tate’ to Tania Bruguera’s ‘10,143,210’ installation based on the migration crisis.
OTHELLO PLAY REVIEW On October 8th, I saw the play ‘Othello’ at the Globe Theatre. This tragedy was written by William Shakespeare and was first performed in 1604. ‘Othello’ explores the themes of: jealousy, love, racial prejudice and manipulation. The play is set in Venice, until Othello leaves to Cyprus to fight against the invading Turks. Iago, the play’s antagonist, resents Othello as he chose Cassio to be lieutenant and not him. As a result, Iago attempts to ruin Othello’s life and high-ranking position as general. Iago pretends to support Othello in order to gain his trust, so that Othello will believe all the deceitful lies Iago tells. Iago knows that Othello’s hamartia is extreme jealousy, and so he convinces Othello that his beloved wife, Desdemona, is having an affair with Lieutenant Cassio. This is the spark, which causes Othello to go mad with jealousy, lose faith in Desdemona and it is the beginning of his gradual downfall. Iago uses the fact that Cassio had Desdemona’s handkerchief as a sign that they are having an affair, thus confirming Othello’s belief of his wife’s infidelity. Othello’s rage and hatred cause him to horrifically murder Desdemona by smothering her. Emilia, who is Iago’s wife (even though she resents the idea of being with him) realises what Iago has done and tells Othello the truth, as a result Iago
murders Emilia but is caught by two soldiers before he can escape. Othello cannot come to terms with what he has done, and so he stabs himself and dies. Iago is taken to Venice to be executed. The image of both Desdemona and Othello lying dead on stage illustrates the destructive impact of the conniving Iago and creates a poignant and sorrowful image. Shakespeare’s tragedy highlights the importance of trust, and the dangers of envy and suspicion. It is also important to know that Othello is supposedly a ‘moor’ (someone from North Africa) and so it addresses the idea of racial prejudice during the Jacobean era. Consequently, not all people support Othello’s marriage to Desdemona and
because he is a different race is also considered a factor of his downfall, due to all the racial prejudice he encounters. Mark Rylance, who played the role of Iago, excellently captures the essence of a cunning and horrible man. His terrific acting created both humour and dread among the audience, evoking a clear portrayal of an untrustworthy villain. Andre Holland played the role of Othello, and his great acting clearly showed his gradual fall from grace, from a once noble man to a man riddled with hate and jealousy. The ability to watch a Shakespearean tragedy, in Shakespeare’s Globe added to the momentous and terrific feeling. Sean M. Year 12
DR. LINDSAY’S RESEARCH Dr. Lindsay writes… During the holidays I spend a significant amount of my time at the National Institute of Standards and Technology Centre for Neutron Research (NCNR) in the USA and the Institut Laue–Langevin (ILL) in France. My research is focused on material chemistry, designing inorganic compounds to discover new materials for uses in batteries, memory storage and gas capture. These are all thriving fields of interest due to our growing demand for better, stronger and more sustainable products. Neutrons can tell us a lot about materials, everything from the structure to the magnetic interactions within. The specific structure of a material is related to the ability of that material to be used as a useful battery or gas capture storage, whereas the magnetic properties can dictate how useful they are at producing binary code for memory storage that you have in your smart phones or computers. The holy grail of research in Physics and Chemistry is finding what is called a room temperature superconductor. We are all aware of the term conduction from lessons in Chemistry and Physics, but what is a superconductor? One of the unwritten rules of Physics says you can't get something for nothing; at best, you can manage a fair exchange rate between how much energy you pump into a system and how much you coax out of it. Enter superconductors. If the three
laws of thermodynamics say that there's no such thing as a free lunch, then superconductors have their cake and eat it, too. Send current through a superconducting wire, and it loses no energy to resistance. Bend the wire into a loop, and it will hold charge indefinitely. Levitate it above a magnet, and the sun will devour the Earth before it will fall. Superconductors require very cold temperatures, on the order of 39 kelvins (-234C, -389F) for conventional superconductors. Even so-called high-temperature superconductors only work their magic below 130K (-143C, -225.7F). To make matters worse, superconductors leave their resistance-less state if they are exposed to too large a
