Alex S, Yr 13, Personal Investigation, “Psychology”
Elsa L, Yr 13, Personal Investigation, “Anthropology”
FRONT
COVER
On 14 March 2024, Felsted’s U18 rugby team won the Continental Tyres National Schools Rugby tournament Vase competition at Twickenham. Close to a thousand pupils, staff and parents travelled to witness in person Felsted’s 42-19 victory over Ivybridge Community College. In the photo, the team’s captain Monty C moments after collecting the champion’s trophy among the ecstatic supporters.
BACK COVER
ARTWORK: Charlotte W, Yr 11, “Natural Forms”
EDITED BY Félix Sánchez del Río, fsr@felsted.org
EDITOR ASSISTANT: Katie L. CONTRIBUTIONS: Ellie D, Owen W, Jack H, Phoebe H, Diane Guerrero, Carly Bartlett, Lorne Stefanini, Melanie Donaldson, Nichola Howorth, The Round Square Committee, Nia Thompson, Alice McCaughern, Jasmine W, Logan C, Jemima L, Toby S, Benjamin Maude-Barker, Melissa Cacace, Thomas Strange, Rakesh Pathak. PHOTOGRAPHY: Tom Soper, Felsted School Marketing Department, Félix Sánchez del Río, Geography Department, Classics Department, Economics and Business Department, History and Politics Department, Lewis Mann. DESIGN: robbie@robertareesdesign.uk
We are proud to present the 2023-2024 edition of The Felstedian. It has been a truly remarkable year and we hope that you enjoy reading this review as much as we have putting it together. Many thanks to the students and staff who have contributed to it with articles, interviews and/or photographs.
As you probably know, Felsted School is celebrating its 460th anniversary this year. It was founded as a Grammar School by Richard Riche, 1st Baron Rich, who lived at Leez Priory.
Felsted School started to gain national fame in the 17th century and by 1627 it was a full school of over a hundred boys. Little did Lord Riche and his successors know that the small school they founded in a quiet
village in rural Essex would gain the national (and international!) notoriety it has enjoyed in the last few years, culminating in the TES Boarding School of the Year title awarded in 2023.
Far from resting on its laurels, the School has continued to develop and strengthen its academic, sports and pastoral provision and it recently was judged to be “excellent” in all fourteen areas of an Integrated Inspection Report by the Independent Schools Inspectorate, including academic achievement, teaching, governance, co-curriculum, attitudes to learning and quality of boarding.
This edition of The Felstedian is testimony to that. Starting with an excellent set of IB, A Level and GCSE results in the summer of 2023, these pages will take you through an incredible journey of excellent sport achievements, academic trips, drama productions, music, public speaking, charity work, intellectual pursuits, fun and adventure. You will find each story filed under one of the 5 Felsted hashtags (#welcomes, #respects, #adventure, #fun and #inspires) to give you a clear and comprehensive view of how the Felsted ethos is put into practice.
We sincerely apologise if we have omitted any names or events that you think should have deserved appearing in the pages of this magazine. However, I hope you understand that it’s literally impossible to publish all the incredible things that happen in this amazing school in the constrained space of a publication like this. For a more detailed view of all the events and achievements in the academic year 2023-2024, we kindly invite you to visit the “News and Events”' section of the school’s renewed website. I think you will agree with me that we would have made Lord Riche proud.
The immediate future of Felsted School is not without challenges but as Chris Townsend, our Head, wrote recently: “As we look forward to what comes next, we should see possibility, hope and the challenge to really make a difference individually and collectively, at Felsted and beyond”.
So, “Garde Ta Foy” and… enjoy the reading!
Félix Sánchez del Río Editor fsr@felsted.org
– CHRIS TOWNSEND WRITES –
It is my very great honour to write a few words of welcome to this year’s edition of The Felstedian. This is a special year for the Felsted family, as we celebrate our 460th birthday! It seems only yesterday that HM Queen Elizabeth II was visiting us to mark the 450th anniversary, but as we look back on another decade, there has been a great deal of fun along the way. Within these pages, you will be able to read stories of great inspiration, as this current generation of students has taken on many challenges and adventures, and really sought to make a difference to their own community and to the lives of others as well.
I have a huge amount of respect for how hard the students and staff work to be the very best that they can be, and it is through each of these individual efforts that the community thrives. It is the same with a publication like The Felstedian, where the efforts of many individuals combine to create an outstanding record of life at Felsted in the last year. I would like to thank all those who have contributed and particularly Señor Sánchez del Río who has put together all of this work to create this outstanding memory of Felsted life.
Enjoy reading and even as you read, the events that will create the stories for next year’s Felstedian are already starting.
CJT
Dani S, Yr 11, Exam Project, “Portraits”
welcomes
INTERNATIONALISM DINNER 2024
– BY MRS L STEFANINI & MRS M DONALDSON –
On Saturday 16 March, we were delighted to host our annual Internationalism Dinner, celebrating our diverse international community and an outlook of global-mindedness.
Nearly 200 guests shared a delicious meal, with students in Years 7 to 13 and staff, representing 24 nationalities and identities. The Internationalism Dinner followed on from our recent MUN conference, in which Felsted hosted 14 schools and more than 250 delegates representing 35 nations of the world, to discuss the theme of ‘Improving Peace and Justice as a Cornerstone of our Global Community’. This theme was carried forward to our Internationalism Dinner, and we were reminded and encouraged by
the MUN Secretaries-General, Elle F and Oscar T to remember that the value of sustaining our international community at Felsted is the difference that we can make in the wider world.
The evening was culturally diverse and great fun. Sixth Form pupils enjoyed a pre-dinner reception in the BKA where Hannah P performed ‘Sors de ma tete’ in French. Within the meal itself, hosts Eva V and Norah L welcomed more pupils to entertain the assembled guests; Palak R performed ‘Om Shanti Om’ in Hindi
and Alex T-A sang ‘Alfonsina y el Mar’ in Catalan, ably accompanied by Rory C. Will C and Luise B entertained us with games to test our international knowledge.
Perhaps the two significant highlights of the night were the award of the Internationalism Prizes to Loretta S for her poem 'Together is the Answer' and Oscar T & Elle F for their inspiring speech on our Dinner and MUN conference theme 'Peace and Justice'. Their speech is printed on page 12 for you to read and digest.
PHOTOS
TOP
PHOTOS
ABOVE (L–R): Emma M, Leah D, Naobi C, Sr Félix Sánchez, Sra Rocío Cabrera
ABOVE RIGHT (L–R): William C, Emma-Luise S, Danielle F, Josh T
RIGHT (L–R): Jack C, Madyar K, Munna K, Valentina FT, Lucia L, Ekaterina K, Tjark VL, Alexander E, Valentin M, Nikita B
OPPOSITE
(L–R): Mrs Melanie Donaldson, Max G, Austin K, Martha M, Natalie O’T, Alex T-A, Celia RM, Valeriya P, Rory C, Anna U, Ms Connie Donaldson, Emma-Luise S, Mrs Claudine Gormley, Josh T, Jiachen L, Georgia P, Loise P, Mrs Anna Fazekas
OVERLEAF: Pre-Dinner drinks group photo
TOP LEFT: Oscar T, Grace P, Gledja B, Hauwa A, William C
RIGHT: Prep School students were invited to the Internationalism Dinner this year. In the photo (L–R): Ava B-D, Jessica T, Sadie L, Evie T, Miss Pallot, Mlle Baverel, Miss Grandi
INTERNATIONALISM DINNER SPEECH
“Hello Everyone. It’s such an honour to be given this opportunity to speak to you today. Elle and I were SecretariesGeneral of this year’s MUN conference where we chose the theme of ‘Peace and Justice as a Cornerstone of our Global Community’.
Peace is not merely the absence of conflict; it is the presence of harmony, understanding, and respect among individuals and nations. It’s the recognition that our differences need not divide us but can instead enrich our collective experience. Yet, achieving peace requires more than just lofty aspirations; it demands concerted efforts, unwavering commitment, and above all, the courage to bridge divides and build bridges of empathy and compassion.
Justice, too, lies at the heart of a peaceful society. It is the cornerstone upon which equitable societies are built, ensuring that every individual is treated fairly, irrespective of their background, beliefs or status. Justice demands accountability for wrongdoing, protection for the vulnerable, and opportunities for all to thrive and contribute meaningfully to society.
But achieving peace and justice is not a task for the faint of heart. It requires empathy – the ability to see the world through the eyes of others, to understand their struggles and aspirations, and to recognise our shared humanity in the face of our
differences. For it is only through empathy that we can bridge the divides that separate us and forge bonds of solidarity that transcend borders and boundaries.
It also demands courage – the courage to confront our own biases and prejudices, the courage to stand up for what is right in the face of adversity, and the courage to extend a hand of reconciliation to those who have wronged us.
Moreover, peace and justice require action – not just words or intentions, but tangible, meaningful action that brings about real change in the lives of those who need it most. It means holding perpetrators of violence and injustice accountable for their actions, while offering a path to redemption for those willing to seek it. It means investing in education, healthcare, and economic opportunity for all, so that no one is left behind in the march towards progress.
But most importantly, achieving peace and justice in our world requires unity – a recognition that we are all in this together, bound by our common humanity and shared destiny. It means putting aside our differences and working towards a common purpose, knowing that the challenges we face are too great for any one person or nation to overcome alone.
During our conference we discussed topics not unknown to you all. We are currently witnessing five major wars,
having caused over 10,000 deaths in the last year. Together we wish for justice and peace in Myanmar, in Palestine, in Israel, in Ukraine, in Russia, in Sudan, and across Africa with over 35 wars including Nigeria, Burkina Faso, Somalia, Mali and the Republic of Congo. We also wish for peace for Haiti, Syria, Yemen, Ethiopia, Mexico and so many more.
It’s difficult to believe in the fundamental goodness of humanity when we see the news and witness such injustice. There are a lot of very intelligent people in this room and I can only hope some of you can go on to have a voice in the world.
As we look out into the world today, we see a landscape scarred by conflict, injustice, and inequality. But we also see glimmers of hope – the brave activists fighting for change in their communities, the compassionate leaders working towards reconciliation and healing, and the countless individuals who refuse to give in to despair, choosing instead to believe in the possibility of a better tomorrow.
In closing, let us remember the words of Martin Luther King Jr., who said, “True peace is not merely the absence of tension; it is the presence of justice.” May we strive to create a world where peace and justice reign supreme, where every individual can live with dignity and purpose, and where the bonds that unite us are stronger than the forces that seek to divide us.”
Round Square
INTERN ATIONALISM PRIZE
– BY THE ROUND SQUARE
COMMITTEE –
We recently concluded our highly anticipated Internationalism Prize, an initiative designed to encourage creativity and celebrate global perspectives among Felsted students. This competition, which allowed participants to explore the meaning of internationalism through various methods, showcased the diverse talents of our school community. With options ranging from presentations to poetry, art, essays, and speeches, students embraced the opportunity to express their thoughts on internationalism in innovative ways. The prizes comprised Safi vouchers for the overall winner and prestigious globe trophies.
The Round Square committee created the Internationalism Prize to help people understand and practice internationalism. The prize goes to students who work hard to create global understanding and awareness at Felsted. It focuses on the importance of internationalism for personal growth and society. The goal is to create a culture that respects all cultures. The prize aims to show how important it is for people to unite and understand each other.
We had many successful entries for the 2024 Internationalism Prize. There was a wide variety of submissions from poems and paintings to presentations. After a round of student judges and then a teacher jury, we decided on our 3rd place entry which went to Rory J (Year 9) who did a very creative poster on Neymar which included an essay and also very skilful drawings of the footballer. Our 2nd place went to a group of girls, Kiki F, Thabi C, Flo H and Manuella K (Year 9), who presented to us on what internationalism means to them personally and their proposals for improving internationalism within the school.
Our winner was well-deserved and went to Loretta S (Year 10), who wrote this very touching and well-thought out poem on how we should come together to better exhibit the beauty we see in society and internationalism around the world.
We come together as one, And wait for war to be done.
Together we stand and divided we fall, Spread peace and love however small. May we live for endless days, Where hope shines like sun rays. Planes should be used for light hearted travel, Not for bombing turf and gravel, To understand you must see,
But there are other lives beyond you and me. People have stories they must share, And to listen shows a lot of care.
When we travel we see the world, The emotions we feel get swirled. Older generations may not get along, But this generation’s bonds are strong. The world must unite to bring peace, Then maybe this hatred and war will cease. So here is the last question I will ask, Will you help me with this simple task?
Loretta S (Yr 10)
Alex T-A, Yr 13, Personal Investigation, “Baroque and Rococo”
The Importance of Languages
–
BY PHOEBE H, YR 12
Imagine a world where only one language was spoken. Imagine a world where every single person spoke a completely different language. Imagine a world where there was no language at all. In this article, I am going to touch on the importance of the languages we speak today in this world and I hope I’ll help you to realise how much you should cherish the languages that we speak.
Some people might argue that life would be simpler if everyone spoke one language, however it is so much easier to argue in the opposite direction.
Language has brought, and brings, connections between people that wouldn’t otherwise exist with the absence of nearly 7000 languages. Language is a flamboyant show of heritage in which we have the opportunity to learn about not only the struggles that people are confronted with in their home country but also the beautiful lens through which other cultures can see the world. Language also affects behaviour and there have been studies into the patterns between the use of language and its correspondence to people’s behaviour.
Language changes how we see the world: some languages have words for things which others do not, and some languages have different ways of expressing things. This means that someone with French as their mother tongue has a different perspective on the world compared to someone with English as their mother tongue. An example of this is through counting - 92 in French is “quatrevingt douze” (four twenties and twelve), and in
Mandarin Chinese where 92 is jiu shí èr (nine ten two) - and also through time, for example when we say half-past two in English, German speakers would say “halb drei” (as 14.30 is technically half an hour to three).
These variations in languages in things as simple as time and counting can severely affect the way we vision the day in our mind. Therefore bilinguals and multilinguals have more than one different perspective on the world, which is extremely interesting.
