2017 - 2018
Bi o Ch logy em Ph ist ys ry ic M ath s Te em c ati Hi hno log cs sto y Cl ry as of s i Dr Ar c am s t Sp a ee 7 ch M us an 1 0 ic dD Ar t a 14 r a n m En a gli d D 18 es sh Ph i gn ilo 21 Hi so ph s 24 ya Ge tory nd og 27 an M dP ra Re p o 31 lig oli Ph dern hy ion tic ys 34 s ica For In eig ter lE 3 6 nL na du tio ca a 4 n 0 tio na gu n lB ag 64 es ac ca 7 lau 0 re 72 ate 76 80 86 92
as sro om
Ho us Th e eW s Ev ay o De lutio the Co b Ro atin n of o a D kie wi g Li n o g b lph Crum Hi rary in ble g s 95 Stu her Ed d en 1 Ne u 02 t W cat w ion 10 Ye Yo ell a 4 r 10 M r 10 k Ex bein od 6 g ch Bo Co el 10 Un ndin ange m 8 m ite gD 1 itt 10 dN e a e 11 ati y 2 on 11 s 4 11 5 11 6 11 7
Beyond Godolphin and Latymer Leaversâ€™ Destinations
3 SM Doc 1.indd 3
Welcome Welcome to the 2017-2018 edition of the Godolphin and Latymer school magazine. This edition was produced as both a celebration of a wonderful year and as an insight into the diverse and exciting life of a Godolphin and Latymer girl. Just as the following photos of school events capture a second in time, this issue aims to present a snapshot of the year from the experiences of the newest students to the leaving details of our eldest - and all of the happenings in between. We wanted to create an original art piece for the cover and loved the idea of showing the school from above, nestled into its surrounding community. We are thrilled with the result, which was drawn by Scarlet Fox from an aerial photo. The team decided that this edition should draw especially upon the girlsâ€™ personal experiences at the school, whilst also focussing on the broad variety of academic and practical endeavours undertaken this year. We were fortunate enough to receive an enormous amount of submissions to the magazine and, even though we were not able to accept all articles, we would like to take this opportunity to show our appreciation to all of those who offered contributions. We really hope that you enjoy reading this edition of our School Magazine, we certainly had fun producing it.
Alexandra Riklin (Assistant Editor), Antonia Clark (Creative Director) and Georgia Hayes (Editor)
4 SM Doc 1.indd 4
Cover illustration by Scarlet Fox 12/12/2018 13:29
Head Girl An Interview with Isabel Roberts, By Georgia Hayes
How would you describe yourself in three words? Bubbly, dedicated and friendly. What is your favourite aspect of Godolphin and Latymer? The teachers, I think they create such a friendly and inclusive atmosphere at the school. Can you describe your most cringe-worthy moment at Godolphin? So many to choose from! One thing that really stands out is in Year 10. We were in a history class and Dr Snook was talking about the Netherlands. I thought he was talking about Neverland (as in Peter Pan). That was a pretty embarrassing moment. What is one fact about you that nobody else knows? I’d say that I’m quite an open book because I say everything that I think!
my time and commitments. I do actually think this is one area where Godolphin girls don’t give themselves enough credit - we are all very busy but we each find ways of managing our time effectively.
What is the most challenging part about being Head Girl? I would probably say that there are two parts. Firstly the various time commitments of the other girls on the Head Girl’s Team means it can be tricky to organise meetings. There are seven girls on the team who take a mixture of IB and A-level so we all have different free periods. I’d say that the only other thing is balancing the responsibility of Head Girl with other things I do because I want to give 100% to the team.
What is one piece of advice that you wish someone had told you lower down in the school? This is something that I found really annoying to be told when I was younger but I’m going to go ahead and say it anyway. Really enjoy your younger years at the school while you can. Of course it is important to develop a good work ethic in Year 7 and 8 but when I started out at Godolphin I got insanely stressed about topic tests and things like that. Just keep it all in perspective.
Where is your favourite location in the school and why? I think I have two locations in the school that are my favourite. Firstly, I really like the garden behind the Bishop Centre. I’m often in the music block so it is a nice place to go. The other part of the school that I really like is the library. It is a really nice space and I’d say we’re very lucky to have such a good library at school.
What is your favourite part about being Head Girl? My favourite part about being Head Girl is being able to work with such an amazing team. Everyone is really lovely, passionate and wants to get involved. This is also closely followed by the incredible support that I have from our year group (Upper Sixth). Some people may not know, but the Head Girls Team is elected by the current Upper Sixth girls so we really do strive to be as representative as possible. I like to think that they picked a great team! Overall, being Head Girl enables me to feel such great support from the girls and in this way I really get a sense of the inclusive atmosphere at Godolphin and Latymer, which is something that I really value.
How do you keep your grades up while juggling the responsibility of Head Girl? I think that managing my time as Head Girl is just the same as if it was any other extra-curricular. It’s all about prioritising. I like to keep to-do lists that help me organise
5 SM Doc 1.indd 5
6 SM Doc 1.indd 6
The wetlands play a vital role in our understanding of conservation and animal biology. We saw a range of endangered species of birds, including the near threatened emperor goose and the endangered red-breasted goose. Guided by our trip booklet, we learnt about how the London Wetland Centre, and many other centres around the world, are attempting to protect birds and other animals from extinction by providing them with the correct habitat. The WWT (Wildlife and Wetlands Trust) have also set up many international projects to help endangered species, such as The Great Crane Project. Unfortunately, cranes died out in Britain four hundred years ago due to destruction of their habitat and their use for food. Now the WWT is working to reintroduce this glorious species back into Britain starting with almost one hundred cranes being released in Somerset. Sustaining the population involves volunteers dressing as cranes to teach young birds how to survive, while other workers strive to maintain a stable wetland home for the youngsters. Our most memorable experience from our visit was watching the otter feeding session. It is not just their pretty faces that draw thousands of visitors every year; the story behind the successful reintroduction of the Asian shortclawed otters into Britain is fascinating. Around fifty years
ago otters completely disappeared from Britainâ€™s river ecosystems due to polluted waters. Otters can only survive in marshy habitats with clean water so the government banned chemicals harmful to the environment. Over time, more and more otters could be spotted around the UK, and have now found a home in almost every county! Our visit also gave us the opportunity to try our hand at pond dipping. We noticed as the water became more alkaline or acidic, a smaller range of insects were able to survive including the non-biting midge pupae. We also took part in a biological drawing challenge which involved learning about the importance of biological drawings now and in the past. Before cameras, scientists created a record of newly discovered organisms through extensively detailed drawings. By drawing a specimen ourselves, we were able to fully absorb all the tiny details in the structure of the organism. Overall, our trip to the wetlands centre gave us a great insight into the skills needed to work as a biologist â€˜in the fieldâ€™ and allowed us to develop a better understanding of the most effective conservation strategies. By Charlotte Moore and Janina Shepperd, Year 7
7 SM Doc 1.indd 7
Year 8 Visit to London Zoo
Biology IB Field Trip to Flatford Mill
To answer the much debated question ‘Should we close our zoos?’ we had the opportunity to visit London Zoo. Armed with our pre-visit task booklet, we prepared to record our ideas on the pros and cons of zoos to help us to formulate our argument.