magnetic field -- or too much electricity. The discovery would change the world. From power grids that never lose energy to magnetically levitating trains, finding a material that is superconductive at room temperature would bring a range of fantastical technologies to life. And it is not as farfetched as it sounds. Although superconductors—materials that can transmit electricity with zero resistance—exist only at extremely frigid temperatures today, there is no physical reason why they cannot also work at room temperature. It could simply be that no one has stumbled upon the magical formula yet. But that might be about to change…
OSCAR T’S FILM SUCCESS! Miss Bradley writes… Last week we found out the fantastic news that Oscar T’s film won his category in this year’s ISA Film and Digital Art Competition. His original and inventive film: ‘The Penguin’ can be viewed here: https://www.youtube.com/wat ch?v=Sf7LdlajWfI&feature=yo utu.be Oscar T says: I love making films and when
I heard about the competition, I was already working on a longer one with a friend. The competition seemed like a good way of experimenting with some of my ideas in a short film format. The inspiration for the film came when I was in Portobello Road and I found a sewing kit for a cute penguin toy. Once I had made it though, I realised it was quite creepy and could be a great film villain. Once I had written the screenplay, the scenes took about a day to film, but the editing took around
two months. I enjoyed coming up with the small details of the film, like the Stephen King reference at the beginning is a joke that foreshadows the events that follow. My favourite filmmakers are Francis Ford Coppola – I like The Godfather films. I also admire Steven Spielberg’s work. I am now working on a film with my friend called ‘Sleep’, which is about a girl who finds out a monstrous secret about her father.
COMMUNITY SERVICE VISIT WEST LONDON MISSION On Monday 12th November, Year 10 Community Service boys visited West London Mission to find out more about the work that they do. The boys were spoken to by Natalie Reid, the Fundraising Officer at WLM, and then given a tour of the building. Natalie spoke about how Seymour Place Day Centre had assisted 241 people into housing last year and helped over 2,000 clients to receive individual advice and support. The boys also learned about the services WLM offers at the Seymour Place site such as the chance to see dental and medical professionals. It was interesting to hear about their future plans which involve turning Seymour Place into more of a community centre where both homeless people and locals can mix together as Natalie told us that one issue homeless people are affected by in Marylebone is the fact that they feel very isolated from the community itself. Very soon, we will be launching our annual Christmas Shoebox appeal in support of WLM. Watch this space for more details! Last year we assisted 241 people into housing, and over 2,000 clients received individual advice and support. Last month we assisted 35 people into accommodation and 6 people into work.
YEAR 11 HUMAN FORM Year 11 students have been busy working towards their mock exam. The theme for this unit has been looking at the human form.
Eli A
Eli A
Miron B
Shwan A
A VIEW FROM THE BUSINESS CLASSROOM... Lachlan W writes: Business is an A-Level only subject at Wetherby taught by Mr Wingrove in Bulstrode Street. I have found the subject to be excellent so far as the theories in the lessons are applicable to real-world scenarios and so are a lot easier to not only remember but also to understand. In Business, we have learnt about the four Ps of marketing (price, product, place and promotion), how to calculate break even output for a business and the laws of supply and demand to begin with. Maths is also needed in the subject, however, no extra Maths beyond GCSE
CHEMISTRY WEEK: SCIENCE IN ACTION Harry H, Year 11 writes... On Monday 19th November Year 11 joined 850 other GCSE pupils and spent the day at the Emmanuel Centre in Westminster for a series of lectures about ‘Science in Action’. The lectures covered a broad range of subjects – from material science, Healthcare science, astrophysics, and more! Highlights included: watching an ultrasound of an emptying bladder (luckily not performed live!), whipping a newspaper out of a boy’s hands and demonstrating the whip breaking the speed of sound, comparing pictures of galaxies from the 1850s to today, and a massive Kahoot to find out how people stay healthy in winter! Amidst all the fun, we learned a great deal about the applications of science to everyday life. Perhaps the most encouraging message from the day came from the astrophysicist, Dr. Becky Smethurst. She gave the example of how there was neither enough time nor scientists to classify an enormous number of photographs of the galaxies and how members of the public volunteered to assist, thereby completing the classification far quicker than expected – science could not function without team work. To conclude, it is fair to say that the day sparked a new curiosity, enthusiasm, and for some perhaps, a burning passion for all the possibilities that science holds.