Admittedly learning a language is a very difficult skill to master, but note that it is a ‘skill’ rather than a ‘task’; it is therefore something that we can manipulate to strengthen our cognitive abilities and to alter the lens in which we see the world.
However, some people ‘struggle’ to learn a language because they simply just do not want to learn one - if you allow yourself to love the language you’re speaking, or just find something about it that you find fascinating and which is so unlike your mother tongue, you will undoubtedly find it easier to learn.
PHOTO
Phoebe during her speech at the Internationalism Dinner
FelMUN 2024
PEACE AND JUSTICE AS A CORNERSTONE OF OUR GLOBAL COMMUNITY
On 3 and 4 March we welcomed 14 schools onto our site for our 15th Model United Nations Conference at Felsted School. We enjoyed networking with the 256 students who visited us, with some old friendships being rekindled and new ones forged.
Never has the need for diplomacy felt more necessary than now, as the world is currently enduring five existing conflicts. We are already experiencing the strong feelings some of these conflicts evoke within our Felsted Community, as we are fortunate enough to have students from all corners of the world. The MUN weekend provided the opportunity to discuss and reflect on such cultural complexities with the underlying theme being: Peace and Justice as a Cornerstone of our Global Community.
Our Secretaries-General, Oscar and Elle, oversaw all the proceedings with a sensitive authority needed for such an event and their efforts are a testament to the success of the two days. Some excellent debate ensued in all seven committees. The most experienced delegates sat in the Security Council and Historic Security Council, whilst UNICEF & UNOOSA provided a smaller, more intimate environment for those less experienced. Current topics and issues were explored from multiple perspectives. Please look at our website to see the topics and resolutions written in order to address these (https://www.felsted.org/life-at-felsted/cocurricular/model-united-nations)
Every year we support a different charity, seeking to raise awareness amongst others of causes we believe in. This year we supported Magic Bus, a charity founded by OF Matthew Spacie, and Anna W presented us with the story behind its origins and tested our listening skills with the Felsted favourite of ‘Heads and Tails’. We were able to raise £233 for this worthy cause, which is
more than enough to put a child through the programme for a year.
Despite the enormous time and effort invested by all in making FelMUN happen, we continue to host it every year because we are so amazed by the intelligence, engagement and diplomacy demonstrated by the MUN community. Roll on FelMUN ‘25!
My experience in FelMUN 2024
– BY KATIE L, YR 12 –
Improving peace and justice as a cornerstone of our global community; the theme of the Felsted MUN 2024, where 256 students from different schools have come together to discuss the importance of maintaining global peace and have debated eloquently about the different topics raised. It was a two-day conference filled with passionate debate and heated discussions, where many compromises had been made. FelMUN officially started with the opening ceremony, where we have come together as 14 schools to celebrate the fact that we are working towards peace and justice. As my first time participating in MUN, I represented Belgium in the Historical Security Council where topics such as Cuban Missile Crisis, Sino-Indian War, and The Algerian Independence War were discussed. During the conference, many articulate arguments were raised by delegates and my highlight as an historian was to see a new light on these events debated. I was able to gain new perspectives. Through this experience, it has been an academically-enriching experience for me who has never been involved in MUN. I have thoroughly enjoyed being in MUN and being able to connect with different people from different schools and will hope to continue participating in MUN.
A moment of intense deliberation between the UK and Ukraine delegates
ABOVE: Students followed the different sessions with great interest
OPPOSITE:
Secretaries-General Oscar T and Elle F
OVERLEAF: Mrs Catriona James, Director of MUN at Felsted
PHOTOS
Interview with Mrs James
– BY KATIE L, YR 12 –
Mrs James, the director of MUN, has put in a lot of dedication and work into hosting FelMUN every year. The theme of internationalism has sparked the interest of many this year and has been a very relevant topic to us all. In order to understand the purpose and the rewarding nature of MUN, we had an opportunity to interview her and learn more about MUN not just as a co-curricular but as an academically-enriching experience.
QMrs James, why do you think that MUN is such an enriching co-curricular activity for students at Felsted?
A MUN provides a moment of reflection in the week and a connection with what is happening in the world for which we are preparing them. They can engage in discussion about what they have learned about practices in different countries and the cultural perspectives that are as valid as our own. It is also an opportunity to mix year groups, with the older, more experienced members mentoring the younger years.
QWhy has internationalism been such a key theme in the FelMUN 2024?
AThere are significant conflicts taking place in the world and we have students from those countries at Felsted. They are experiencing first hand what can happen when countries do not speak with each other and try to find common ground. Equally, as we adapt to no longer being part of Europe, we have to work even harder to be part of the global community and have a voice. Finally, we are both an IB and Round Square school and place enormous value on the cultures and experiences our international students bring with them to Felsted. Model United Nations is all about generating and preserving internationally shared goals and that ethos is central to Felsted.
Q What do you hope for students to gain from participating in MUN?
AStudents grow and develop through the MUN programme, starting off as messengers in the Prep School, and participating in the Prep MUN, to the lofty role of Chair, or even the appointment to Secretary-General. Students learn how to problem solve, taking others’ opinions into account and making the necessary compromise in order to find a consensus. Some students gain confidence in public speaking, but this isn’t for everyone and a delegate can still be successful in the art of diplomacy without taking to the floor. Leadership roles can be developed in the Sixth Form as students manage the committees and the debates held within them. Furthermore, we encourage a global awareness and the
forming of opinions on key topics. Research must be rigorous and from legitimate sources as they will be challenged on the views they hold, but always in a respectful environment, using the language of parliamentary debate.
QWhat have you learnt from hosting MUN?
AI am always quite humbled by the creativity of ideas that students propose and thoroughly enjoy sitting in on the different committees and listening to how they would solve world problems, without the often limiting cynicism that we develop as we grow older. The atmosphere during conferences is always buzzing as old friendships formed at other conferences or the sports pitches are rekindled. The participation from other schools reminds us of differing perspectives beyond the Felsted Bubble.
Q How would you like to see MUN develop as time goes on?
AI would love us to become an MUN hub so we can regularly debate with other schools, either in person or virtually, making use of our Round Square membership. Another main goal is to welcome more state schools to our conference as MUN, which we have already started. Finally, I hope to evolve and adapt to what students want from the conference, rotating the committees to explore different areas of global concern and exploring options for trips, both domestically and internationally.
Q Why have you continued to run MUN in Felsted for however many years?
AI have been part of the MUN at Felsted since it was established in 2009. It is true that a lot of work is involved in running the club, taking trips to different schools and hosting our own conference and I do often wonder why I put myself through it all. But witnessing the enjoyment, growing knowledge, increasing confidence and maturing sense of geopolitics of our students is about as rewarding as it gets. You reap what you sow and harvest is always abundant.
School Poetry Competition
– BY ELLIE D, YR 13 –
To celebrate National Poetry Day, the Library encouraged pupils and staff to showcase their creative writing talents in Felsted’s annual poetry competition. This year’s poignant theme of ‘Refuge’ inspired budding wordsmiths to craft verses that were not only emotionally evocative but also expressed a remarkable appreciation of language and imagery.
Entries to the competition ranged from heartfelt reflections on friendship as sources of refuge, to compelling pieces exploring issues such as displacement and refuge as a societal concern. The diversity of interpretations of the theme reaffirmed the values of compassion and empathy that lie at the core of Felsted’s community
I was intrigued to hear what compelled some of Felsted’s poets to write such inventive pieces. The winner of the junior school competition, IBK F (Year 10) said:
“For me, poetry is just an artistic form of expression, like dance, art, music – it’s just like that. Writing poetry is a bit like writing in a diary or a journal; it gives you time to think about events and can help process things. It’s almost like a diary or journal as well. In the process of writing my poem, I was just really thinking about everyday life, and how life can be a battlefield (but it can also be interpreted as a poem for war). I feel like everyone has a thing they can take ‘refuge’ in – people, places or objects. It serves as a way to keep each one of us grounded, that we can confide in during crazy times in our lives. That’s what poetry feels like for me.”
This is IBK’s poem:
Light in War
Run, run, run
Run from the recklessness of mankind
Run to the light, leaving everything behind Run, to find your Light in War
These conflicts faced in life
That physical, mental strife
That bane of existence, you recognize.
The poison that eats away
That overshadowing poison;
Twisted and strangling in the darkness
Those walls closing in,
Watch your back –Don’t breathe a sound
For fear that your battle comes back around
Refugees are what we are Refuge is what we seek.
It’s love, it’s war
It’s peace, it’s hatred
What I’ve learned from a lifetime
There is no “right time”
Take a peek,
And find, your Light in War.
They say:
‘Home is where the heart is’; No, make your heart, your home
Know what life’s worth living for
And find, your Light in War
A selection of the winning poems:
Refuge
Just another one, they said. Don’t look!
Only if he’s under. Dark covers, maroon.
Shadow in the doorway.
Ragged blankets, empty cartons, pizza boxes. Only the floor now. Home. Evicted from the bench. Rain, forever.
Cold, forever. All day, all night. Nothing. Cardboard lid “Seeking Human Kindness” No place to go.
Yes, shelter.
All gone, no space. Sorry. Come back next week.
Only when you’re clean. Sorry. Help me. Veins, too much fire, please no more. Sorry, no help.
Here’s a tent. Join the others. Blue, round dome. Home. Shelter, tent.
Nightfall, men, loud, drunk, No mercy. Relentless hyenas. Kick, spit, laugh, red. Blue flash. Ambulance. No, not for you. Sorry. Dark covers, maroon. Doorway, home.
How they looked so small and hopeful in your hands.
They lived on the windowsill for sometime
In this bare space
They watched
As I cooked eggs
And you sipping your tea
Cross-legged on the floor
Talking about how
We would someday be surrounded
By art and dogs and apricots
The sun on our skin, Somewhere beyond these four walls.
But I hope that they remember
This box haven
Was where we danced
To the crackling of the radio
The sounds of the Beatles Tumbling blindly
And making their way
Across our universe.
By Ellie D
PHOTO
Four of the Poetry Competition finalists (L–R): Mrs Melissa Cacace, Palak R, IBK F, Ellie D
If the entire world wages war
And your body’s bruised and sore
Seek refuge in my aid,
If the power-hungry monsters let you starve
And your entire fate is left to carve
Seek refuge in my shade,
If the discordance takes its toll
And it’s disrupting every goal
Seek refuge in my harmony,
If your supporters have inveighed
And your only protection is your blade
Seek refuge in my armoury,
If your victories begin to abate
And the opposition causes you to negate
Seek refuge in my strategy,
If the voices overcome you
And you fail to remember what is true
Seek refuge in my monology,
Seek Refuge in my Heart Refuge
If you disbelieve what you were taught And your endurance is close to naught
Seek refuge in my academy,
If your nightmares pull you far away
And your journey to the empyrean is underway
Seek refuge in my gravity,
If you wish to leave the past behind And discover a brand-new design
Seek refuge in my art,
If you protect fully out of altruism
And love with full enthusiasm
Seek refuge in my heart.
By Palak R
As a child I would seek the dark comfort of the wardrobe and wait for narnia
The tickle of fur Sweet smell of frivolity, redolence of cologne, essence of woodbine and whiskey
My fumes of fancy would take me away Whizz me to my concealed unconscious
My minds eye
To the vastness of depth of my beyond
To mesmerising mirages
Tales of sparkle and reverie
Where I was queen I was seen
I triumphed
By J. Miller
Teni F, Y 13, Exam Project, “Gatherings”
Memories of the Royal Visit
– BY ELLIE D, YR 13 –
HM the late Queen Elizabeth II and HRH the late Duke of Edinburgh visited Felsted School in 2014 to mark our 450th year.
It was a memorable day for all our pupils, staff and village community, who all had the opportunity to see the royal couple as they arrived by car and departed by royal helicopter.
Felsted Head, Chris Townsend, who was Deputy Head at the time, had full oversight on how the whole day was planned; “It was certainly a military operation to ensure it ran smoothly, but we were delighted with how the day went; there were so many little touches that one could talk about, but
the royal couple seemed to connect with so many of us on different levels; they spoke to our youngest Prep pupils who presented a tableau of Felsted through the ages, as well as our Senior students who showed them displays of Felsted activities. Prince Philip was particularly interested in our pupils who were taking part in the Duke of Edinburgh Award, and spoke at great length to them about their endeavours. The royal couple were very relaxed, informal and absolutely lovely.”
The Royal Visit was separated into two parts; the first was a private lunch, prepared by Felsted’s nervous but excited catering department; followed by a special assembly where Her Majesty unveiled two plaques. These plaques commemorated the 450th anniversary, and also the rebuilding of Follyfield boarding house.
Her Majesty and His Royal Highness, The Duke of Edinburgh, arrived at Felsted to glorious sunshine. They drove across The Front to be greeted by Felsted pupils and staff. Upon arrival at the Lord Riche Hall, which was opened by Princess Anne in 1989, the Royal couple were greeted by the National Anthem, played by Felsted’s Corps of Drums.
SPEECH D AY 2024
Speech Day was, as always, an opportunity to celebrate the school year, and to mark some of the incredible achievements of our students. It was also an opportunity to mark the end of the academic year. It has been a special year for us, as Felsted has marked its 460th anniversary, having been named the ‘TES Boarding School of the Year’ 12 months ago.
The day began at 9.45 am with the Speech Day Chapel Service, which is often an emotional time for the Leavers. Because of capacity in the Chapel, we were only able to welcome parents of those in the Upper Sixth or those singing in the Choir to join us for this part of the day. Refreshments were then served as families took their places in the marquee for the Prize Giving, which started at 11 am.
This year, the guest of honour was Alastair Macaulay, who returned to Felsted shortly after opening our new
Macaulay Performing Arts Studio. As a former pupil of the Prep and Senior (Deacon's House), Alastair shared many insights into how life was at Felsted back in a different time during his speech but he also spoke about his incredible life as the Dance and Theatre critic for some of the most prestigious publications here and in the USA.