The aim of the Biology field trip was to learn about how to carry out fieldwork, life as an ecologist and to discover a variety of ecosystems ranging from woodland and meadow to pond and river. It was an immersive, hands on, outside of the classroom learning experience.
We started our visit in the butterfly house and were mesmerised by the diverse range of butterflies fluttering freely around our heads. Next came the rockhopper penguins, housed in a large, beautiful pool of crystal clear, blue-green water. It was a vivid setting, and the penguins were very easy to spot, both on the rocks and in the water. The big cats were nothing less than awe-inspiring.
We kickstarted the three day trip with a river study where we discovered how to conduct experiments in a river and types of experiments we could explore for our own Internal Assessments (IAs). We sampled a woodland ecosystem and learned about sampling methods, reliability and abiotic factors which could contribute to different evaluation points. We were then encouraged to begin to explore a range of experiments for our own IAs so that we could conduct a well informed investigation. We woke up bright and early and set out on our own investigations, mine being the exploration of the abundance of buttercups with changing light intensity as I was inspired the effect of light on brambles when we first conducted an experiment in the woodlands.
Our workshop on the conservation of endangered species gave us the opportunity to appreciate the plight of the Amur leopard, Asiatic lion and the Atlantic bluefin tuna. It was haunting to imagine tigers being killed for their eyes as a cure for laziness, elephants feet being transformed into stools, and crocodile skins used for bags. Our last stop was Gorilla Kingdom where we saw a male silverback gorilla, another endangered species listed on the IUCN Red List. We learnt about a range of international insitu conservation campaigns supported by London Zoo and the methods and measures used to protect these awesome creatures from extinction. In contrast, visiting the aquarium, we learnt about adapting conservation techniques to tackle a species’ specific threats within their habitat such as those faced by the Axolotl, which is finally beginning to thrive in native Mexico. Our visit to London Zoo highlighted that the world’s biodiversity is desperately reliant on conservation. For the reason, we concluded that London Zoo has a huge role to play in raising awareness of the importance of changing our habits to look after this planet and the species that call it their home. By Alexandra Lahnborg and Stella Uzielli de Mari, Year 8
We had very positive outcomes and many of us discovered the joy associated with rejecting one’s null hypothesis (meaning that the experiment worked!) By the time we left we had finished our statistics test, knew our methods and were able to go about finishing the IA confidently as well as having had a weekend of fun. In pure Godolphin spirit, one of the joys that cannot go unmentioned was the food. We were well fed and enjoyed hearty British meals throughout our stay at Flatford Mill. Ecology, although some may regard it as a niche area of interest, is a highly important aspect of the world we live in. Not only does it teach us about the significance of the environment we live in and the organisms around us but it teaches us means of conservation and means of improving the environments we live. In ecology there are a number of ethical values that are not limited to this topic in Biology, but can be applied in other areas. Ecology is fundamental to the world around, which is why I would recommend it. By Sara Galy, Lower Sixth
8 SM Doc 1.indd 8
Lower Sixth Visit to the Amersham Field Centre In June, we spent the day at the Amersham Field Centre, putting into practice the field work skills we had been learning in our ecosystem and sampling topics. We began the day talking about biodiversity and why it is so important to maintain, a topic of great interest at the moment. Only a week before our trip the importance of biodiversity in the UK hit the headlines, with the Guardian warning of an ‘ecological apocalypse’ if we don’t change the way we treat our environment soon. Our aim for the morning was to investigate the difference in species diversity between coppiced woodland and thinned woodland. We first discussed our hypothesis - deciding on a range of abiotic (non-living) and biotic (living) factors we would measure and how these would ultimately lead to one woodland having more species diversity. We spent the rest of the morning carrying out the investigation - using random sampling to test light intensity, canopy coverage, temperature, soil pH and of course species diversity in each location. We were surprised
and interested to see that, in contrary to our hypothesis, the two woodlands had very similar species biodiversity, with coppiced woodland having a slightly higher Simpson’s Index score than thinned woodland of 0.771 compared to 0.765. However, it isn’t unusual for two ecosystems which appear to be different to have relatively similar species biodiversity, due to the range of factors which can limit a species diversity. In the afternoon we examined the effect of humans on ecosystems, by investigating the impact of trampling on species diversity. Using a new and exciting piece of equipment we hadn’t come across before, the highly anticipated point quadrant, we set about sampling again. This time, our hypothesis that species diversity would be higher in an area of low trampling than high trampling, was entirely correct. It was compelling to see just how large an impact can be made on an ecosystem simply by walking on it. The visit was really enjoyable and it was so useful to step outside the classroom and try out some sampling ourselves. By Sarah Goodhart, Lower Sixth
9 SM Doc 1.indd 9
Chemistry Salters’ Festival of Chemistry We had a wonderful day at The Salter’s Festival using the department’s enormous and professional level laboratories that were equipped with the latest technology for pioneering scientific research. Our first challenge was an investigation to find out who stole a trophy using chemical tests. We worked in pairs and we competed against many other school teams. We had to be able to voice our opinions but we also needed good teamwork and communication skills so that we could do our best. We had to find out mystery solutions by testing them and recording the reactions. We also worked on word puzzles and questions. We learned chromatography which is when you test different inks and solutions by putting them on a piece of paper and hanging the paper above a beaker of water. We recorded how far the ink had travelled up the paper. They looked really beautiful and we all felt happy with how we had performed. Our second challenge was to try and make a chemical reaction which lasted exactly one minute long by diluting different acids into the mixture. In the chemical reaction, a yellow solid was made, forming a cloudy mixture. The mixture would become so cloudy that we couldn’t see the ‘x’ on the bottom of the conical flask. This is how we knew that the chemical reaction had finished. At the beginning, our chemical reactions only lasted seconds, but by slowly adding less acids or more water, we got the reactions to last for a much more accurate time. By the end, our reaction was 56 seconds long, not quite a minute but pretty close. We worked together as a team and had lots of fun. In the afternoon, we watched Professor Andrea Sella perform a chemical magic demonstration. He talked about the incredible properties of ice and water and made ice cream using dry ice! We all got to taste some and it was absolutely delicious. They then announced the winners of each of the challenges, unfortunately we did not win this time but overall we has a really good day and would like to thank Miss Smart for taking us! Lila Bilboul, Naomi Ng, Alexandra Lahnborg and Julia Vanderhoof, Upper Sixth
10 SM Doc 1.indd 10