NATURAL FORMS IN YEAR 10 ‘Natural Forms’ is the first unit of Year 10 GCSE coursework akin to that of a foundation
Federico B
art course providing the boys with an opportunity to tap into a range of techniques and
mediums whilst considering artists and designers at the same time.
Alex Z
Syed H
Luca
Aiden U
Marcel B
THE ECONOMICS AND BUSINESS CLASSROOM, A TEACHER’S VIEW Mr Wingrove writes: This term we have been focussing in Economics on understanding the core models upon which Economics is based at A Level, namely the Demand and Supply diagram to understand how prices are created in Microeconomics. The boys have learnt why the first bite of their lunch is always better than the last (diminishing marginal utility is the answer – ask them to explain, it will be good revision for them). And in Macroeconomics we have been looking at the Aggregate Demand and Supply diagram to understand the interaction between Economic Growth, Inflation and Employment. The boys are beginning to understand the relationship between these three key macroeconomic objectives and
how they interact and why it’s so difficult for them all to be getting better at the same time. Perhaps one of the most enjoyable lessons was when we turned the classroom into a pen transportation firm and one boy had to move as many pens across the room as possible in 30 seconds, and then try again with an additional person helping. We added one more helper a number of times and then compared the results to see which number of boys was most successful at moving the largest number of pens across the room. This helped us to understand the fundamental law of diminishing marginal returns, that adding another unit of labour to the firm will not cause a constant increase in the output of the firm and that at some point adding
more labour will cause the total output of the firm to fall. In Business the boys are now well versed with the Boston Matrix and can explain the difference between a dog, star and cash cow and where each is likely to fit in the product life cycle. In Markets we’ve explored the difference between firms which are Monopolies, have Monopoly power and operate in Monopolistic Competition. The boys have also discovered some businesses which they previously didn’t know existed as we’ve been looking at case studies on Long Tall Sally, Ella’s Kitchen, Divine Chocolate, Burton’s Biscuits as well as more familiar examples such as Sainsbury’s and Morrison’s so that they can understand the theory in context of real Business examples.
GOING BALD FOR GREAT ORMOND STREET Olly G writes... On Tuesday 27th November, I gave a donation of £4,028.78 to Great Ormond Street Hospital. I raised the money by shaving my head and collecting through a Just Giving page (which is still open!). Over a hundred people, from friends, family and the Wetherby community, generously gave their contributions. Great Ormond Street have saved my life several times, so I wanted to help them provide support for other young people like me. Shaving my head was an exhilarating experience. Evangelos, Sacha and Tobias in Year 11 joined me in Paddington Square Gardens with the clippers, and I felt freezing afterwards! The money that has been raised is going to be spent on games and activities for young people at GOSH, including those staying on Sky Ward, which is where I stayed. They are planning to provide Playstations and Nintendo Switches, and organise film nights and pizza nights, as well as run play therapy and play sessions for children and their families in the hospital. I also hope this experience has raised awareness of how much GOSH do for seriously ill children – not just helping them get better, but helping them have fun and do the sorts of activities they would be doing if they weren’t in hospital.