We also heard from Chair of Governors, Mr Rob Brown, and from our two Heads of School, Norah L and Shesh A-J. With Norah having joined us in 2022 (Thorne and
Garnetts), and Shesh having started back in 2010 (FPS, Mont's and Windsor's), their reflections made for an interesting comparison. The Head also reflected on the year gone, and a few other things that were relevant to 4 July this year as well.
Once the Prize Giving and Speeches were over, everyone was invited to come and join the lunch party, which was based around the LRH courtyard and Bathurst Garden, before heading off for the summer holidays. For the Upper Sixth and their parents, the day finished with the Leavers’ Ball, this year being held at The Fennes.
PHOTOS
OPPOSITE PAGE
CLOCKWISE FROM TOP LEFT:
English writer and dance critic Alastair Macaulay during his speech; U6 boys on their way to Chapel; 2024-2025 Head Boy Tawana C with his family; Poppy H, Jemima L, Head Girl Nora L and Hannah B pose in their last Speech Day ever as students
ABOVE LEFT:
The Reverend Nigel Little during the Chapel Service
LEFT:
Alastair Macaulay presenting Noah R with a prize
Alice H, Yr 13, Personal Investigation, “Environment”
respects
SUSTAINABILITY AT FELSTED
– BY MISS N THOMPSON –
As Felsted continues on its journey of sustainability, we are always looking at where we can make improvements. The key to a whole school approach is through the 4 C’s - Culture, Community, Curriculum and Campus.
Felsted is a community and everyone has a voice or a chance to make a difference. This means we need to work with our children and support them as best as we can to make a difference.
Nia Thompson has been appointed as the first ever Head of Sustainability at Felsted School, with a remit to drive forward the school’s plan to become more environmentally friendly.
With a BSc in International Wildlife Biology from the University of South Wales, Nia began her career in education as an Assistant House Parent and Learning Assistant at Felsted. She also served as Pastoral Manager for the school’s successful International Summer School, which attracts hundreds of children every year aged 8 to 17 from all over the world.
CULTURE
includes embedding sustainability into the school ethos through education, events, raising awareness and teamwork. Changing the mindset of pupils, staff, parents and the community.
COMMUNITY
signifies the impact we have on our local area and how they impact us. Remembering to be kind and to look after our environment and peers.
CURRICULUM
we know that we learn about sustainability, climate change, biodiversity and the environment but we will look into how we can incorporate this into other subjects across the both schools.
CAMPUS
includes increasing our biodiversity through rewilding areas through wildflowers, bird boxes/baths, insect hotels and vegetable patches. We have already started but we can still do more...
As Head of Sustainability, Nia is working with pupils of all ages to implement the ‘Felsted for a Sustainable Future’ plan launched in January 2023 – a raft of initiatives in addition to those already in action throughout the school to reduce waste, promote sustainability and encourage the ecosystem to flourish.
“It is so important to care for our environment and ensure its sustainability for future generations,” Nia comments.
“It is a real joy to work with Felsted pupils – they have such a passion for protecting our planet and throw themselves into every green initiative we run at the school, from litter-picking to raising awareness of energy saving and preserving habitats for local flora and fauna to flourish.”
Felsted School recently won Boarding School of the Year 2023 at the TES Schools Awards in June, with the judges commenting; ‘We were impressed by the way topics such as sustainability were woven right through the school and not just stand-alone programmes or initiatives’.
Head of Felsted School, Chris Townsend commented; “Nia has been instrumental in helping to drive Felsted’s sustainability pledge and ingraining better sustainable habits into not just the children’s way of thinking, but also involving the whole Felsted community in a joint effort”.
Sustainability SPOTLIGHT
As part of our Whole School Sustainability efforts, we have celebrated this year the hard work and commitments of our staff to this cause.
WORKS DEPARTMENT
Across our school, the Works Department has been working hard on helping to make physical changes to our buildings, including replacing fluorescent lighting with LED fittings to reduce electrical consumption and they have been instrumental in replacing oil fired boilers with more energyefficient gas-fired alternatives where possible - more replacements are planned for the future too.
Some heating system controls have been upgraded to include external temperature compensators which help reduce reliance on fossil-fueled heating, and the installation of
PHOTOS
LEFT: Miss Nia Thompson
ABOVE: The Senior School’s Works Department
BELOW: The Senior School’s Catering Department
OVERLEAF:
Sustainability resources produced by Felsted School’s Marketing Department
energy-efficient double glazing (to replace single-glazed windows) means we are able to retain more heat inside our buildings. They have also reviewed boiler plant room insulation and replaced it where it was needed.
They are currently investigating the feasibility of the provision of green energy solutions which will help reduce our site-wide electrical consumption (namely installing roof-mounted Solar PV arrays) and they are working across the sectors to encourage recycling amongst departmental waste streams.
THE CATERING TEAM
Our Catering teams have been working on reducing as much food waste as possible and when there is waste, taking part in food waste recycling. Alongside this, the team have been working closely with pupils to inform and raise awareness of the climatic effects of food waste. Head of Catering, René,
explains the importance of their efforts, “Getting the food right is fundamental to reducing waste. We have managed to do so by listening closely to the food committee. Their feedback has been very helpful. We have achieved this by continually reviewing our menus and monitoring the portion sizes and the kitchen food production.
“Every week, our wastage figures are also shown on the display board so that pupils are aware of the volume of food waste.” René added.
The Catering department source their ingredients from as many local suppliers as possible. This currently gives them an average of 18.3 miles per supplier over the whole supply chain.
MARKETING AND ADMISSIONS TEAMS
The Marketing and Admissions departments have joined forces to work on their sustainable initiatives. They both are conscientiously working on reducing print stock by digitising as much information as possible to be found on the school’s website.
They use sustainable merchandise such as seed bombs, recycled pens, reusable tote bags and wooden rulers. Head of Admissions, Gemma Kilby, explains the importance behind what they do; “Our pledge for sustainability is woven into every step of the admissions journey. With travel remaining an essential part of overseas pupil recruitment, our International Admissions and Global Education departments are exploring more sustainable options for overseas travel Our prospectuses are personalised and digitised, only being printed on request, so nothing is wasted if content is updated. A few years ago we partnered with OneTribe, meaning that a percentage of the transaction fee from each new Admissions registration is donated to protecting trees in the Amazon rainforest. Each registration equates to 500 trees and so far we have protected over 150,000 trees. We have also significantly reduced the amount of printing within the office, with much of our admissions paperwork, including our induction packs and offer letters, now sent digitally.”
They have also been working hard on reducing their energy by turning off lights, computers and other electrical items when not in use.
Both teams encourage and promote the wonderful eco activities our pupils and staff carry out to help raise awareness and encourage change.
Not only that, but they have been working on reducing snack packaging waste and recycling of cardboard and plastics! Head of Prep Catering Jo says, “As a team, we are passionate about reducing and recycling. Our food waste is collected by our waste management company and is sent to the Biogen food waste facility in Halstead which turns food waste into renewable energy.
“We have separate bins in our kitchens to maximise our recycling capabilities: general waste, food waste and recycling. We work with our suppliers to reduce the amount of packaging we have coming into our kitchen and work with businesses that are as passionate as Felsted regarding reducing and recycling.”
Director of Marketing, Jack Dougherty, says;
“We are keen to do as much as possible to future-proof the Felsted brand and make it more sustainable. In 2023 we launched our #GrowWithFelsted advertising campaign, a creative and fun concept that intertwines several of the school’s most important key messages. In both style and content, it sums up Felsted’s commitment to providing every pupil with the space, the support, the freedom and the nutrients they need to flourish during their years with us. At the same time, the approach shows that we also take very seriously our responsibility to ensure that our natural world flourishes long into the future too, for the benefit of the generations we are educating today.”
Alex S, Yr 13, Personal Investigation, “Psychology”
INCLUSION
AT FELSTED
March is ‘Women’s History Month’ and within this, International Women’s Day on 8 March. This year’s theme was #InspireInclusion, where we were encouraged to celebrate women’s achievement and raise awareness about discrimination.
During the Second World War, the daughters of Felsted Prep Head at the time, Mr Andrew Telfer, attended Felsted; eldest daughter, Anne (became Anne Wilson) joined Felsted Prep from 1940-41, and younger daughter, Mary (now Mary Smalman-Smith) joined from 1943-46. They were the very first girls at the school, although the first official intake wasn't until 1970.
In the Autumn Term of 1970, the first 11 girls were admitted into the Sixth Form by Head Tony Eggleston and this was the start of Felsted becoming a coeducational school.
Since 1970, Felsted has become a fully co-educational school, with over 35 nationalities represented.
The EDI (Equity, Diversity & Inclusion) Committee ran a survey asking pupils 'Which woman has most inspired you and why?'.
Here are some of the responses:
“Greta Thunberg for her fight to save the planet and our future”
“Emmeline Pankhurst because she stood up for what she believed in”
“Serena Williams because every time she got injured she came back stronger”
“Rosa Parks for showing great resilience, strength and independence”
“Malala Yousafzai – she has shown such courage and integrity when facing such discrimination because she was a woman”
“Angela Merkel because she was one of the most influential women in the world. She was often criticised by Germans at the time, but once she left her position many remembered her fondly. She showed great courage in challenging times, especially in the face of insular attitudes. As the first female Chancellor, she is a role model for those around the world looking towards women in politics”
“Rosa Parks because of her resilience and courage to stand up against racism”
“Greta Thunberg inspires me because she cares about the planet and she is constantly fighting for everyone’s views and opinions. She is a voice for the younger generation that we can sympathise with as she is someone our age. She was also inspiring because she was the first girl our age I saw on TV fighting for climate change that passionately”
“Katalin Kariko – Hungarian scientist and new Nobel Prize winner for developing the Covid vaccine”
HOME COMFORTS
Making sure our pupils feel at home at Felsted is truly a team effort. Of course, the Houseparents and their team responsible for eleven on-campus houses are adept at helping boarders from all over the world to bond with each other and create that all-important cosy family atmosphere, but this would be completely impossible to achieve without the support of a vast number of operational staff, who work literally day and night to provide our pupils with the home comforts that make boarding school life so much easier.
Our Works and Maintenance teams, for example, are constantly freshening up the boarding housesas well as all the other buildings on our prep and senior campuses, which is no mean feat as many are quite historic. Our pupils say they enjoy walking in the footsteps of Felstedians from five centuries ago and this can only happen thanks to the tireless efforts of the Grounds staff who keep the paths clear and the shrubbery well-tended, not to mention making sure the playing fields and the hallowed best cricket pitch – The Front – are in tip-top condition.
Similarly, making sure the interior of every school building is spotless is the role of an army of Domestic staff, who keep our school to the same standard of cleanliness as our pupils would find at home. These hard working staff members make an early start every morning, because in a school as old as Felsted, there is never a shortage of polishing to be done and the shiny wooden floor in the cavernous Lord Riche Hall –where pupils eat three times a day – takes a great deal of effort. The food, too, is carefully thought out and draws on international cuisines as a matter of course, without fanfare. Our committed in-house Caterers source fresh, local ingredients and they also work hard to present authentic dishes that are a reminder of familiar family meals for many of our International boarders from over 35 countries, while at the same time educating others in new flavours.
The houses are always well stocked with snacks - just one of the many reasons why our boarders are so fond of our team of Matrons! But keeping a ready supply of muffins and yoghurts is the least of our Matrons’ duties. Whether it’s locating a missing cricket bat, patching up a scraped knee, sewing on a loose nametape, or often providing words of encouragement or some friendly advice, Matron is the one our boarders invariably turn to.
Any equipment or clothing that has in fact gone missing can easily be replaced by visiting the tailor’s shop, conveniently situated oncampus. Hugely experienced staff in the tailor’s shop can accurately gauge the shirt size of a pupil just by looking at them, and somehow manage to keep track of the enormous number of uniform items required by pupils in every year group of the school. From bookbags for the new starters in Reception, to the array of school ties and badges that denote the various roles of responsibility in the senior school, their knowledge is encyclopaedic.
Medical supplies are among the most urgent of the stewards’ deliveries and Felsted’s medical centre is open 24 hours a day whenever there are pupils on-site, which is the vast majority of the year. Highly qualified and experienced nursing staff make sure our pupils are well cared for should they fall ill while at school and also make the decision to transfer a patient to hospital for treatment or home for recuperation if need be. An army of firstaiders are ready for action in the event of a medical emergency and work hard to keep their knowledge and skills up to date.
PHOTOS
The stewards team ensure that, every day, the right equipment is delivered to the right place
OPPOSITE:
The catering team at the Prep School
Keeping a school of over a thousand pupils running like a well-oiled machine just would not be possible without the transport team and stewards. Felsted operates a fleet of school minibuses that whisks day pupils to and from school across the region, from as far afield as London and Cambridge. At the start and end of terms and exeat weekends too, all the major local airports are added to our friendly drivers’ routes as international boarders journey home and back again. Within the school, it’s the team of efficient stewards who take delivery of items of necessary educational equipment and make sure they reach the right departments on the Prep and Senior campuses. They also make sure letters and parcels from homes across the world are swiftly in the hands of their recipients in the boarding houses, ready to make someone’s day.
Felsted’s operational staff members are an integral part of our school community, and many are local residents with a long family tradition of Felsted employment. They bring the warmth, comfort and care that helps us to provide an award-winning boarding experience for so many young people from around the globe, and this in turn allows our pupils to focus on making the most of their education. Wherever they may come from, one thing is sure, Felsted very quickly feels like home.
Interview with Mr Masters
– BY JACK H, YR 11 –
Mr Masters is a personality embedded in the Felsted community and has been a part of the family since 2016, having previously taught at Bradfield College. Following his senior school education, Mr Masters earnt a degree in Theology from Durham University while simultaneously acting, directing and producing in Durham Student Theatre, and playing and coaching hockey. Thus, ‘The Felstedian’ wanted to know Mr Masters’ views on the development of education, particularly the effect of mental health, information about himself as well as constructive advice for all.
AQMr Masters, what do you find so interesting/exciting about education?