Ri Masterclasses in Engineering This year, a group of four Godolphin and Latymer students and I attended an engineering course at Imperial College. Each week, we were lucky enough to be talked to by actual engineers ranging from all fields of the subject, including civil engineers working on how to design stadiums for safety and best use of space, and mechanical engineers creating speakers with optimal sounds and sizes. However, my favourite was the talk we received from two women in the satellite industry. Thousands of man-made satellites currently orbit the Earth. These devices make GPS and instant worldwide communication service possible, help us forecast the weather and contribute to a wide variety of scientific studies. Not only that, but they continue to push the boundaries of how they can be used in areas such as viewing areas of potential deforestation, tracking pollution, tracking migration patterns, fighting illegal fishing, measuring the moisture in soil and much more. After being shown all of this, they brought out Arduino kits screwdrivers and pieces of plastic for the exterior. After a LOT of failed attempts and half-hearted screwdriver throwing contests, we managed to build our satellites and link up the camera to the computer. The pictures we took were pixelated, blurry and slightly distorted but nonetheless we had essentially created a working satellite. This just shows that if a bunch of thirteen-year-olds can create a working satellite in a couple hours, imagine what the worldâ€™s aeronautical future could look like. These courses really inspired me to think about a future in engineering and how wide an expanse that covers. By Elya Renom, Year 9
11 SM Doc 1.indd 11
STEM Week STEM week saw a fantastic variety of events celebrating STEM (Science, Technology, Engineering and Mathematics) including the first ever STEM Family Challenge. It was great to see so many girls working with older and younger siblings, as well as parents, to see who could get their elastic powered car to go the furthest. The winners were the joint family team of Charlotte Ordish and Libby McDonald. As in previous years, there were a number of lunchtime talks covering careers in STEM including Neuro Physiotherapy, Science Journalism & Artificial Intelligence and Nutritional Research as well as the STEM House Challenge where Bassi were the winners. The Year 8 girls at STEM nightclub made ice-cream using carbon dioxide at -78.5o Celsius and cracked the Codebreaker Challenge to ‘unlock’ the bag of sweets. Highlights from the extra-curricular clubs and societies ranged from Senior Classics learning about ‘Murder near the Forum’ to SPLAT looking at what can happen when artists and scientists collaborate. The Lower School and guests from the local primaries were able to enjoy hugely interactive shows from the Science Museum who gave astonishing demonstrations with fire and liquid nitrogen. This year’s after school speaker, Dr Michael Osborn, gave a fascinating insight into pathology and how autopsy findings inform doctors’ diagnoses to an audience of girls, parents and staff. Finally, there was the thrill of watching and handling the ducklings, especially when they had their first swim! Ms Andrade, Head of Science
STEM Club Over the past year, we have had STEM Club on Thursdays after school with generous supervision, help and teaching points from Ms Andrade. The club definitely helped us become further interested in science and was an enjoyable aspect of life at Godolphin and Latymer. The first project we did was wind turbines in which we split into three teams and competed to make the tallest yet most efficient wind turbine out of newspaper. We learnt how to roll paper in tight cylinders to use as building material and discussed using triangles to make them more sturdy. We also learnt how to connect generators and where to
put them so the turbine was balanced. Surprisingly one of the most difficult thing was making blades the right size and shape (out of different materials) so they could get the maximum wind but not be too heavy so the turbine wouldn’t topple over. For our second project we were trying to transfer wave energy into electrical energy. In order to do this we had to create a generator. First we had to wrap copper wire around a hollow plastic tube for 1000 times. This was a nightmare as the wire kept on getting tangled and our fingers hurt, however it was a funny experience seeing everyone fight with a piece of wire. After wrapping this hollow tube we then placed a neodymium magnet inside the tube and to make sure that the magnet wouldn’t fall out we had to cover the ends with cut up bits of balloon. This meant that when we shook the tube the magnet slid up and down and was transferring kinetic energy into electrical energy. But before we could place our generators into the water we had to sand off the waterproof covering on the two ends of the copper wire otherwise we wouldn’t have been able to measure if our shake-a-gens were generating electricity. This was particularly funny as one group realised that they couldn’t find the second end of the wire as they had wrapped it underneath the 1000 coils. They then had to redo all their coils again and we very frustrated. Lastly we had to use polystyrene shapes in order for the shake-a-gens to float and move on the water and we also added a tonne (not quite but a lot!) of salt to the water to create a higher buoyancy in the water. After all this construction we finally got to the fun bit. We had to fill a plastic box with 25 litres of water and place our shake-a-gens in the water. We then had to move the box as much as we could, without making people too wet!, and to our surprise all of our shake-a-gens were able to generate electricity successfully! We were amazed that our shake-a-gen was the best and generated the most electricity! Our last project was creating a pumping system for a village using solar energy. The main part of this project was soldering a circuit consisting of: a solar panel, a switch, a capacitor and a pump. During STEM club we built our own houses to represent the village and we also designed the pipes for the water to travel in. When we had finished all the tasks it was time to test our project. This did not start well as when we turned on the lamp, in order to provide the solar energy, the pump did not move for a long time and
12 SM Doc 1.indd 12
Visit from Brackenbury Primary School In the Summer Term, 60 Year 6 pupils from Brackenbury Primary School came to Godolphin and Latymer to take part in a morning of fun Chemistry experiments. Teamed up with Year 7 and 8 students, they investigated the pH of various household substances and the reactions of acids with different metals. The students particularly enjoyed the â€˜Rainbow Fizzâ€™ experiment in which they competed to make the best rainbow using hydrochloric acid, sodium carbonate and indicator! after turning and repositioning the solar panel for ages, Ms Andrade then told us that our switch had not been soldered on the right way. Although we had our ups and downs we have all had an amazing experience in STEM Club. We have learnt to never give up on something as you can always change a component and make it work. We improved our ability to work with others and know which areas are our strongest in engineering. We also learned how to be creative. We had a great time completing STEM club this year and we hope that some of you would consider participating next year. It was a great way to work with other people from different classes.
Thank you to all of the teachers and students who helped with the event, we look forward to doing it again next year!
Charlotte Ordish and Libby McDonald, Year 9
13 SM Doc 1.indd 13
On the first day in Geneva we headed to the Chocolaterie Stettler where we not only drooled over the many varied chocolate sculptures and assortments but had the privilege of learning about the role of crystallisation of chocolate in the process of tempering. We even got to taste a couple of spoonfuls of melted tempered chocolate! Our second day was packed with fun activities. We had a bright and early start because we were given the privilege to turn on the iconic jet d’eau! It apparently originated as a way to get rid of the pressure that was generated in Geneva’s plumbing system. However, it soon became iconic and when the government attempted to get rid of it because the plumbing system became more efficient, the citizens all protested. We also got to go inside one of the control rooms where we were taught how it worked. We then took the tram and visited both the UN headquarters and the Museum of the Red Cross.