WILDLIFE PHOTOGRAPHY CALENDARS Year 10 Wildlife Photography Calendars Now on Sale! For the past two years, the Biology and Art department have worked together to organise a Wildlife Photography Competition for boys in Year 9 (currently in Year 10). This annual competition is held in memory of Marcos Burnett, a former Wetherby Senior student and a really keen wildlife photographer, who tragically lost his life in the Italian Earthquake in 2016. Back in March, we took all Year 10 boys on a field day to the Natural History Museum to visit the Wildlife Photography Competition, where they got a chance to see some of the finest wildlife photography. In the afternoon, we visited The Royal Botanic Garden in Kew, where the boys took their own photographs of flowers, trees and animals in the garden. After the field day, each boy submitted their favourite wildlife photograph to enter the competition. We had some fantastic entries but the overall winner was Maxime Hashem, with his beautiful photograph “Angry Bird”. We have put together a calendar displaying all of the photographs from the boys who are now in Year 10 and they are available to be purchased. If you would like to buy one (or more) of these calendars, please can you email Hannah Skinner (hannah. skinner@wetherbysenior. co.uk). Calendars cost £20 and all profits will go towards our school charities.
YEAR 10 LATIN Year 10 Latinists have been taking a weekly vocabulary test in order to prepare themselves for their GCSE. Across both classes, the boys who have achieved full marks in all the weekly tests so far are as follows: Beau B., Akshay B., Max H., Seb L., Max P., Patrick Q., Nico S., Stefano A., Adam A-M., Rani G., Leo M. and William PN. Congratulations to all the boys for making such a fantastic start to their GCSE Latin course!
GEORGE B-R VISITS UNICEF SUPPLY DIVISION George B-R, Year 10 writes... Last Tuesday, I was fortunate enough to be invited to the largest Humanitarian warehouse in the world which is owned and operated by UNICEF. The warehouse is the size of 3 football pitches which is operated by robots and staffed by 60 people on the warehouse floor. At any one time they have $10 million of packaged aid available to be distributed to any emergency situation anywhere around the world. This warehouse only supplies 5% of the total goods of what UNICEF actually provides for children in need around the world. In 2017, UNICEF procured $3.46 billion of supplies and services for 146 countries and areas around the world. This is spread across various commodity groups. Vaccines $1.317 billion Nutrition $219.2 million Medical supplies $188.8 million Pharmaceuticals $164.2 million Water & Sanitation $ 109.2 million Education $72.4 million Bed Nets $39.6 million
UNICEF is not just the delivery of aid to the people who need it most but are also responsible for the creation of many of the goods. The huge scales that UNICEF operates means they can influence markets around the world, while at the same time attempting to use local industry to produce as much as possible and as environmentally sustainable as possible. UNICEF are responsible for many new innovations within the markets which are adapted to suit changing emergency situations and logistics. We were shown items which have been adapted to suit the environment. For example
the 10L water bottles have been made flat pack for easy shipping and handles have been adapted for both adults to carry but also for two smaller children needing two handles etc. while at the same time maintaining durability and keeping a light weight structure. Determining malnutrition of children has been made a speedier process, they have created a colour coded measuring band which can be placed around a child’s arm to measure the zone of severity – this now quickens the process of getting the most serious of children to emergency treatment as soon as possible.
INTER-GENERATIONAL TEA PARTY Mrs Deedat writes... On Monday 3rd December, the Sixth Form hosted a tea party for some of our elderly neighbours. Delicious brownies were baked by Vadim M and Niclas S whilst another team served tea and coffee. The Sixth Form choir performed in public for the first time with energetic renditions of Christmas favourites and enthusiastic audience participation. Finally, Nicholas, Bennett and Nelson hosted a game of bingo with all the traditional calls including “65, retirement age� which received a friendly response.
CHRISTMAS SHOEBOX APPEAL Grand total: 54! Thank you to everyone who donated to the Christmas Shoebox appeal; West London Mission were delighted with the number of shoeboxes which the Year 10 Community Service boys delivered this week. Special thanks to the following members of Community Service for all of their help: Syed H. for designing the appeal poster Henry B. for creating an information sheet for the appeal Aryav L. for speaking in assembly to help launch the appeal Alex Z., Evan H., Joshua A., Aryav L., Bijan S., Misha D., Henry B., and Syed H. for visiting tutor groups to explain the appeal. Let’s see if we can beat this total next year!