I find helping teenagers navigate the turbulence of teenage life really interesting and fulfilling. Seeing young people come into Year 9, sometimes finding life as a teenager quite difficult and school life not necessarily always immediately enjoyable, and helping them, is very rewarding. I like seeing them develop their enjoyment of it, and particularly in learning how to navigate the challenges that are thrown at them; determination, resilience and versatility are such key skills in life. So when they leave at the end of the Sixth Form, they are more confident, self-reliant and empathetic people, who are ready to flourish in life after school. Therefore, for me, all-round education supports young people in successfully moving from dependent to independent human beings.
Q What do you think about the boarding schools approach?
AI’m really passionate about boarding; I think that for lots of children, although maybe not all, boarding is a really good thing, particularly in the Sixth Form. As you grow through Years 7, 8 and 9 that’s a good time to start boarding; it can aid in achieving a really fulfilling experience in Years 10, 11 and particularly Sixth Form. I feel it gives you a lot of opportunity to develop independence and get stuck into a broad range of different activities at school, in the day time but also in the
“I find helping teenagers navigate the turbulence of teenage life really interesting and fulfilling.”
evenings and at the weekends. I think boarding is great, and it complements the development of the teenage brain.
Bettina Hohnen (author of The Incredible Teenage Brain) was here at Felsted recently, talking about the development of the teenage brain; boarding schools can support teenagers as they explore life as a teenager, going from dependent children, looking to others for guidance, all the way to Sixth Form where they are more able to look after themselves and indeed empathetically support other pupils, and mentor those younger than themselves. I think that it gives the opportunity for an all-round or
“I believe boarding pushes people, positively and supportively, outside of their comfort zones.”
character education, arguably more than day schools, who aren’t so well placed to provide this to the same extent, and I believe boarding pushes people, positively and supportively, outside of their comfort zones.
Q What advice would you give to parents considering enrolling their children at Felsted?
AI meet quite a lot of prospective families, both from the UK and Overseas. What I always say to them is to come and spend some time at Felsted, half a day or sometimes more, to really get to know the school, talk to staff and particularly talk to a range of pupils to get a sense of what it feels like. They can do all the checks on the website but time at Felsted allows prospective parents and children to get under the skin of the school and get a real feel if it is the right school for them, if it is where they will flourish.
Q What subjects do you teach?
A Through most of my teaching career I have taught Ethics and alongside that a bit of Philosophy and Theology, all under the general heading of Religious Studies. From time to time I have taught PSHE, which sits alongside
RS pretty well. I am also a hockey coach, I have been an officer in CCF, coached shooting, led DofE expeditions and directed Drama productions. So I have previously contributed in a range of areas of school life but when you’re Deputy Head your focus is on working with colleagues to ensure the school is well run, and with the SLT, Head and Governors to ensure the sustainability and future success of the school.
Q I see that you studied theology. What interested you so much about that subject?
AI studied Religious Studies, English Literature and Maths at A level and throughout the course of my Sixth Form experience I became more and more interested in literature, the texts of Christianity, the Bible, the New Testament and particularly the synoptic Gospels. That definitely captured my interest and I found its relationship with Christian Ethics really interesting, so I went to university to study Theology. I actually ended up writing my dissertation on analysing and evaluating the theological arguments for vegetarianism, which for me, having grown up on a farm, was stepping quite far outside of my comfort zone; the idea of being a vegetarian was quite shocking to my step-father!
QWhat advice would you give to your younger self?
AAs a teenager I was quite keen to be doing the right thing and possibly to be seen to be doing the right thing. In terms of contribution to school, I feel it is important to achieve balance; to have fun, to enjoy yourself in the moment and to seize opportunities for what they are, as well as being ambitious and focused on what is going to help you, as well as others in the wider community,
“I feel it is important to achieve balance; to have fun, to enjoy yourself in the moment and to seize opportunities… as well as being ambitious.”
in the future. Of course exam results are important, and achievements more generally are important, but ultimately I believe that what you need to do is enjoy life as it transpires otherwise it can end up being quite stressful. Aspiration and ambition are important but should be tempered and not cause too much stress. Society today is coming to the realisation that to be overstressed is not a healthy position to be in and it takes some people a long time to work that out.
QWhat do you think are the biggest challenges facing education right now?
AI would argue that mental health is a big challenge for us.
I worry about how much time children are missing from education, particularly as a result of the pandemic and there is a potential correlation with decline in mental health and increased anxiety. I think that it’s an area that is really challenging and we can see evidence of that here at Felsted; I am therefore very grateful that we created the Wellbeing Centre to support pupils and to encourage the development of self awareness and the ability to manage and regulate your emotions effectively, none of which is easy, of course.
I would also argue we are at a kind of exciting - or worrying - juncture in history with the arrival of AI and there is likely to be a lot to grasp in education in the coming years. We are not going to
need people to carry out roles in the workplace in the same way because we can just get AI to, for example, write pieces that would take many people many hours compared to AI taking perhaps minutes or even seconds. So it’s quite a challenge because we still want to make sure that children enjoy their education and experience, and we still want to make sure that they also benefit from it, but how much does it need to be about knowledge and how much about skills? And what’s the right relationship and balance between those two? We don’t want to lose the idea of knowledge being beneficial but also we want to try and embrace the opportunities for children to develop relevant skills for their future. Ultimately, of course, knowing how to learn, developing the skill of selfdirected learning and embracing ongoing learning throughout your life is key.
“Mental
health and AI are two of the biggest challenges facing education right now. We want to make sure that children enjoy their education and experience, and we still want to make sure that they also benefit from it.”
QCould you think of anything that can aid children and mental health?
AOne thing that I have thought for quite a few years is: we are helping children develop as versatile human beings through a broad range of challenging experiences. I believe the opportunity to participate in boarding, sport, music, drama, CCF, DofE and many other activities aids in the development of broad, resilient and empathetic human beings who have diverse yet complementary skills. Thus going out into the world, they have experienced challenges, and if, say, they get to the age of 25, find an obstacle or perhaps even lose their job, it gives them the confidence and skills to be able to meet the challenge and do something different, because they have practised and developed that range of skills. For me it’s also a really interesting area for us to work out what those skills need to be in the 21st century but the versatility and broad range of them is the absolute key and I think boarding schools are excellent at that.
PHOTO
Mr Masters with his wife, Elizabeth, and two of their children, Harry and Beatrice
SCHOOL PREFECTS
Shesh A-J Head of School
Norah L Head of School
Guy M-J Deputy Head of School
Martha M Deputy Head of School
Monty C Deputy Head of School
Poppy H Deputy Head of School
Chloe C Team Leader Emily S Team Leader
Fraser W Team Leader
Hannah B Team Leader
Toby S Team Leader
Niamh W Team Leader
Abbie C Alex T-A
Alexander E Amalee W
Charles P
Claudia M Danielle F Ellie D Emma-Luise S
Ethan LC Eva-Maria V Gledja B Grace P
Irma P Isabel W
Jemima L
2023–2024
Jessica S Joseph H Josh T Joshua B Kaylea C
Kimberley R Luise B
Madeleine A
Martha L Mason W-H Matilda S Max W
Michaela H Mira K Natalie O-T Olyfer F Oscar T Peter S Rory C
Marcus W Margot S
Sienna T Sofia A Spencer T Teniola F Tom W Varvara B William C
GIVING DAY
Felsted's first ever Giving Day on 24 April 2024 raised over £115,000 (and counting), contributing towards increasing the number of transformational bursaries available to students.
Coinciding with Felsted’s 460th anniversary, the entire school community threw themselves into activities, events and challenges during a fun-packed 36 hours of fund-raising. Driven by an innovative digital platform, the generous gifts came from all areas of the Felsted community – including alumni, parents, staff and generous donors who contributed funds to match challenges - to help with the school’s goal to offer fullfee boarding support to an additional 10 Sixth Form boarders each and every year.
“From hula-hooping to bake sales, our pupils, staff, family and friends needed very little encouragement to enter into the spirit of Giving Day,” said Felsted’s Director of Development, Kate Love. “The funds raised as a result really will be life-changing, and we are very much looking forward to being able to widen our offer of these
transformational bursaries to many more Felsted pupils in the future, who I am sure will go on and do great things in the world as a result of the opportunity to access a Felsted education.”
Philanthropy is key to the Felsted ethos. Pupils of all ages lead and take part in fundraising activities benefiting good causes nationally and internationally, and also volunteer in the local community, including at Felsted’s Mission in the East End of London, where older students help out in the food bank and night shelter.
Our school is part of the local community, the national community and the international community, and we take an active role.
Fundraising and also giving our time and energy to support others and make a positive difference is very much a part of being a member of the Felsted community, whether as a pupil, parent or member of staff.
Alex T-A, Yr 13, Personal Investigation, “Baroque and Rococo”
Alex T-A, Yr 13, Personal Investigation, “Baroque and Rococo”
The Hague
Iceland
New York
Cadiz
Greece
“… and that’s why Geographers go to Iceland!”
Year 9 and 10 had an incredible experience travelling to Iceland over the Easter holidays.
The temperatures were low but spirits and enthusiasm levels were high!
As soon as they arrived in Iceland they were quickly reminded of how tectonically active this country is as they witnessed an erupting volcano as they journeyed from the airport to their hotel and even had to miss a site as gas levels were too dangerous to visit.
Day 2 started with a trip to the Secret Lagoon to learn about geothermal heated pools and of course they couldn't leave without some outdoor swimming. They also visited Thingvellir National Park, where the Icelandic parliament was first founded and also a great place to see how landscapes are created through tectonic movement. Gullfoss Falls was reported to be truly spectacular.
On Day 3 they had the incredible experience of climbing Sólheimajökull glacier which was also a great opportunity to recap Year 9 glacier knowledge as well as understand how climate change was severely impacting the retreat of the glacier. For many, this was a once-in-a-lifetime experience and for those who were a little daunted by the challenge there was a great sense of achievement! Next was the black sand beach where they learnt about how coastal processes help create this very unique place and how the lava cools to form the staggering basalt columns. Another real highlight of the trip was the Lava Show when students got to look at real flowing lava and learn about its geochemistry. Just when they thought their busy day was over, late at night, pupils were awoken to the Northern Lights for a very special photo opportunity.
Insert a link to video here
PHOTOS
Incredible ice formations at the Sólheimajökull glacier
OPPOSITE
TOP: Hiking the Sólheimajökull glacier
BOTTOM: On Day 3 pupils were awoken to the beautiful Northern Lights
Day 4 – the group visited two incredible waterfalls, one of which has been featured in a number of films and TV shows such as Game of Thrones. In the afternoon they visited a geothermal energy plant where we had a fascinating talk on the plate tectonics of Iceland and how geothermal energy can provide electricity and hot water for the majority of Icelanders, as well as how it is helping Iceland reduce carbon emissions. Pupils toured around the plant and were inspired for potential careers in Energy and STEM.
On their last day in Iceland the group visited the 4D cinema experience to 'flyover' Iceland to see some incredible film footage of the contrasting landscapes of Antarctica.
As we journeyed back to the UK we reflected on the incredible experience to see the geography we have been learning in the classroom in real life. The pupils should also get a 'shout-out' for how well they represented the school.
PHOTOS
RIGHT: Miss McCaughern defying the Icelandic cold
BELOW: The group posing in front of The Sun Voyager sculpture by Jón Gunnar Árnason
Classics Trip to Greece
– BY JASMINE W AND LOGAN C –
Over the October half term, we were lucky enough to travel around Greece on the Classics trip. As someone who didn’t study Classics for GCSE, I found it to be a great opportunity to enlighten myself on what I hadn’t learnt before in the classroom, and also introduce me to the world I was entering at A Level.
PHOTO
Tom W, Rory P and Leah D pretending to be frieze statues
.... on your marks, get set…
On the first day, we explored the famous Acropolis, visiting extraordinary sites such as the Temple of Athena Nike, the Theatre of Dionysus, and of course, the Parthenon. After eating a delicious lunch at a local Greek taverna, we headed to Delphi where we visited the Temple of Apollo, on Mount Parnassus, where the oracle was said to have foretold the future. Having seen the ocean en route, our next stop was Olympia which was the home of the Ancient Olympic Games. We saw the famous Stadion, which was the track they used hundreds of years ago and indeed even held our own sprint race. Better luck next year Mr Quinlan! Next we visited ‘the Parthenon of the Peloponnese’, the Temple of Apollo at Bassae and enjoyed the spectacular view of the mountains.
On the last day, we visited several ancient sites, including possibly the best theatre in the ancient world at Epidauros. Several students performed in the orchestra, and even a whisper can be heard at the top of the tiered seating.
One of the other highlights was Corinth. This was a very interesting place because it wasn’t as well-preserved as the structures on the Acropolis but it gave us a clue as to daily life since it is a whole town. It was quite fun for this reason as it was like piecing an ancient puzzle together. A good example of this was walking down the old roads and seeing the rows of structures that were clearly shops one day. It was also the place where the first letter of Paul to the Corinthians was delivered.
After five fully packed days and a midnight flight home, we now have a much better understanding of Ancient Greece. We were very grateful to Miss McLaren, Mr Quinlan and Mrs Clark for an amazing trip and we look forward to going to Rome next year!
PHOTOS
TOP: Ready, steady…..
ABOVE: Phoebe C, Hugo D, Jasmine W and Emily D enjoying an al fresco breakfast
OPPOSITE: Classic photo group in front of the Parthenon
MUN TRIP TO THE HAGUE
Felsted School took part in the Model United Nations of the International School in The Hague (MUNISH) from 3-5 November; a conference which welcomed over a thousand students from schools around the world for three days of resolutions, debates, and camaraderie through the lens of current issues.
Felsted took on the role of Albania with 12 students forming our delegation. Students took on various roles in different working bodies, including the General Assembly, the Security Council, the Environment Commission, the Special Conferences on Bridging the Divide to Unity and Equality, the Crisis
Committee, the Human Rights Council, and UNESCO.