Our third day was the one we were all most excited for as it is when we got to go see CERN! We started off by going to the Museum of Science and looking around that, and then soon took the train to CERN. The highlight of the day was learning about the creation of the Large Hadron Collider (also known as the LHC) and the effort put in from scientists, technicians and engineers from all around the world in order for this project to be such a huge success. It is the world’s largest and most powerful particle accelerator! In addition to this, we were able to learn about the recent discoveries of the LHC - the most famous (and arguably revolutionary) discovery being the Higgs Boson. After running through a simulation explaining how the LHC works, we were given the opportunity to visit the opening of ALICE, one of CERN’s most recent experiments. ALICE, also known as A Large Ion Collider Experiment, gave us an introduction to the two new topics we would
14 SM Doc 1.indd 14
be covering later in the yearparticle physics and astrophysics. It was fascinating to see these two different areas of physics interlink. ALICE was built in order to study the behaviour of the quark-gluon plasma, which was present in the early phase of the universe. The trip to CERN was a fantastic experience, everyone had loads of fun and learned a lot and we would fully recommend it to anyone thinking about going! By Medha Verma, Giulia de Sanctis and Victoria Chan, Lower Sixth
15 SM Doc 1.indd 15
Arkwright Scholarships Through gaining my Arkwright Scholarship I have had many opportunities to pursue my passion for engineering. Having been placed with a sponsor I was able to visit Crossrail and do a week of work experience at High Speed 2. These are both such major projects and it was amazing to visit them and learn about the challenges the engineers face. I have also attended events at the Royal Academy of Engineering such as lectures and seminars, in which I was able to speak with engineers about what they do and why they love engineering. The Arkwright Scholarship has given me so many amazing opportunities and I am very grateful for it. Co-running Physics and Engineering society has also been an amazing experience during my Sixth Form career. I have been able to give talks on things I am interested in from Hawking’s radiation and black holes, to engineering projects I have undertaken in my free time. I have also been able to listen to some amazing talks by my friends and it is a great chance to get to know girls in other years too. Overall, I have really enjoyed attending and now running the club as it is a nice break from my academics whilst expanding my knowledge in areas I am passionate about. By Damaris Litton, Lower Sixth
Stanford Astrophysics and Cosmology Courses This summer I enrolled in a semester at Stanford University for eight weeks. After visiting the Griffith Observatory in LA, I decided that I wanted to study astronomy and I applied because I wanted to expand my knowledge further about a subject that I found fascinating. I took two courses in Astrophysics and Cosmology: ‘The origin and development of the cosmos and stars’ and ‘Planets in a habitable universe’. Each course was surprisingly different and covered a range of interesting subjects - like the possibility of alien life, as calculated by the Drake Equation, or what happens when a supermassive star reaches the end of its life cycle. Each course was taught by Stanford University professors and the classes were comprised of Stanford students, both graduate and undergraduate, which was intimidating but motivated me to work hard to keep up. For each course I had two-hour lectures twice a week plus a discussion section for fifty minutes. I got a lot of homework every week, but it didn’t feel like a burden because I was so interested in the subject. All the complicated theories and topics that I had always dreamed about learning, but thought were too hard to attempt by myself, were taught to me over the summer. The experience itself was incredible, as I met so many amazing people who were just as interested in astronomy as I was and got a taste of what college life was like. One of the most unique things about taking courses at Stanford was using the student observatory to watch meteor showers and do research on extrasolar planets with PhD students. The experience overall was amazing, and I am excited to learn more about astrophysics in the future. By Elisabeth Rulke, Lower Sixth
16 SM Doc 1.indd 16
The James Webb Telescope If youâ€™re interested in astronomy or physics, this is a fantastic opportunity to get involved with research linked to the James Webb Telescope, facilitated by the Institute for Research in Schools (or IRIS). The telescope, due to be launched in 2020, is studying (among other things) the dust currently floating in space. This material is ejected in to space by stars in dramatic events like supernovae or collisions and it is the stuff that we are made up of. Over long periods of time, this material can begin to clump to form stars and the planets that orbit them. This is how our own sun and the earth began their lives, and there is still lots of dust floating in space, waiting to slowly clump and form stars. These clouds of cosmic dust and the beginnings of stars that they surround (otherwise known as proto-stars) is what the James Webb Telescope is looking to research, and our research can help them to determine the elements that make up these clouds.
could your work help the astronomers in charge of the James Webb Telescope to identify targets, it will also help to create the first fully classified catalogue of the kinds of sources that the Telescope is studying. This catalogue will be hugely helpful to astronomers all around the world, and who knows, maybe you will be using it to conduct your own research in the future. Visit: www.researchinschools.org/projects/James_Webb and if you want to get involved please email Ms. Frayling. By Nathalie Korhonen Cuestas, Lower Sixth
When studying celestial objects, we often use a process known as Spectroscopy to analyse the elements that it is made up of. Every element emits photons at a specific wavelength, and each element has a specific combination or pattern that we can look for. For example, hydrogen emits light that we can break down into four wavelengths â€“ two that appear purple, one that appears blue, and one that appears red. Therefore, if we break down the light emitted by a certain star and find that its emitting light at the same wavelengths, we can conclude that the star is made up of hydrogen. When volunteering you are given data collected by the Spitzer Space Telescope and a guide to identifying the kinds of stars that James Webb wants to see. The Spitzer Space Telescope observed over 13,000 sources of light, so there are lots of opportunities to find the kinds of stars that the James Webb Telescope will be focusing on. Not only
17 SM Doc 1.indd 17
Mathematics Ibstock Place School Team Maths Competition In June, four Year 10 students were chosen to compete in the prestigious Ibstock Place School Team Maths Competition. Firstly we had a relay challenge, where we were numbered one to four; the first person had to solve the first extremely challenging question and pass their result on to the next person who used their answer to solve the next question. Competitor number four was the only one allowed to speak and could hover over everyone and help them. On the second round we were given eight Olympiad style questions and had to solve as many as we could as a group in fifteen minutes. Despite not being to complete all of the questions, our team found this the most successful round as we were able to collaborate our ideas helping to build our team working skills. We then did two more relay and question
rounds before a mental maths round which consisted of a representative from each school answering difficult questions as quickly as possible. The fastest team gained a point for each answer, with a wrong answer resulting in being â€˜frozenâ€™ out. Our team placed six out of nine schools, which we are quite proud about considering the opposition we were up against. Overall, we found it a very rewarding experience as we were able to gain valuable maths skills, work together as a team and build our confidence as well as experiencing the rewards of problem solving. We would highly recommend this competition as a way to stretch your mathematical abilities and experience some friendly competition.
18 SM Doc 1.indd 18
Prep Schools’ Maths Challenge In June, nine local prep schools sent teams of four Year 5 pupils to compete in the seventh annual G&L Maths Challenge which consisted of four exciting rounds that challenged the teams to work together on a variety of problem solving activities.The first two rounds focused on team work and strategy and by break time Glendower Prep took an early lead by only one point! After a well-earned break of juice and KitKats the Shuttle Round began. It consisted of four rounds where teams had eight minutes to solve a series of questions – impressively almost every school received the bonus points for finishing the rounds early. It was a close race but Notting Hill Prep managed to squeeze into first place at this point. The final round was the Relay which consisted of some maths and a lot of running around. All nine schools did extremely well and seemed pleased with the multi-coloured pens they received for taking part. Prospect House School came third, Glendower Prep second and Kensington Prep won the trophy. The event was such a success that we ran it again in July but this time with twelve of the local primary schools. The rounds were the same and St Stephen’s took an impressive early lead after the group and Cross Number rounds. For the Shuttle Round, Larmenier and Sacred Heart deserve a special mention because they more than doubled their total score from the previous two rounds but it was Bousfield and the Vineyard school that collected the most points to catapult their teams to the top four, neck and neck with St Stephen’s and Hampden Gurney.
The final round was Hampden Gurney’s from the start; they raced through the questions and pulled ahead for the win. Congratulations to Bousfield and St Stephen’s for coming second and third respectively.
Evelyn Chua, the Headteacher from Hampden Gurney summed the event up best: Thank you so much for the wonderful and exciting morning. It was most exhilarating for the children to be able to test their mathematical skills and knowledge at such a fantastic occasion. We would have been pleased to walk away without winning as it was an incredibly purposeful experience for the four children. Winning was icing on the cake!!!
Maths Extension Classes The Spring Term saw the return of Maths Extension Classes aimed to stretch and challenge students beyond the syllabus. Years 8 and 9 focussed on sequences looking at how and why certain formulae work. Years 10 and 11 looked at an introduction to group theory and logic problems whilst the Sixth Form worked on solving the longer problems required for university entrance. All questions were tackled collaboratively and with enthusiasm enabling girls to develop their mathematical skills.
For the first time this year, the Year 7 Extension Classes were run by three Sixth Formers: Juliet Forsyth, Guilia de Sanctis and Hannah O’Keeffe as part of their CAS project, with help from several other Lower Sixth Maths students. There was a new type of puzzle each week and the sessions culminated in a lively Maths relay race. The Year 7s who participated really loved the sessions and a huge thank you is due to Juliet, Guilia and Hannah for planning and running such a stimulating, educational, and enjoyable programme. 19
SM Doc 1.indd 19
Junior Maths Challenge In February, Years 9, 10 and 11 sat the intermediate maths challenge and in April Years 7 and 8 sat the junior maths challenge. These challenges are an hour long with 25 multiple choice questions with the first fifteen being easier and the last ten losing you marks if you give the wrong answer. The questions get you to think mathematically and apply the skills you have learnt in lessons and test your problem solving skills. The challenge is quite fun because it makes you think about maths in a different way. The top 40% (of around 300000 people that enter) of people nationally in each challenge gain a bronze, silver or gold certificate and the top 3% get to take part in a follow on round. Most people who get this far will take part in the kangaroo however the top 0.4% take part in the Olympiad. The kangaroo is similar to the maths challenge as you get 25 multiple choice questions however the questions are harder
but you donâ€™t lose any marks if the answer is wrong. The olympiad is different as you get two hours but the questions are not multiple choice. Allegra in Year 8 made it to the junior kangaroo and Sarah in Year 11 made it to the intermediate Olympiad. In the Spring Term, Year 11 was successful in reaching the Maclaurin Intermediate Mathematical Olympiad, to which the top 500 highest scorers nationally from the Maths Challenge are invited to take part in. The paper consists of six challenging and unstructured questions, of which I only answered three, but achieved a Merit. Due to my result, I have been invited to attend a Mathematical Summer School, for which I am very interested and proud to be taking part in. By Jasmine Rush, Year 10
Alan Turing Cryptography Competition Three teams from Godolphin competed in the annual Alan Turing Cryptography Competition this year. The competition requires students to break a series of increasingly difficult ciphers using a variety of code breaking techniques such as frequency analysis to decode a substitution cipher and learning Morse code. Points are awarded for the speed with which a team can break a code and also for the level of accuracy in their decoded message. Nationally, over a thousand teams entered the competition and all three Godolphin and Latymer teams placed in the top 20% of teams in the competition this year with one team placing in the top 100 by fully decoding five out of the six ciphers. Below is the first code from the challenge - have a go at decoding it yourself!
20 SM Doc 1.indd 20
Year 8 Technology Visit to Kew Gardens The Year 8 technology visit was very enjoyable and also hugely beneficial to our upcoming studies in Technology. During this trip we were made aware of how technological devices are used every day in biodiverse environments like Kew Gardens. Kew Gardens provided environments in which exotic specimens thrived. We had the opportunity to look a round in depth and consider the ways in which technological designs were implemented into the ecosystems. We were given sheets to fill in and learned so that much during this day. We discovered different uses of fruits, such as coconuts for wood, and timber coming for hard or softwood trees. This information is to be used in our future technology lessons. In addition, our upcoming
food technology lessons are going to be based around foods that could be served in the Kew Gardens cafe using a variety of vegetables and nutrients. Also related to food technology, we visited a garden in which we were told the provenance of a variety of herbs and learnt about their healing powers and uses in the past. Our worksheets gave us clear information and we were able to incorporate these ideas into our work. We spent our time walking around independently and observing different regions of the Gardens. This was a brilliant trip that everyone enjoyed very much and created a brilliant starting point for technology in Year 8. By Isabella Boas and Sasha Mueller, Year 8
21 SM Doc 1.indd 21
Food Technology Last year the girls taking their GCSE in Design and Technology: Food Technology tackled the Food Preparation element incredibly well. The meals and dishes produced achieved both strong designs as well as flavour. This photo shows Isabelle Zhuâ€™s wonderful patisseries.
22 SM Doc 1.indd 22
GCSE in Design and Technology Last year the girls taking their GCSE in Design and Technology learned how to work with resistant materials. Here are some of the pieces they produced.
23 SM Doc 1.indd 23
History of Art As usual the History of Art Department offered a wide range of enrichment activities and events to build upon the A Level syllabus. Designed to give students breadth of knowledge, add nuance to their examinations, and prepare them for university, they also create memories to cherish all their lives.
Back in London, History of Art at university became a popular choice. At the Higher Education Conference and Fair at the Institute of Contemporary Arts, students had the opportunity to hear famous art historians such as James Fox, who gave us all insights into the making of his latest series on Oceanic art, and contemporary artists such as Jananne Al-Ani who discussed her work on the veil and the geo-politics of Iraq. We heard a range of speakers from the Producer of Heni Talks, to our own Godolphin governor Sarah Davies, on their career trajectories.