Based on students' research into the issues from the perspective of Albania, delegates debated, proposed resolutions and amendments, and voted on the issues at hand, many of which addressed questions of particular
relevance to today's world, such as ongoing conflicts, the use of Artificial Intelligence, and the preservation of languages and historical monuments. Debate was often intense but always relied on our delegates' prior research, allowing them to make informed contributions.
PHOTOS
ABOVE: Were Edo M, Kilian K and Tawana C practising their shadow puppets skills?
OPPOSITE: Tom R presenting a resolution
Teni F, Yr 13, Personal Investigation, “Nostalgia”
Economics & Business Trip to New York
– BY JEMIMA L, YR 13 –
On Saturday 21 October, the Business and Economics students endured an 8 hour flight over to the bustling economic metropolis that is New York City. Along with the usual NY hotspots such as the Statue of Liberty, Times Square, and the Rockefeller Centre, where a panoramic view of the entirety of New York left most of us small-town students speechless, we also had the opportunity to visit the 9/11 memorial, which left us more educated to the context of the event and the personal stories behind it.
PHOTOS
OPPOSITE: Charlie’s resemblance to the Statue of Liberty was uncanny BELOW: Everyone seems to be listening very attentively to Noor in the heart of the city
As economics permeates almost every aspect of our lives, even walking around the city provided us with insight on the complexity of the subject and its importance, and partaking in activities that required us to run around the commercial giant that is ‘Macy’s’ made the trip simultaneously educational and enjoyable. Our visit to Wall Street not only entailed an informative live presentation of the market crash in 2008 by Mr Barrett and how the stock market affected this, but also afforded us the opportunity to (hopefully) become millionaires by touching the Bull of Wall Street.
Trips to Brooklyn and the famous ‘Gleason’s Gym (home of Ali & Tyson) via the Brooklyn Bridge and early morning runs through Central Park only elevated the excitement and enjoyment of the trip. Arguably the most valuable experience of this trip though was the visit to the international investment company, Cerberus. Here we were educated on the inner workings of the firm and had the opportunity to network with some of the employees about the development of their careers and their experiences working within a multinational company.
PHOTOS
ABOVE: Group photo in front of the Brooklyn Bridge BELOW: Making a new friend in NY!
Dani S, Yr 11, “Childhood”
CADIZ TRIP 2024
– BY S R F SÁNCHEZ DEL RÍO, HEAD OF SPANISH –
During 6 days at the end of the month of May, a group of 25 Year 9 Spanish students, accompanied by myself, Srta Torres and Srta Bermejo, travelled to Cadiz, in the South of Spain to complete an intensive Spanish course, with approximately 4 hours of language tuition each morning in small groups. In the afternoons there was a varied programme of cultural activities, including visits to the nearby city of El Puerto de Santa Maria and tours of Cadiz’s historical city centre. Other activities included a treasure hunt around the Old Town, a beginner’s surf course and a tapas evening in a famous local restaurant. Our students were accommodated with Spanish host families providing an insight into authentic Spanish life.
We chose Cadiz for its ideal geographical position (barely 90 minutes from Seville airport, which has direct flights to London Stansted), its interesting cultural life (away from the crowded touristic circuits, Cadiz has preserved much of its 19th century charm) and its size (130,000 inhabitants approximately). All of these factors make it ideal for a course of this sort, during which students’ safety is paramount. This trip was aimed at students in Year 9 because, as they were by then making their decision about continuing with their Spanish studies to GCSE, it would enable them to gain confidence and fluency, and it could also boost their confidence and enthusiasm for the Spanish language. It was a very enjoyable opportunity for them to have first-hand experience of the real Spain, with a taste for its culture and daily life, and the quotes overleaf from students who took part in the trip prove it. We can't wait to start planning the next Cadiz Trip in 2025!
PHOTO
The group posing for a photo in front of La Caleta beach after completing the treasure hunt
I really enjoyed surfing in the sea. The lessons were good . The family I was staying with were very good at cooking and I enjoyed staying there. I enjoyed the shopping trip and found the tour of the old city interesting. Overall it was a positive experience “
PHOTOS
LEFT: The visit to a sherry winery in El Puerto de Santa María was an excellent cross-curricular experience
BELOW: A group photo taken at the end of the visit to the sherry bodega
OPPOSITE
TOP: The surfing course was everybody’s favourite activity
BOTTOM: Students posing on the last day of the trip, after completing the Spanish course. Some students can be seen proudly displaying their certificates
I enjoyed surfing and going to the shopping centre, staying with the host family was a very fun experience and I learned a lot of Spanish “
I loved the surfing. The food was also amazing. The tour and talk around the city was really interesting as well and I loved learning about the history and culture. I also think that the shopping mall was a great time spender. I loved the trip overall
“
I enjoyed surfing the most, trying to understand what our host family was saying was the most challenging for me and I know more about the Spanish culture and words now
Duke of Edinburgh’s Award
– BY TOBY S, YR 13 –
DofE is an amazing, all encompassing opportunity that Felsted School offers. It obviously teaches you outdoor-style skills, such as cooking on a trangia, putting up and sleeping in a tent, and map-reading and orientation skills, however, I have also found that in reality DofE teaches you far more than that.
DofE persuades you to embrace the outdoors, loving the time you get as an escape from reality and as such valuing the natural world so much more. Additionally, DofE leads you to become more independent, learn a new skill, keep up your physical fitness and help develop your leadership potential. It does this through the Expedition, Volunteering, Physical and Skills sections, which you must participate in weekly over a certain period of time, depending on which level you are completing. I have trained to become a Level One Hockey Umpire enabling me to help to give back to my local hockey club through volunteering to umpire and coach the juniors. I also regularly contribute online to a scientific database helping to map
wildlife in Kenya’s reserves which is a topic I am passionate about; I have an offer from Exeter University to study Conservation Biology. For a skill I have always worked at my musicianship and was delighted to gain my Grade 8 in the saxophone for my Gold DofE skill component. That said, the experience has encouraged me to try new skills and embrace learning new things; I have recently tried cooking!
There are three levels of DofE, and whilst I would recommend starting at Bronze just because the experiences all levels give you are invaluable, you can enter the scheme at any level. Whilst completing my Gold practice expedition, I was with people in my expedition group who had no experience of camping but enjoyed
every minute of it for the first time. I also worked in a group of pupils from different countries and backgrounds which was a real eye-opener to see the British landscape through a different cultural lens. Highlights of completing my Gold Award though definitely have to be my Residential trip to the FSC at Slapton Ley and my Gold assessed expedition walking to the coastal path in the North York Moors.
Joining and working my way through the tiers of DofE continues to be one of the best experiences and choices I have ever made at Felsted and I would strongly suggest it to everyone, no matter what experience you have. It definitely has helped to develop my character and has provided me with many skills for life beyond school.
PHOTO
Toby S, 3rd from the left, with other fellow expeditioners
CCF
24 HOUR EXERCISE
Providing opportunities for adventure and challenge, as well as the skills of leadership and team-working, the Combined Cadet Force (CCF) has been an important element of Felsted life for more than 150 years.
The CCF also offers opportunities for its members to learn the important quality of self reflection, with pupils encouraged to evaluate their own strengths and weaknesses through a range of activities and tasks. Among these activities, one of the most notable ones this year was the 24 hour exercise that took place in Colchester.
On 28 September, Felsted School CCF travelled to Cherry Tree Camp in Colchester to begin their 24 hour exercise. After they finished up with all their admin and ate their packed lunches they set out onto the training area. The recruit cadre (Year 10 and new Year 12s) spent the afternoon on a rotation of lessons which had been planned and executed by the Year 12 SNCOs. The lessons consisted of camouflage and concealment, basha (tarpaulin shelter) building, how and why things are seen, hand signals and
obstacle crossing with and without a weapon system. All lessons were taught passionately which kept the recruit cadre fully engaged throughout the day. As the sun set they cooked their military rations and were then taught a lesson about vision and noise at night by Major Palmer and Cadet RSM Oly F. They then used this knowledge on a night navigation task, in which they attempted to sneak up on enemy (Year 12) positions.
The JNCOs, on the other side of the training area, spent the day learning and revising their advanced fieldcraft skills, such as giving fire commands and learning tactics for section attacks. Their evening consisted of setting up a camp and eating their rations before setting off on a mission under the cover of darkness to spy on an enemy camp and gather vital information about them. The rest of the evening was
spent winding down and then sleeping under a basha (or trying to!). After having a light spot of rain overnight the JNCOs awoke with energy, packed up camp, loaded magazines and set off back to Cherry Tree Camp. On their way back, they heard that there was an enemy position in the area. Led by Cadet Cpl Rory C they patrolled the area before coming under enemy fire. After clearing multiple enemy positions they regrouped and joined the rest of the contingent in time for the awarding of promotions.
Aidan P was promoted to Cadet SSgt and both Monty C and Ethan L were promoted to Cadet CSM.
Congratulations from The Felstedian to all of them.
Elsa L, Yr 13, Personal Investigation, “Anthropology”
fun
Felsted BAKE OFF THE FINAL
– BY MS D GUERRERO –
BELOW:
OPPOSITE
For the final we were lucky to have Felsted Commis Chef, Caroline Marazzi, who is also the owner and creator of delicious sourdough breads and pastries at The Little Artisan Bakery, Sparlings Farm, Felsted.
Caroline said “What an absolute pleasure being invited to judge this year’s Bake Off. The level of skill, teamwork and creativity was heartwarming and inspiring. The students' tenacity and problem solving skills was impressive under the pressure of being in the final. ”
PHOTOS
ABOVE: Charlie K and Harrison W, from Elwyn’s, listen attentively to Mrs Guerrero’s instructions
Emma F and Bella D, from Manor
BOTTOM LEFT: Margi S and Lorena B, from Thorne
RIGHT: The proud winners, George C and Kabir S from Mont’s
THE BRIEF
A two-tiered cake containing a vegetable as one of the ingredients
THE CONTESTANTS
Manor - Emma F & Bella D; Mont’s - Kabir S & George C; Elwyn’s - Charlie K & Harrison W, and Thorne - Lorena B & Margi S
THE JUDGES
Mr Townsend, Mrs Donaldson, Caroline Marazzi
THE CAKES
Carrot, spiced pumpkin, courgette and chocolate, beetroot and chocolate
The cakes were all absolutely delicious and it was a tough decision, but the winners were George C and Kabir S of Mont’s, for their spiced pumpkin cake with a cream cheese and brown butter topping decorated with candied pumpkin and crushed pumpkin seeds.
Mr Townsend commented on the impressive quality of baking skills shown by the finalists this year.
George and Kabir were presented with their winner’s aprons by the Head and later on they received a prize, and the trophy for their house.
L6 Film Day
– BY PHOEBE H, YR 12 –
With so many new students joining the L6 this year, it was undoubtedly difficult to meet the new people in the year. The school, as a way of helping students get to know each other, organised a very exciting and successful ‘Film Day’ where the year was split into about 12 groups each consisting of students from 2 or 3 different Houses. We were lucky enough to have representatives from the Young Film Academy come to talk to us about what makes an effective and engaging film and we soon got to work using iPads to create a short 3-shot film on the theme of ‘theft’.
The groups all worked together well and no one film was the same, each with different ideas of ‘theft’ from ‘love’ to biscuits from Linsells, to kidnapping!
Afterwards, we began to plan a longer film with up to 15 shots. For our group, it wasn’t going as smoothly as the other films and after a character and costume change in the middle of filming, we came back from lunch and realised our film was never any good in the first place. We then came together as a team and started brainstorming new ideas. With 40 minutes to go before the deadline, we began re-filming and, with the much-needed assistance of Charlie (one of the representatives), we had finished the film and edited it within 30 minutes. This shows the strong teamwork and determination that this day had taught us.
Through the Film Day we were not only able to spend time with new students but also peers we don’t usually talk to much due to subject choices, and I, along with many others, felt this day was a valuable one in forming new friendships, and even just getting to know each other better. However, the most important thing we learnt were the values of teamwork and tenacity.
PHOTOS
“Lights, camera, action!”…
The Film Day provided L6 students with the opportunity to develop teamwork skills
OPPOSITE:
Aayan J, Arthur M-B and Kilian K looking the part!
Year 9’s One Day
FILM SCHOOL
PHOTOS
Manuela K and Abi P – two actors in the making
OPPOSITE
TOP: Charlie K, Thomas F, Thomas C and Harrison B practising their filmmaking skills
BOTTOM: Drama unfolding in the school’s corridors!
Our Year 9s put their filmmaking skills to the test with the One Day Film School.
In the morning, they learnt the essentials:
● Film History - from the early days of film to the latest in special effects.
● Fight Choreography - analysing James Bond/Indiana Jones fight scenes... and filming their own screen punch.
● Camera - learning to use an iPad like a pro, tips and tricks to avoid common mistakes, making a practice 3 Shot Film about a theft.
● Screenwriting - discovering 3 key things every good script needs, how to tell a great story, create memorable characters... and make us care.
In the afternoon, pupils took the '10 Shot Challenge': creating a short film (two minutes, max) based on a classic narrative (e.g. ‘Someone is kidnapped, an attempted rescue’) for premiering at the end of the day. Pupils self-allocated a role within their film crew (writer,
director, producer, screenwriter, actors). Most adverts take several months to make, so the challenge of making a successful short film in just 90 minutes can be daunting. However, the groups gelled exceptionally well, showed great leadership and teamwork, and no-one missed the deadline.
Their final task was to introduce their film, just like at the Cannes film festival, and give it a poster tagline (e.g. ‘In space no-one can hear you scream’). Then it was time for the VIP judges (Melanie Donaldson and Young Film Academy representatives) to take their seats and decide which would win the ultimate prize: the Best Picture Oscar…
The standard was very high, so it was a tough decision... The Best Picture Oscar
was awarded to ‘Lord of the Keys’. It told an engaging, entertaining story which was technically superb; the judges were particularly impressed by the excellent performances and high standard of camerawork, editing and sound design. Will we be seeing the winning team at the (real) Oscars some day?
“Please sir, can I have some
Felsted Performs OLIVER!