Realising the importance of role models for women working in the arts, Old Dolphin Elizabeth Darling shared her expertise as curator of the exhibition ‘AA XX 100’ celebrating 100 years of women students at the Architectural Association with a day for Sixth Formers, including model making and sketching the work of Zaha Hadid. Herstory founder Alice Wroe came into school to run a workshop celebrating forgotten women, based on Judy Chicago’s Dinner Party. The annual IB day visit to Paris allowed students to gain confidence by giving presentations in a public venue and experience the impact and scale of original artworks. Lingering until the guards forcefully removed us, students had the rare experience of being alone with the ‘Mona Lisa’ too. While in Rome A Level students battled the crowds, to see at first hand the wonders of the Sistine Ceiling and Raphael Stanze, the Colosseum, the Pantheon as well as lesser known gems, the Villa Farnesina and Bramante’s Tempietto. By Florence, spring sunshine had arrived and the Lower Sixth fell in love with the city on their late night sculpture walks, and early morning visits to peaceful fresco adorned chapels to compliment the tempera paintings already appreciated in London at the National Gallery. We have continued to work with local schools in the borough, completing our final AS Level twilight History of Art programme, now that all A Levels are two years. However the West London Art History Café, our extension reading group, is still thriving with students from five local schools debating issues of gender and ethnicity in art, as well as close reading of key methodological texts in preparation for university. By Ms Osborne
24 SM Doc 1.indd 24
Florence and Rome Visit In the Easter holidays the A Level History of Art students, accompanied by Ms Osborne and Miss Blatt, took a five day trip to Florence and Rome. This trip was to allow both the Upper and Lower Sixth to learn about the Renaissance in the place that actually saw it take place in the 15th and 16th centuries. The trip started with the Colosseum. After a tour of the amphitheatre and time used to explore the huge structure, in true Godolphin and Latymer fashion we excitedly made our way to dinner in a restaurant found down a cobbled alley in the heart of the city. The following day consisted of exploring buildings we had studied in class, and for us, seeing them in real life really instilled a sense of wonder. We visited basilicas, extravagant houses dedicated to parties and major Renaissance works such as the Tempietto, said to be built on the site where St Peter was crucified. We ended the day with a visit to the Pantheon, the temple-turned-church in the centre of Rome, before devouring true Italian pizzas. After this, to our delight, we strolled the streets to the Trevi Fountain, where we ate authentic ice cream, had far too many photoshoots and threw euros into the water as we wished for love. The day after this commenced with an early start. After buying ourselves some breakfast, we caught the train into the Vatican, the home of the Pope. The 6am start didn’t falter our true awe of the grand and glamourous St Peter’s Basilica, which we explored with great excitement. From here we went to Raphael’s Stanze and the Sistine Chapel, to marvel at some of the most renowned paintings from the Renaissance. Visiting and speaking about works we learnt in our course was brilliant for our revision, and this was only helped by the work sessions Ms Osborne held in our hotel each night for those who wanted to revise. After a pasta dinner, we caught the train to Florence. As we exited the train station into the beautiful and architecturally appetising city we soon realised the next few days would only further open
our eyes to the wonders of the Italian Renaissance. The next morning we walked to the Ospedale degli Innocenti, Brunelleschi’s hospital for foundling children. We explored the exterior, discussing its facade and its architect, recapping features of Renaissance architecture before sidling to the Bargello Museum to view works by masters such as Donatello. Shopping followed this before we regrouped and moved on to the Brancacci Chapel, where we ogled at Masaccio’s famous fresco cycle. These frescos were works we had studied in class and so seeing them first hand was amazing. After this, we stopped outside the wide and looming Palazzo Rucellai. The evening that followed was my favourite of the trip; after dinner we strolled the Florentine streets with our ice creams and Ms Osborne offered to take whoever wanted to on a night walk around the city, pointing out various buildings and fascinating us with stories about the Renaissance. The next day some of us climbed the dome of the Florence Cathedral, Brunelleschi’s architectural masterpiece, which can be seen from everywhere in Florence. The final day came around too fast. We ate breakfast at the hotel before packing our suitcases ready for our flight later in the day, and then made our way to the famous Medici Palace, where we studied the facade and strolled around the ornate courtyard inside, much as famous artists had done centuries before. After a phenomenal lunch in the busy piazza, we went to the Academia, the final destination on our trip. Here we saw Michelangelo’s David, one of the most jaw-dropping works of the entire Renaissance. Shortly after this, the journey home, away from the wonderful world of the Renaissance, commenced. On behalf of all students on the trip I want to thank Ms Osborne, Miss Blatt, Ms MacDonald and Ms Hegarty for a truly unforgettable trip. By Antonia Clark, Lower Sixth
25 SM Doc 1.indd 25
Second Prize in the ‘Write On Art’ Essay Competition Eieio by Geoff Yeomans As I write this, we are experiencing a historic turning point for womankind. Male figureheads of Hollywood are being pulled down, as A-List actresses speak out against sexual abuse, igniting women from all walks of life to speak out around the world. And the world is paying attention. Eieio (1982) is a large (183 x 122 cm) trompe l’œil oil painting by Geoff Yeomans (b. 1934) that contrasts a high Renaissance style image with a plastic manufactured doll, Sindy, in a mirrored pose. In the copy of Correggio, on the pinned-back page of a book, we catch Io in the midst of submission and vulnerability. She is being consumed by this omnipotent dark smoke in which Jupiter is concealing himself. Lingering above Io’s face is the imperceptible face of Jupiter, to which Io meets, her head tilting open-mouthed to kiss the lips of Jupiter. Furthermore, Jupiter’s hand that lies on the waist of Io’s bare flesh and her return in embrace, emphasises the undoubted eroticism of the moment and wrongly sentimentalises it considering the fact Jupiter ‘halted the flight of the runaway nymph and stealthily raped her’.
photoshopped to an impossible perfection that was and still is taken as reality. This has been taken to new heights by social media and with the rise of more immersive technology such as Virtual Reality. It will soon take us to an unimaginable world. Sindy (introduced in 1963) is an early example of contemporary female idealisation and its artificiality by pointing towards today’s plastic surgery and botox along with eating disorders. As I end this, the battle still rages but for the first time in history a more egalitarian regime of representation seems within our grasp. Women’s voices are being taken seriously causing fear within the establishment. Nothing is for certain but it is our duty to ensure momentum is sustained. We must all play our roles so that future generations will not relate Eieio to their lives but to those of the past. The time is now. ‘Time’s Up’. By Aspen Warren, Upper Sixth
‘This nakedness is not, however, an expression of her own feelings; it is a sign of her submission to the owner’s feelings or demands.’ Despite the differences of the two figures, nudity is their similarity. Jupiter taking forceful ownership of Io is represented by the red glove Sindy is held in, a male industrial form that phallically projects between her spread legs. The thumb covers the ‘sexual organs’ controlling her sexual freedoms and pleasures. The joints of the doll, uncomfortably reminiscent of Hans Bellmer’s ‘La Poupée’, emphasises subordination and suppression of the female body. Representing the social politics of women during the time of the painting as “at the beginning of the 80s, there was an assumption that we had to be overtly flirtatious and sexual to have any hope [in the workplace].” The nursery rhyme title analogy of Eieio (from Old MacDonald) is subversively innocent. It is mainly a play on the name Io, as in E-I-E-I-O, whilst also reflecting Jupiters’ sexual appetite in young flesh – male or female – so the subject is far from innocent. The photographic quality of the painting plays with the idea of perception and reality, as the photorealist style of Eieio,‘is a copy not of reality, but of a photograph, which is already a copy of the original.’ ‘Television, film and newspaper sensations were more real than ‘ordinary’ people’. Images of ‘Supermodels’ were airbrushed in the 1980s and are now 26 SM Doc 1.indd 26
Year 7 Visit to Cambridge
In April, Year 7 went to Cambridge. Their Latin course includes elements of Greek and Roman culture, so they enjoyed sketching Mycenaean sea creatures and examining Roman sarcophagi in the Fitzwilliam Museum. In the Cast Gallery, they learnt how Greek sculpture developed from the stiff archaic period to the naturalism of classical pieces. Here are some of their thoughts on what they saw: Mycenaean pot fragment: My favourite object was the pot fragment with an octopus on it. I liked this because it interested me that octopi existed then. Also, the octopus was painted very well, so it made me wonder about how an artist wouldâ€™ve had time to paint it, as I thought that Greeks would have had to farm, or work all the time. By Isabella Gardiner Nikandre Kore: The statue I chose is of a mysterious woman. The statue shows a woman but it is almost impossible to tell, the only way you can tell is by her wig-like hair. It is not a realistic statue as it looks only like a block of stone at first but after a bit you notice her woman-like figure and that it is carved in the slightest way so that you can see that she has a face and a body. Her face is completely blank and you cannot see eyes or a mouth. By Freya Emerson Peplos Kore: I enjoyed the Cast Gallery because I liked the different ways that men and women were sculpted; I learnt that women are usually sculpted wearing clothes however men are not. I really liked the cast of a woman wearing bright clothes with pretty patterns and a strange hat to keep birds off. These sculptures were often put over graves, perhaps to show the corpse was a woman. By Eliza Currie The Discobolus: I really liked this statue because it must have taken a lot of hard work and it looks very lifelike. The pose is quite exciting, unlike the Archaic Kouroi. This statue was originally made of bronze, however, the bronze did not last, like many Greek sculptures, but luckily the Romans made some more copies in marble. The sculptureâ€™s head is actually incorrectly attached. The original sculpture had its head turned towards the discus, but it was incorrectly reattached in 1792! By Miranda McLaughlan Inscriptions: One of the things I found Interesting in Cambridge were the inscriptions. They were on stone and were used to record things such as loans of money and payments. I learnt that Greek writing, which they were written in, was written without punctuation (like Latin) and they would also write both ways. For example writing towards the right and then once at the end of the line starting to write towards the left! By Grace Hunt
27 SM Doc 1.indd 27
Fishbourne Visit In June, Year 8 visited Fishbourne Palace. Rufilla, an opinionated Roman lady, offers her views on the Palace. ‘Fishbourne. Everything’s always about Fishbourne. Salvius goes on and on about the floors, the gardens, the walls, if only he paid attention to his wife nearly as much as he paid attention to this palace. Today I am visiting it for the first time and my expectations are very high. This place had better be as good as he makes it out to be... On first glance, the palace seems bland. Salvius always talks about the magical feel it gives you, but I feel nothing but disappointment. It is just like any other villa in Pompeii, except obnoxiously large. On entering, I was almost knocked out by the inconveniently placed pillars. How is one supposed to get anything done here if they are constantly walking into pillars? Sure they are tall, but extravagance only impresses those who come from plain backgrounds and I can assure you I do not. I just caught a glimpse of the bath house - what an ugly shade of white! And if I crane my poor neck to the left, I can see the King’s accommodation. Over to my right I can just make out what appears to be guest rooms. Of course, I cannot know as these ludicrous pillars block my view! For now, I’ll focus on the gardens that Salvius talks so much about. Nice patterns I must admit, but I have never seen nature displayed in such a way. I will stick with my regular shaped plants thank you very much! How I do love roses
and lilies! The flowers are the only things I have remotely liked about the place. Now finally approaching the end of my distasteful visit, I have come to the west wing. Or at least I thought I had until I realised I had a whole meter and a half climb up to it. What an absurd idea! Having one of the buildings higher than the rest. It makes the whole palace uneven and is very out of place. Stepping into the building, I was shocked. The mosaics were so extraordinarily coloured. Reds, blues, whites and blacks from all around the world! They clash so unpleasantly I thought I might have to cover my eyes. I could see the attempt to show scenes from myths which I would have applauded if it was not so poorly done. On one of the mosaics there are two sea horses which look completely different. There should have been better communication between the artists! Thinking about the whole palace I cannot get my head around how grossly expensive it must be. If I had my hands on that kind of money, I would not waste it on such an ugly palace. How ill-advised! Well there is clearly nothing for me here; I will be getting back to my house now’. By Rose Farman-Farma, Year 8
28 SM Doc 1.indd 28
Year 9 ‘Artefact to Art’ Competition After visiting Roman Bath, Year 9 Latin and Classics students created poems inspired by ancient objects they saw there. We entered these poems into the ‘Artefact to Art’ Competition (run by the Classical Association and Leicester University). We were delighted that Ava Martin gained third place and Bella Gerber-Johnstone was highly commended in the 11 to 18 category. Their work and the poems of Charlotte Arculus, Iona Bensley, Catherine Benson, Diane Comon, Ruby Foster and Sophia O’Sullivan featured in a book and exhibition at Leicester University. Congratulations to all who took part.
Classical Civilisation Visit to the British Museum Monday 11 June, the Year 10 classical civilisation students travelled to the British Museum to see the Rodin exhibition and see the Elgin marbles from the Parthenon, a temple we had studied in detail. We looked at the metopes showing the Centauromachy in small groups. Each group created a short video analysing the success of the metope which we then watched in the next class. Although we had studied the metopes in depth in class, seeing them in person was really eye opening. Then we looked around the frieze of the Panathenaic procession individually and took a quick photo of us recreating part of it. Next we visited the Rodin exhibition. The exhibition showcased Rodin’s work, which was heavily influenced by Ancient Greek art. Some of his works were influenced by the Elgin marbles and we were lucky enough to see Rodin’s sculptures next to some of
the sculptures from the pediment on the Parthenon that inspired him. It was really interesting to see different interpretations of something we’d studied so much and to see it more as individual pieces rather than as decoration for a temple. Finally, we visited a room exhibiting Roman life, which showcased elements from the myth and religion and Roman city life parts of our course. It had sections such as festivals, entertainment and housing to show what it was like living as a Roman. By Caroline Corrigan, Year 10
29 SM Doc 1.indd 29
Greece Visit In October a group of Godolphin and Latymer Classicists met at Heathrow airport at 6.15am to embark on the trip of a lifetime. Our first stop: the amphitheatre at Thorikos. The theatre was rectangular rather than hemispherical, and crumbling in places, but still preserved enough to instill a sense of grandeur. We sat in its stone seats and looked out over the sea as Mr Renshaw delivered the first lecture of the trip, only making us more excited for everything that was to come.
punishment fit the crime, or if it was even deserved. We continued to debate this as we walked through the Pnyx, which seemed fitting, where we caught our first glimpse of the Parthenon (it is safe to say everyone’s walking speeds increased significantly after this.) Soon, we were ascending the steps to the Acropolis and craning our heads over the crowds to get a glimpse of the top. It was well worth the wait, and the midday heat, as was proven by the collective gasps of awe from all upon entering the main sanctuary.
Next up was the Temple of Poseidon at Cape Sounion. Located on the crest of the Attic peninsula. The temple was constructed on top of cliffs that give way to the ocean, and on the beautifully sunny day we visited, the skies were clear enough to see the mainland curving around the bay. The temple itself was quite breathtaking: fifteen of the original thirty-six white marble columns still stand, so it wasn’t difficult to imagine what the temple would have looked like in all its fifth century BC glory. After taking plenty of panoramas and reading all of the information boards (as well as the obligatory Renshaw lecture, which was enjoyed by all, of course), we made our way back down from the temple to have dinner in a restaurant by the bay, and watch the sunset over the Aegean. For what would be the first time of many, Mr Renshaw pointed out that the sea really was as ‘wine-dark’ as Homer describes.