The Senior School Production of Oliver! in 2023 featured performers from Year 5 to Year 13, in the biggest production Felsted has seen in many years.
The talent, dedication and enthusiasm that the whole cast and crew displayed over their six performances was truly inspiring.
It was also wonderful to see so many families, current students and staff, and Old Felstedians supporting the cast and crew.
more?”
On the next pages you will read what being a part of the production of Oliver! has meant to the students
PHOTO Ariane J in her role as Nancy
“I played Oliver in the play, and it being with mixed year groups meant that I was able to meet different people that I had never met before. It has been a very supportive environment through and through even until the last show. My favourite part of being in the play was being able to celebrate after performing and performing on stage. I have learnt a lot about how differently people can act as a character compared to real life. I would do this again of course.”
Zach O’D, Yr 9
“Consider yourself - one of us”
“This was my first play at Felsted and at first I felt very nervous but the other cast members have always been so welcoming and supportive to me. I have shied away from doing plays but I am glad I took part in Oliver!, since it gave me more belief in myself as a performer.”
Mia L, Yr 13
PHOTOS
TOP: Hannah P (centre, in red) during one of her mesmerising singing performances
BOTTOM: Oliver has been taken away from the dangers of the streets to his grandfather’s house
OPPOSITE
CLOCKWISE FROM TOP LEFT:
William B and Ava S provided some memorable comic moments; Ben L as Mr Bumble and Amelie L as the Widow Corney; Matilda S as Fagin; Anna S-O’B as Oliver; Alex T-A as Fagin; The orchestra consisted of top school musicians, like Tom W; William C as Bill Sikes; Joseph C as Oliver
“I have really enjoyed working with younger years since it gave me a better opportunity to get to know people from different year groups, singing as a whole Oliver! cast has been one of my highlights of being in the play. It has really helped me deal with nerves, this was so much fun and I’m sad that it is over. This has been a very interesting experience for me, since this is my first time playing a principal role, and no questions asked I would do this again.”
Will B, Yr 11
“What really made me love being in Oliver! was the unexpected friendships you make, and as well as the support from the staff I have received. Knowing that teachers understand the stress that we as sixth formers feel has made me able to manage school and the Play at the same time. I have no doubt gained much more confidence and will for sure do this again.”
Matilda S, Yr 13
“Being in a community was one of my favourite aspects of being in Oliver! and being in the play meant that there was an atmosphere where we all had fun; also that we could do what we love doing which is acting and performing. I have really indulged in the experience of being on stage and knowledge about acting that I have gained along the way. I would definitely do this again.”
Joe C, Yr 9
“I have not only enjoyed the acting part, but also the quality time I get to spend with the cast and crew. Through Oliver!, I have gained knowledge on the struggles that actors face and how to deal with them. I would definitely do this again if I could.”
Henry F, Yr 11
“What I loved about being in Oliver! is working with like minded people and exploring new ideas, I have never played a villain before so this has broadened my acting skills. I hope I have left my mark in the Drama department, what I have learnt is to take on criticism and use it as an advantage. I will miss this since this is my last year and last show at Felsted. Would I do this again anytime? Yes.”
Will C, Yr 13
PHOTOS
“Being part of the hair and makeup crew has made me feel very stressful and yet entertained, it made me feel alive and energetic. The atmosphere not only on stage but as well as backstage felt very chaotic but friendly, it was a very healthy environment for both cast and crew to be in.”
Mia C, Yr 10
ABOVE: The music scenes were spectacularly choreographed
INSET: Olivia R as Nancy
BELOW: The tech crew getting recognition from the audience and cast members.
In black (L–R): Phoebe Y, Leah I, Evie T, Jack H, George B, Nikhil S, Toby W, Felix S-O’B, George N, Theo T, Thomas C
SWING INTO SPRING 2024
170 young musicians from Years 5-13 performed a brilliant concert including Orchestra, Steel Bands, Choirs and Jazz Bands. Music from film and TV filled the LRH and the audience fully appreciated the high standard of performance on show.
The concert really showed off what is best about Felsted with pupils from both schools performing together and inspiring each other.
The talent and enjoyment were clearly evident and the value of collaborative music performance was clear to see.
POLITICS TRIP TO WESTMINSTER
– BY MR B MAUDE-BARKER, HEAD OF POLITICS –
Early February. A departure time of 7.00 am, although not popular, allowed the Felsted contingent to arrive in time to proceed through the tight security and by 9.30 am we had arrived inside the House of Commons. The sense of occasion engendered by the famous green benches was clear, as students looked around the chamber - so familiar from the usual angle of the TV cameras - with amazement. Surely this room, comfortably smaller than the Palmer Sports Hall, could not fit all 650 elected representatives of the British voters?
Our tour of Parliament took in many of the ceremonial rooms which adjoin the two chambers. Portraits of famous scenes in British history were noted. Elizabeth I there to your right, dispatching Walter Raleigh on his voyage of colonisation to Virginia, oh, and is that Lord John Russell speaking passionately for the expansion of liberty and the vote?
PHOTO
The Politics students posing with a certain reality TV celebrity
The slightly shabby demeanour of the House of Commons contrasted sharply to the House of Lords. One student noted that ‘it’s like being in Dubai with all the gold’. Imperial grandeur notwithstanding, students were interested to note that the voting lobbies are named as ‘content’ and ‘not content’ as opposed to the Yes/No dichotomy of the Commons. ‘Sir, does this reinforce the role of the Lords as an amending chamber, lacking the democratic legitimacy of the Commons?’ Now the Felstedians were beginning to warm up… Our tour guide looked at me with panic as the questions fired at him became increasingly challenging. We needed to clear out in time for Prime Minister's Questions, regularly held at 12.00 each Wednesday. Some celebrity sightings were made. Matt Hancock who was once on I’m
a Celebrity, Get Me Out of Here was kind enough to pose for a picture with our students. Suella Braverman was spotted hurrying in, towards her place on the backbenches. Of far more interest however was Mark Eastwood, MP for Dewsbury. Kind enough to give 20 minutes of his time to speak with us, he outlined his views on the role of an MP in representing their constituents, and discussed his own free market ideology and the future of Russia-NATO relations. A Conservative MP in a traditional Labour heartland, he explained how his own story, which included some real challenges as a young man, led him to believe in the power of community. After speaking with him, our students were clear in the importance of charisma and determination to the success of a politician.
After the students had enjoyed a cheeky Nando’s for lunch, we returned to the House of Commons to watch a debate. After the heated and emotional scenes that day at PMQs, which saw Rishi Sunak roundly criticised for his perceived lack of sensitivity towards Esther Ghey, we were in the very same public gallery that she had sat in mere hours before. The Local Government Expenditure Select Committee report failed to raise temperatures quite so much, and if there is one main takeaway from the experience it is that MPs, much like teenagers, spend far too much time on their phones.
The trip was rounded off by some excellent musical selections for the drive back to school, and a genuine sense of increased connection to the topics we are studying.
Elsa L, Yr 13, Personal Investigation, “Anthropology”
Sports Day 2024
The 3rd of July saw the celebration of the Senior School’s End of Year Sports Day. Rain and slightly low temperatures also wanted to participate this year but they didn’t deter young Felstedians from enjoying a day of fun and camaraderie in what is already a classic of the school calendar.
Both the track and field events were very well attended, and there were lots of smiles, support from the sidelines and plenty of effort from all, both staff and students. The athletics events were followed by the always exciting interhouse Tug of War competition and the day concluded with the Barker, Furze, Edmondson & Ross Relays. All the events were an epitome of the resilience and teamwork spirit that defines the Felsted student.
BOTTOM: The Tug
OPPOSITE FAR LEFT: A very British summer
PHOTOS
TOP (L-R): George N, Harrison B and Theo T love Sports Day; On your marks, get set, go!
MIDDLE (L-R): Sports Day promotes equality between boys and girls; Teachers also enjoy Sports Day – Miss Wild and Mr White showing off their football skills! Mr and Mrs Masters watching Sports Day in style
of War is a demonstration of resilience and teamwork
MINI SAGA COMPETITION SPRING 2024 –
(5 words)
BY MS N HOWORTH, SCHOOL LIBRARIAN –
In the Spring Term the English Department and the Library ran a Mini-Saga Competition challenging the pupils to submit an entry with a 5 word title and 50 word content.
Fifty words isn’t much and this task may seem easy. However, to say a lot in fifty words pupils have to be creative. The writing has to be disciplined. Mini-sagas are often best when they contain a twist or are open to interpretation. An easy task can cause frustrated screams. (50 words)
Throughout the following pages you will find a selection of competition entries, with that of our overall winner below. Ed
The Poltergeist of the ballet
In the whispering wings of an abandoned theatre, the illusory ballerina lurked; consumed by envy. When a young danseuse dared to shine in her domain, jealousy revolved to fury. A macabre pas de deux ensued. Tragedy, as the phantom’s envy claimed a final, fatal pirouette.
Winter C-W
MINI SAGA
Elsa L, Yr 13, Exam Project, “Vivid”
inspires
EXAM RESULTS
2023
A LEVEL AND IB RESULTS –
Felsted School pupils’ achievement at A Level last summer enabled them to take the next steps towards their individual educational and career pathways.
Despite the return to 2019 grade standards, 63.5% of all subjects were graded at B or higher, with a third of all grades being A or A* last summer.
These A Level results followed the strong set of International Baccalaureate Diploma results awarded in July, with nearly 29% of Felsted’s candidates achieving a world-class score of 40 points or above. Indeed, Felsted IB pupils achieved an average score of 36.2, well above that of the Global average of 30.2, and the equivalent of 3 A*s at A Level per candidate.
Among Felsted’s top A Level performers was Prefect Toby Clark, who achieved
four A*s in Physics, Chemistry, Maths and Further Maths. Toby went on to study Physics and Chemistry as part of the Natural Sciences course at Cambridge with a view to continue in academia with a postgraduate degree and PhD, hoping to continue down the route of a career in research. Toby has held three prestigious scholarships including Felsted’s very own Hunter (Science) and Wallis (Maths) scholarships.
Our top performing girl was Helen Matthews, achieving an incredible three A*s and an A in History, Drama, English and Latin. She went on to read Ancient and Modern History at Somerville College, Oxford, with a Choral Scholarship. Helen, who had been at Felsted since Reception, balanced her studies with a love of music and drama. She took leads in many school
productions, including playing Higgins in My Fair Lady, and Aslan in The Lion, The Witch and the Wardrobe, as well as being part of the school choir.
With such impressive results came a multitude of places at some of the world’s top universities, conservatoires and prestigious apprenticeship programmes, including: Cambridge, Oxford, Durham, LSE, Bristol, Newcastle, Warwick, Bath and US, European and Canadian Universities, ITV apprenticeship and Conservatoires, including Royal Academy of Music, Royal College of Music and Royal Northern College of Music.
PHOTO
Toby C, pictured (far left) with the Head and other fellow A Level students on exam results day, was the school’s top performing boy
– GCSE RESULTS –
Felsted pupils had plenty to celebrate in their GCSE exam results last summer, following the excellent results in A Levels and the International Baccalaureate Diploma Programme, with 40% of all grades 9-7, 80% 9-5 and 92% 9-4.
“There are some exceptional results this year, with four students achieving 10 or more 9 grades and as many as fifteen students getting at least six GCSEs at grade 8 or 9 (the old A*). There are also many others whose achievements reflect the brilliant progress that has been made”, commented Head, Chris Townsend. “Achieving these results after the disruption to their education of the last few years is a credit to the effort of
all the teaching staff, pastoral support, parental commitment and, most important of all, the hard work and determination of all the students.”
FELSTED GCSE 2023 KEY HIGHLIGHTS:
● 105 students took GCSEs this summer
● 40% of all entries were graded 9-7 (A*/A)
● More than 50% of all grades were above 7 (A) in the following subjects: Physics, Latin, Art, Chemistry, English Language, German, TEP and Additional Maths.
● 91% of all students passed both English and Maths
These results rounded off a very successful academic year for Felsted following very strong A Level and IB results and the School’s earlier achievement in June winning ‘Boarding School of the Year’ at the TES Schools Awards.
Wrong Person, It’s too late…
I lost her. Glancing up, I watched as she walked away. Her silhouette gradually faded. Suddenly, a hazel leaf drifted down onto the ground below. It’s not too late! Running after her I was struck. She was kissing someone else.
Olivia J
MINI SAGA
PHOTO Jasmine W, Tom R and Julia Z celebrate their excellent GCSE results with Mr Townsend
National Rugby CHAMPIONS!
In a thrilling final at packed-out Twickenham, Felsted’s U18 rugby team gave the performance of their lives to win the Continental Tyres National Schools Rugby tournament Vase competition.
The entire school – close to a thousand pupils, staff and parents - travelled from the north Essex independent boarding and day school to be in the stands on Thursday 14 March to witness in person Felsted’s 42-19 victory over Ivybridge Community College in a perfect ending to a dominant campaign. Many more parents and friends watched the action online as the game was live streamed around the world.
The Continental Tyres Schools Cup is the RFU’s annual national school rugby tournament and the largest of its kind in the world, involving 650 teams competing across the country at U15 and U18 level in a four-tier structure of Cup, Plate, Vase and Bowl. Having put in a series of spectacular performances to reach the final of the Vase competition, only an in-form Ivybridge stood in Felsted’s way of claiming the silverware at Twickenham, which just a few days before was the venue for England’s narrow Six Nations victory over Ireland.
In the run-up to the final, the team stayed overnight in Twickenham and were buoyed by messages of good luck from giants in the world of rugby including World Cup winners Jonny Wilkinson and Jason Robinson, former England captain
Chris Robshaw and a number of past Felsted students including two professional Rugby internationals, Bristol Bears and England winger Max Malins and Northampton Saints and Scotland centre Rory Hutchinson.
“The boys were not at all daunted at the prospect of playing at the Home of England Rugby and recognised it as an unbelievable chance of a lifetime,” said Felsted’s Director of Rugby and ex-Wasps prop Andrew Le Chevalier, whose eldest son was part of the team. “They had really committed to their training, taken on board the tactical advice and felt ready to face Ivybridge, who themselves had had a very impressive run to the final.”
PHOTOS
ABOVE: Monty C leading the future champions to Rugby glory
OPPOSITE: Max W celebrating the victory with family and friends
U18 XV RUGBY TEAM 2024
PHOTO
STANDING: (L–R) Jack L, Ethan Le Ch, Harry C, Noah C, Ethan A, Tom A, Aidan P, Ned S, Peter S
SEATED: (L–R) Marcus W, Charles M, Joseph H, Dylan S, Reece M, Monty C, Owen G, Max W, Dylan R, Jesse C
The U18 Vase was the first boys’ final of the day in the Continental Tyres competition and both teams came out showing a clear desire to make it their own. After 15 minutes, Felsted managed to break through the Ivybridge defence and from then on Felsted’s confidence propelled them to score three further first-half tries, including one epic long-range interception, for a 26-0 lead. After the break Ivybridge staged a strong comeback, scoring 10 minutes into the second half, but this was quickly quashed by Felsted, who landed two penalties and found themselves 30 points ahead. Ivybridge continued to fight, scoring with five to play and then again straight from the kick-off, but Felsted stood their ground and with just seconds left on the clock, sealed the game in style for a 42-19 victory. The Man of the Match trophy was presented
PHOTOS
LEFT: Nothing seemed to be able to stop Felsted players
TOP RIGHT: Tom A looks on as the scrum forms
RIGHT: What a tackle!
BELOW: During a good part of the game, Felsted didn’t seem to have an opposition
by former England international James Haskell to Felsted’s No. 11 Harry C in recognition of his outstanding kicking performance.
“This has been described as one of the great finals performances in Vase history and having lived every moment of it on the sidelines, I can’t disagree,” said Felsted Head Chris Townsend. “After losing out in the final 11 years ago, the team had a real hunger to succeed in their 2023-24 campaign and the passion, energy and sheer hard work put in by the boys and also by our hugely dedicated coaching team has been rewarded with this victory, which certainly will be remembered by all as a proud day for Felsted.”
Felsted’s Director of Sport, Charlie Knightley commented: “The character of the team was tested throughout the competition, with several victories coming late on after going behind in the games. The camaraderie and collective teamwork is a real focus across all the sports at Felsted and it was great to see this at Twickenham”.
That’s five of them. Gone!
She disappeared like the rest of them. ‘She’s not here’ mum shouts. ‘She said she was coming home an hour ago but she’s probably with Jess.’ I replied. I called her for the tenth time. No answer. I’m sitting on my bed waiting for her, when it grabs me too!
Florence B
5+
50
MINI SAGA
PHOTOS
ABOVE LEFT: Harry C during the warm up
ABOVE: Natalie and Ava giving it all for Felsted BELOW: We are the Champions!
PHOTOS
ABOVE: Coaches and players could hardly contain their happiness
TOP LEFT: Proud parents showing their support for Felsted
TOP RIGHT: The match was an opportunity for OFs like Pierre Garino, seen here with his brother Max, to reunite with their roots
The Taxi Driver was Killed
The taxi driver crashed. The monsoonal rain and tempestuous wind were believed to have made him crash; my best friend. “Stay indoors until it’s safer,” the news reporter said, as the men in blue scrutinised the car; I was praying that they hadn’t found the bullet of bitterness.
Jack R
5+
MINI SAGA
Alex T-A, Yr 13, Exam Project, “Gatherings”
More than just
SCIENCE WEEK
The Senior Science team saw some dynamic and exciting activities going on this year as part of Science Week and beyond, which involved external, Prep and Senior students. Activities included a Science Experience Day for 40 Year 5 and 6 students from various feeder schools, the first 'Chemistry Escape Room' house competition and Stewart House Science assembly, full of whizz bang demonstrations.
For the inaugural ‘Chemistry Escape Room’, teams of Year 9 and 10 students from each house were challenged to be the fastest to solve six chemistry based puzzles.
Practical skills and chemistry knowledge were challenged and Manor House were the first to crack the codes in an impressive 25.28 minutes, although the girls from Follies were hot on their heels.
Inspiring Stories
AMBROSE SELECTED FOR PRESTIGIOUS SUMMER PROGRAMME
Ambrose L, Year 13, was selected to attend the prestigious International People’s College in Denmark this summer. Ambrose has always demonstrated exceptional academic prowess and a strong commitment to global understanding and cooperation. His selection for this highly competitive programme was a testament to his hard work and determination.
The International People's College, nestled in the beautiful seaside town of Elsinore, is renowned for its immersive and enriching educational experiences that foster intercultural dialogue, leadership skills, and personal growth. It provides a unique opportunity for students from around the world to come together, exchange ideas, and broaden their perspectives on global issues. Students can tailor their programme of activities to suit their interests. Ambrose says he is looking forward to meeting new people from across the world. His journey to Denmark will undoubtedly be transformative, enriching his understanding of different cultures and preparing him to be a global citizen equipped to tackle the challenges of our interconnected world.
SHESH ON TOUR
Shesh A-J, Year 13, finished the second leg of this year’s National Youth Orchestra of Great Britain (NYO) tour after playing in concert halls across the country in Nottingham, Warwick, Liverpool, Saffron Walden and at the Barbican and The Royal Festival Hall in London.
He will be going on his next tour in August where he will be playing in Manchester, Saffron Walden and then finishing off at the iconic Royal Albert Hall for the BBC Proms, the world’s biggest and most successful classical music event.
OVER £4000 RAISED BY PUPILS AND STAFF AT HALF MARATHON
No course change, nor road works, nor fog, nor flood, could deter our Felsted Half Marathon Team from running for our Whole School Charities in February (and that’s before we mention the fact that they had to swap the entire marathon location and set off before 6 am!). Three Sixth Form pupils, Martha L (U6), Julia Z (L6) and Tawana C (L6), were running their first ever half marathon distance for The Felsted Mission Night Shelter, The Sparkle Foundation and CHESS Homeless in Chelmsford. They were joined by 10 members of staff who were raising awareness and money for the other Felsted Whole School Charities: Farleigh Hospice, Young Minds, Essex & Herts Air Ambulance, Magic Bus and Teach Uganda. Given the challenges of simply getting to the start line, they must have tied the laces of their running shoes wondering if any other surprises might befall them but in the end they only encountered great team spirit, friendly competition (with perhaps a few PBs) and enthusiastic crowds.
PHOTOS
HICKSTEAD TRIUMPH FOR AMELIA
Amelia K and her horse, Forked Lightning, excelled in representing Felsted at three national finals last academic year. Starting with Addington in the autumn, Amelia shone at Hickstead’s County Championship in June, placing 2nd in the 1m and 6th in the 1m 10. In July she triumphed again at Hickstead, winning the Elite 1m10 NSEA Individual Championships. An incredible year for Amelia and Forked Lightning. For those not into horses, The Hickstead International Ring is the equivalent of Twickenham for Rugby fans. Amelia had already qualified for this competition last year and came 2nd. In true Felstedian fashion, Amelia said she wanted to qualify again and that’s what she did. Well done!
Amelia K and her horse Forked Lightning. (Photo by courtesy of Spidge Event Photography)
NIAMH W –1st VII NETBALL PLAYER
This season, Niamh has played for Saracens Mavericks National Performance League U19 Team; a very competitive and unique opportunity to play against other top players in the country.
She trains twice a week and plays in matches up and down the country representing Mavericks. Niamh also plays for a local Regional team which competes across the East.
Niamh’s journey started at a young age playing netball at Prep School. In 2020 she joined Felsted and gained a Sports Scholarship at the Senior School through her hard work and natural talent for many sports.
Besides Netball, Niamh is a keen Hockey player and a crucial member of 1st XI. Her natural netball ability has really shone in the last few years, she is now currently Vice Captain for the 1st VII alongside two Year 13s. We are very proud of Niamh’s achievement and we truly believe she deserves this fantastic opportunity to play at the highest level of netball for her age group.
A Mothers Love for her boy
INSPIRING TRIP TO THE FELSTED MISSION
By Emma-Luise S, Yr 13 and Alexander E, Yr 13
Last February, a group of nine students, Ms Barrett and Reverend Little went to the Felsted Mission for a truly impactful and eye-opening experience. We left Felsted in the afternoon and as soon as we arrived there we started to prepare meals and beds for the guests. As we worked collaboratively, a sense of purpose filled the air, setting the tone for the meaningful interactions that would unfold.
After the guests arrived, we had the chance of engaging with them through a combination of lovely games and pie with mashed potatoes. Among the individuals we got to meet was an 18-year-old girl who had arrived in England only 7 months ago. During our conversation with this young woman, we learned about her past and culture.
She told us a lot about her family, favourite food and the things she misses the most since leaving Bangladesh. We found out she had to leave due to the extreme flooding destroying homes in the area she once lived. She also spoke, bravely and with hope, of the new opportunities that may present. What she missed most were her family and friends. We were all slightly shocked when we found out that she had not received any formal education beyond English lessons. This showed us that not everyone has the same chances for education. The contrast between our own educational privileges and the challenges faced by this young woman prompted deep reflection among all of us especially because most of us are 18 as well.
After our time at the Felsted Mission, we all felt more aware and caring. It inspired us to appreciate the chances and opportunities that are given to us more. As we go through school, let's keep this in mind, be thankful and try to make a positive difference for others.
My beautiful baby boy, I loved him and I want him to have everything. When I met his girlfriend he was fond of her, taking her for dinners every night.
One day she didn’t come, he cried in my arms, later on I got the news. He was all mine again…
Skye S
MINI SAGA
“THE CROMWELLIAN” MAGAZINE 2023
By Mr R Pathak, Head of History
In November, we were extremely pleased to announce the publication of the 10th edition of The Cromwellianour student-led History magazine. For me, this is always one of the intellectual highlights of the academic year!
Once again, The Cromwellian brings together some extremely scholarly and well written articles on issues as diverse as the nature of History, Frida Kahlo, the Vietnam War and the West Indian cricket team, to name but a few. There are also reviews of recent films, podcasts, dramas and documentaries; as well as a festive History quiz! The topics this year cover a huge chronological range from the 17th century all the way up to the collapse of the USSR in 1991.
All the Year 11, Year 12 and Year 13 historians involved really seized the opportunity to range far beyond the narrow confines of the taught syllabus and the end-product is a magazine with the broadest of intellectual horizons. As ever, the magazine can be found in the ‘Academics’ section of the School website.
TENNIS TOURNAMENT SUCCESS
Early in July, the 1st VI Boys and U14 Girls played in the ISTA Tournament at Eton. The boys (pictured) went on to win the Clark Trophy. The U14 Girls competed in the U15 Ashbury-Bailey Cup, with Valeria O-T and Anja I reaching the quarter-finals. The second pairing of Olivia A and Kiki F had a very tough draw and came third in their box. This put them in the plate and they played another six matches. It was a very good experience for our girls as they can play the U15 groups next year. Overall, it was a successful four days.
PHOTO
LEFT: Felsted Boys’ 1st VI Tennis team members
(L-R): Sebastian S, Rayan M, Charlie M, Byron P, Theo M
MUSICIAN OF THE YEAR 2024
The Felsted Musician of the Year Competition took place on Friday 2 February. It was an exciting day of music making and we were lucky enough to be joined by James Cairns, Director of Music at HRS and winner of the Homerton College, Cambridge University music prize in 2023. James was very inspiring and all of the students were extremely appreciative of his insightful comments.
There was a total of 82 performances throughout the day in the individual classes. At the end of each class, James shared his comments on each performance and awarded 1st, 2nd, 3rd place, plus any highly-commended performances. The winner of each class was then invited to perform again in the Finalists’ Concert which was a highly enjoyable evening, showcasing the musical talent of the students.
The quality of all the performances in the evening concert was exceptional and ultimately Kaylea C, Year 13, was awarded the overall prize of ‘Felsted Musician of the Year’ with a compelling piano performance of 'Sposalizio' by Liszt.
Here is a complete set of results:
PERCUSSION
Prize for Percussion
1st place - Shesh A-J
2nd place - Julia K
3rd place - Ambrose L
Highly Commended - Fred R
PIANO
David Waddell Piano Prize
1st place - Kaylea C
2nd place - Petra S
3rd place - Ambrose L
Highly Commended - Aleena A
VOICE (CLASSICAL)
John Crittall Memorial Prize for Music: Classical Voice
1st place - Palak R
2nd place - Hannah P
3rd place - Alex T-A
Highly Commended - William C
STRINGS
John Crittall Memorial Prize for Music: Strings
1st place - Tom W
2nd place - Kaylea C
3rd place - Olivia R and Petra S
Highly Commended - Beatrice M, George N
BRASS
John Crittall Memorial Prize for Music: Brass
1st place - Jemima B
2nd place - Danny B
3rd place - Alex S
GUITAR
Donald Prize for Guitar
1st place - Rory C
2nd place - Aurelia R
3rd place - Shesh A-J
VOICE (SHOW)
Pat McLeod Prize for Music: Show Voice
1st place - Hannah B and Anna S O'B
2nd place - Olivia R
3rd place - Jasmine W
Highly Commended - William B, William C, Eva C, Hannah P, Margi S, Palak R
WOODWIND
Hugh Macmillan Prize for Woodwind
1st place - Eva C
2nd place - Toby S
3rd place - Harry K
Highly Commended - Harrison B, Ben L, Imogen W, Bowen Y
FELSTED MUSICIAN OF THE YEAR 2024
Kaylea C
Congratulations to our individual class winners!
Palak R, CLASSICAL VOICE, 1st place
Jemima B, BRASS, 1st place
Tom W, STRINGS, 1st place
Rory C, GUITAR, 1st place
Anna S O’B, SHOW VOICE, Joint 1st place
Hannah B, SHOW VOICE, Joint 1st place
Alex T-A, Yr 13, Personal Investigation, “Baroque and Rococo”
JACK PETCHEY AWARDS PRESENTATION EVENING
– BY MRS M CACACE –
Last October, six current Felsted students and one OF attended the Uttlesford Schools Award Ceremony to be presented with their Jack Petchey medallions.
Jack Petchey Awards are for students who have shown outstanding commitment to a particular area of school or community life. The Foundation was established in 1999 to encourage and reward young people who show effort and give to others.
The Awards were individually presented by Cllr. Petrina Lees (The Leader of Uttlesford District Council).
Award winners included Henry F, Ibukunoluwa F, Mansur O, Noor L, Chloe C, Toby S and OF Mary Stokely (gn21-23).
Kaylea C and Tom W provided some of the musical entertainment for the evening with a beautiful piano solo from Kaylea and a lovely arrangement of ‘Summertime’ played by Tom (on the saxophone).
PHOTOS
MAIN: Standing (L–R): Noor L, Mansur O, OF Mary Stokely (gn21-23), Cllr. Petrina Lees (The Leader of Uttlesford District Council).
Sitting (L–R): Toby S, Henry F, Chloe C, IBK F
LEFT: Kaylea C and Tom W provided some of the musical entertainment of the evening
LORD U PJOHN DECLAMATION 2024
– BY DR T STRANGE –
The 58th Lord Upjohn Declamation took place on Saturday 10 February. As Felsted School’s major public speaking event of the year, it gives students an opportunity to talk and put forward ideas and arguments on topics of their choosing, and provides the audience a chance to consider views that they may not have thought of before, or perhaps do not entirely agree with. This year’s competition continued this trend, with four participants who delivered speeches on a variety of topics, and did so with skill, confidence, and passion.
Starting off proceedings was Jasmine W with a speech titled “What it means to be a woman”. Jasmine began by highlighting the myriad problems facing women in modern society and how the need to be vigilant in the face of societal challenges could be overwhelming. Towards the end of the speech, however, Jasmine then began to flip the script by arguing that feminism can be a double-edged sword, and that women should also have the opportunity to not conform to the ideals of feminism if they so choose, and stating that we should celebrate the diversity of womanhood and femininity.
Our second speaker, Margi S, spoke passionately about the importance of animation. She began by highlighting films such as Disney’s 2023 film Wish, and Puss in Boots:
The Fallen have risen again
The Last Wish, and noting how these films continue to play an important role in maintaining the skills of animation. In the second half of her talk, Margi pivoted to examining the Australian animated television series Bluey, and spoke about how this series has been able to explain complex social issues to children, and do so in a way that is accessible and non-confrontational due to the medium of animation.
The third speaker, Amelie L, also explored the issues of animation but in a much darker tone. Focusing on the film WALL-E, Amelie discussed the theory that the residents of the galactic ship Axiom had resorted to cannibalism, due to the fact that the initial five year mission had lasted for over 700 years, which would have inevitably
He’d be dead. I’d imagined it many times, drink in hand and death in a sip. The glass would fall, staining the rug with crimson. His eyes would close as mine did open. I’d take the cold metal, that held much priority. They would then praise the fallen once again.
Amelia H
5+ 50
MINI SAGA
resulted in a shortage of food. Looking to support her theory, Amelie turned to examining the difficulties of synthesising food, and also highlighting that the percentage of fat content in humans could explain why the passengers of the Axiom had become a little overweight. While concluding that this was just a theory, Amelie encouraged the audience to consider whether there were any other dark truths hiding in the background of beloved animated films, something for us all to consider!
Our final speaker, Lauren R, began her talk on a more personal note. Looking at the dangers of Fentanyl, Lauren spoke of a friend who had taken a tablet that had been laced with the opiate, resulting in a fatal overdose. She then explained the dangers of Fentanyl, and set out the steps that need to be taken in order to prevent more people from suffering the same fate, calling for greater public awareness, and education over the risks from this drug.
With four very eloquent speakers talking on such a diverse range of topics, it proved very difficult for the judging panel, chaired by Bobbi Davy, one of the school governors, and assisted by Mr Townsend and Dr Strange to proclaim a winner. In announcing the decision, Bobbi Davy praised the bravery of all the participants, encouraged all of us to be willing to try new things, and be able to acknowledge that, while our first attempts in tackling new skills may not prove to be an overwhelming success, we should continue to strive to take on fresh challenges. Overall, the judges concluded that, due to her passionate stance, combined with the ability to engage with the audience, Jasmine W was adjudged to be the winner of the 2024 Lord Upjohn Declamation.
Congratulations to Jasmine and to the other competitors who were willing to share their thoughts and ideas with their peer group.
Mirage: A figure stood watching
A figure had scratched my walls and it wrote ‘I know you are awake.’ I screamed. Suddenly my mum walked in. ‘Are you alright?’ The figure and writing vanished. ‘Something was there I swear!’ I shouted covering my eyes. She sighed passing me my medication.
Hannah B
MINI SAGA
PHOTOS
LEFT: The four speakers (L–R): Amelie L, Lauren R, Jasmine W and Margi S RIGHT: The speakers posing with Mr Townsend, Bobbi Davy and Dr Strange
U14 Boys’
Hockey
XI NATIONAL FINALISTS
The U14 Boys’ Hockey XI could not have come closer to winning the National Plate this year, but it finished in heartbreak as we lost out after 9 penalty shuffles having seen the game finish at 2-2.
The boys and coaches should be incredibly proud of their achievement and they played so well in the final. The players showed great sportsmanship in the end as did the Felsted crowd that travelled to support the team and despite the disappointment of losing out on the day, we are sure the journey has inspired them for the coming sporting seasons.
The Unseen Flaws of Democracy
Once we emphasised the ideals of democracy; governments prioritising the people. Instead, indecision and egotism ruled through politician puppets, spawning fruitless days as they proclaimed their shallow beliefs as ours. Dismissing our concerns. Transforming our home into the smouldering, barren wasteland conspicuous from the spaceship.
“Is that really…?”
“Yep, Earth.”
Amelia R
MINI SAGA
Hawua (Jidda) A, Yr 13, “Self portrait in the style of Basquiat”
Mumbai MAGIC BUS TRIP 2024
At the beginning of the Easter Holidays, 16 L6 students and four members of staff travelled 4,442 miles to the city of Mumbai in order to see the great work of Magic Bus first-hand.
Previously Old Felstedian, Matthew Spacie MBE (d83-85), had started Magic Bus, a charity dedicated to transforming the lives of children living in communities within Mumbai; however this message has echoed throughout India and the charity's work has spread into neighbouring countries as well as nationally.
Initially, the group stayed in the city centre and visited communities
learning about life in the Magic Bus programme and getting involved in activities and sports with the children. Later in the week they drove three hours to a rural village and visited schools which are supported by Magic Bus before shortly returning to the city and catching an early flight back home. The trip was an amazing way to experience other cultures head-on
and gave our students and staff time to appreciate finding joy in the smaller things in life. Here at The Felstedian we would recommend getting involved with supporting Magic Bus, and hopefully visiting the centres in Mumbai. Everyone who has had the opportunity says it is something that you will always remember.
PHOTOS
ABOVE: Felsted School’s students and teachers posing together with the staff of one of the local schools visited
OPPOSITE
TOP: Reverend Little with the leaders of one of the communities visited during the Magic Bus trip
BOTTOM: Friends for ever! A Magic Bus family photo
Colours: the warmness was dwelling
On his body. He stared down in wonder. Bloody. Red. Everything. They watched him stumble forward, and fall to the ground. Lying in thick, stodgy brown mud he looked at the sky. Wonderfully blue. He closed his eyes, black.
‘CUT’ a voice shouted
Tom A
5+
50
MINI SAGA
“Talking about…”
PHOTOS
Pip L and Ulga B during the performance of Our Generation
BELOW: The full cast of Our Generation
A REFLECTION ON DRAMA
– BY MS C BARTLETT, DIRECTOR OF DRAMA –
In an interview with artists, the National Arts Endowment Fund asked ‘Why is the Arts important?’ One reply stood out. “The arts matter because they help us to understand how we matter”. Within, we find opportunities to talk to one another, share what is most important to us, and along the way, we make friends from all corners of our world. This has always been my experience of the Arts, and why I firmly believe in its importance in the wider life of any school.
In this, my first year in post as Director of Drama in the Senior School, I feel incredibly lucky to work in a place which recognises the importance of the Arts and supports such a range of experiences for our students. I am proud that we appear to be bucking a national trend where the Arts is disappearing from curriculums, and continuing to provide a creative voice and community for so many.
As I write this, I am preparing to release the audition materials for our Autumn Senior School Show. I am reminded of this very moment twelve months’ ago as students were invited to audition for Lionel Bart’s Oliver!. I was thrilled as auditions poured in, amazed at the talent and creativity of the student body. Over the next half term, Prep and Senior students worked hard to prepare. As show week arrived, we had over 100 students both front and back stage, working together towards the final performance. The show was a triumph and students were, quite rightly, incredibly proud of themselves.
On Speech Day 2023, Old Felstedian Alecky Blythe spoke to our Leavers about her work as a playwright. She discussed Verbatim theatre and her process of collecting interviews and collating them into works of theatre, even demonstrating how her actors interpret these interviews into performance. Alecky is a hugely successful playwright, and the choice of our Year 9 and 10
performance felt a natural fit. We were going to do Our Generation, her wonderful piece. The style of performance was completely different from what students had experienced before but they rose to the occasion. They created heartbreaking, funny and exhilarating moments often directed by the ensemble. These experiences are often so much more than the final performance; it is the relationships built within the rehearsal room, the voice that so many of our students find when they are working with each other on scenes, practising lines and sharing moments.
It is so important for students, some of whom will be preparing for conservatoire applications or preparing for performance examinations, to work with a range of practitioners who offer such a variety of creative perspectives. We have worked with some outstanding professionals this year, allowing students the opportunity to create those links with people at the very top of their field. The Paper Birds are a contemporary theatre company who create verbatim work with a political message. We were incredibly lucky to have Artistic Director Jemma McDonnell lead a workshop with Drama Award Holders, GCSE and A Level students. What an inspiring session and the impact was clear to see in some astonishing devised work later on in the year. We followed this with an extraordinary workshop and performance of Stones in his pockets by
Eastern Angles; two actors play over 20 characters in this moving and often comedic story. I very much enjoyed the classroom conversations afterwards, and the message that everyone has a story to share.
I sit and reflect on the past year, I think of course of those students who are moving on to the next stage of their journeys, going on not only to study the Performing Arts but Business, Finance, Law to name but a few, as well as our recent alumni who find themselves at Oxford and Cambridge, the transferable skills of a subject such as Drama are undeniable. It isn’t just about performing, it is teamwork, self-esteem, communication and emotional intelligence (to name but a few). Those who have ever witnessed a LAMDA presentation evening will know the range of skills that our students demonstrate.
I firmly believe that continued engagement with the Arts, whether that be in formal study, co-curricular experiences, LAMDA lessons or additional experiences, contributes to the development of confident young people, who can communicate, work in a team and confidently share their ideas. Students who engage with communities and the world around them, who can express themselves and effect change. I have been incredibly proud to be a part of the creative journey of our students this year, my first in post, and I am looking forward to many more.
We hope you have enjoyed this chronicle of a year of amazing achievements and events at Felsted. Our students are a real credit to our school but what they have done would simply not be possible without the support and encouragement of a group of hard-working, inspirational and dedicated teachers.
A FOND FAREWELL
At the end of the Summer Term we said goodbye to seven very valuable members of the Common Room: Honor Rendall, Paula Torres Vaquero, Georgia Kehoe, Nicola Sunshine-Harris, Major Clifford Palmer, Anna Fazekas and Gill Stringer.
Honor and Paula have only been with us for a year but they have both left an indelible mark in the Maths and Languages Department respectively. We wish them both a bright future career in Education.
Georgia has left Felsted and her excellent leadership of the French Department after 2 years to join her family in Ireland, where they are expecting to grow in number very soon! We wish them all the best and we look forward to hearing the good news soon!
Nicola leaves Felsted after 10 years of the upmost professional dedication to the English Department and, more recently, to the Careers Office as well and we wish her all the best in her future endeavours.
And finally …
Clifford leaves Felsted after 11 years of service. In his roles as a Chemistry teacher, CCF’s Contingent Commander and later on as Windsor’s Housemaster, Clifford has deservedly gained a reputation as an honest and well respected member of the Felsted community. We wish him, his wife Emma and their daughters Lucinda and Arabella (also members of the Felsted family) all the best in their new life in Cranleigh.
Anna, who is taking up a teaching position in Monaco, leaves behind a stunning 17 years of service in Felsted. An extraordinarily talented linguist (apart from her native Hungarian, she also speaks German, English, Russian, Spanish, French and Italian), she has inspired generations of IB students and girls in Thorne House during her time here. Her contagious enthusiasm, friendliness and hard work will be sorely missed.
A special mention goes to Gill Stringer who, after 31 years of excellent service to Felsted School, decided to step back from her role teaching and as Head of Geography at the end of the academic year. Her outstanding contribution to Felsted School, started as a teacher of Geography and AHM in Stocks's as Felsted became fully coeducational in 1993. Since then she has been Head of Girls' Games for 8 years, taking the Girls' 1st XI Hockey team to South Africa on tour on three occasions and to their first ever National Finals in 2004. She taught both in the Senior and Prep Schools and was the official School photographer for 14 years. Gill is of course a passionate Geographer and led the Geography department on two occasions, inspiring many a Felstedian.
Gill's further contributions to School life include the many pupils who have benefitted from her local community work leading the Blue Hornets Hockey Club and running the local Cubs and Scouts group for 12 years.
Shortly before publishing The Felstedian, we heard very sad news of the passing of Gill’s husband Mark, who had taught at the Prep School for 23 years. We would like to send Gill and their children, Luke and Toby, our love and sincerest condolences.
PHOTOS
TOP TO BOTTOM: Nicola Sunshine-Harris; Clifford Palmer; Anna Fazekas; and Gill Stringer during the recent Common Room Bake-Off