The next day saw us at Delphi, rehashing the various ambiguities delivered by the Pythian Oracle to various figures in mythology, and gazing out at the very mountains Odysseus was said to have visited in his youth. For many, Delphi was the surprise treasure of the trip, featuring gorgeous views of the surrounding countryside, a museum full of intriguing relics such as the charioteer of Delphi, and of course the awe-inspiring ruins of the temple of Apollo. The next two days saw us visiting Olympia, where we ran on the track that had hosted the first Olympic races, and explored the temples in the surrounding area. We also visited the enormous amphitheatre at Epidaurus, where girls delivered speeches not only from Euripides, but Shakespeare too, and could be heard from any point around the theatre, including the very top row! After a quick stop at Eleusis, where pomegranates littered the floor to mark Persephone’s descent to the underworld, we made our way to the airport.
The next day was perhaps the most highly anticipated of the whole trip: Athens and the Acropolis. Our first port of call was Socrates’ place of trial and prison. Hidden in a grove of trees, the prison wasn’t so much a building as a cell carved out of a rock face with bars set into the stone — a sobering sight. As Mrs Allan read us parts of Socrates’ Defence from Plato’s Apology, we discussed how he was on trial for ‘corrupting the youth of Athens’ and whether his
Of course it could not have been done without the amazing help of Miss McDonald, Mrs Allan, and Mr Renshaw, so thank you very much! By Esmie Jikiemi-Pearson, Lower Sixth
30 SM Doc 1.indd 30
Year 7 Christmas Play The Year 7 Christmas Play is performed each year, and involves the entire year group. This year, girls performed â€˜How the Grinch Stole Christmasâ€™. It was exceptionally fun and the girls enjoyed rehearsing their scenes in Drama, Music and PE lessons.
31 SM Doc 1.indd 31
SM Doc 1.indd 32
Whole School Musical Production Getting the performance licence for an amateur production of ‘Chicago’ felt like an incredible achievement in its own right; the opportunities offered to all the students involved were manifold. Auditions were held in September followed by rehearsals up to three evenings a week for four months demanded commitment, collaboration, energy, risk-taking and a sense of humour. Two professional choreographers created some of the signature numbers, for example, ‘And All That Jazz’, ‘Cell Block Tango’ and ‘Razzle Dazzle’, Miss Osborne (Biology) led the dance on ‘Roxie’, ‘All I Care About is Love’ and ‘When Velma Takes The Stand’ and I had a hilarious time with many others, a particular favourite being ‘We Both Reached For the Gun’. Miss McAdam, Musical Director, wrote for the programme:
There was a wealth of talent amongst the cast who worked tirelessly to master the darkly comedic Ebb and Fosse musical vaudeville. A montage of scenes tells the story with characters breaking from the narrative and directly addressing the audience then singing. I chose an overtly simplistic semi-staged design - a set where every element is visible; the band permanently on view, a raised platform of steeldeck above black floor, two chairs, a chaise longue and a handful of props. The skill of the performers was paramount and I was utterly delighted that they embraced the challenge, they made me enormously proud. The eleven-piece band comprising professional musicians and four students expertly led by Miss McAdam on keyboard worked energetically through the eighteen individual songs and the near-constant under-scoring. The technical crew of twenty-two students were managed by Ms Jenny McNally Cross and collectively contributed magnificently to the overall success of the production.
“Inspired by jazz music of the 1920s and forms of pastiche, John Kander’s musical score radiates beloved tunes.” “From the opening classic ‘All that Jazz’ to the circus-themed ‘Razzle Dazzle’ and from the opera-like ‘A Little Bit of Good’ to the ragtime energy of ‘We Both Reached for the Gun’ the vaudevillian feel is palpable.”
By Lindsay Tricker, Director
Audience - Senior play
33 SM Doc 1.indd 33
Speech and Drama
Speech and Drama Review 2017-18
Nearly four hundred girls chose to take Speech and Drama lessons this year and over three hundred took an exam. In the autumn term Trinity College notified us that Grace Lovegrove (Leaver 2017) had been awarded their 2016 Exhibition Award for achieving the highest mark for her Grade 8 in UK and Ireland. Amongst our current cohort here was 100% pass-rate with 55% achieving the highest mark of Distinction, 41% Merit. Speaking to some Grade 8 students who were reflecting on their six years of Speech and Drama lessons, they said that it was a subject that gave them a fun, personal challenge each week. A lesson that offered them a different type of selfexpression and an opportunity to focus on themselves and their own skill development. Their results reflect hard work and outstanding performances. Twenty-eight girls took their Grade 8 examination and their results were fantastic with everyone passing, twenty-one Distinctions and seven Merits! Here, girls who gained the highest mark for their grade were invited to write about their experience. Connie Fouracre Grade 3 95/100 I performed an extract from ‘George’s Marvellous Medicine’ by Roald Dahl for my exam in which I played George, and also the poem ‘Miss Flotsam’ by Joseph Coelho. George has a very energetic personality which was a good challenge because I had to decide how my actions would fill in the gaps between speaking. My poem was very different; I didn’t engage with it straight away. Reading more deeply into the background of the poet I found that the meaning behind the poem was very personal. This helped me a lot with understanding and interpreting it. The mood constantly changed through each stanza and I had lots of fun deciding on my different facial expressions and vocal tone. By the time I took the exam I had fallen in love with my poem and had an amazing time performing it. I was very happy with my result!
Clementine Mee Grade 4 91/100 I chose ‘101 Dalmations’ by Dodie Smith for my exam and played the part of Cruella De Vil. Earlier in the process, we read the original plays, which I found enjoyable as the actual story appealed to me very much. I really liked playing Cruella, because she comes across as very confident and generous, but there is also a harsher, more manipulative side to her, which the characters I usually pick to perform don’t usually have. My poem was ‘The Three Fishers’ by Charles Kingsley which I particularly liked because it was very lyrical and sorrowful, and there was a clear story, which meant there was a lot to talk about. Matilda Shales Grade 5 93/100 For my Grade 5 exam I performed a scene from ‘The Power of the Dog’ by Ellen Dryden and a poem called ‘Dogs in the Park’ by Louis MacNeice. In my acting piece I was playing a very intelligent but difficult girl called Lisa. I really enjoyed playing her because she was different to the types of characters I usually play, she was more feisty and opinionated which was really fun to act. I also really like the poem I performed. It had a lot of hidden meaning which made it really interesting to do and gave me lots of things to talk about in my exam. Saskia Kishon Grade 6 90/100 For my Grade 6 Speech and Drama exam I chose a poem, a prose and a play that was written after 1950. My poem ‘The Skip’ by James Fenton, was a very interesting piece as the whole thing was a metaphor, which gave me a lot to explore. ‘If I Stay’ by Gayle Forman, is both a movie and a book that I already loved and the final piece that I learned was the part of Lisa from the play ‘Guardians’, which was written by Peter Morris. This was a great opportunity for me to develop my American accent as well as an interesting character who was hard to understand with her being like myself in style but extremely different in opinion. These were fascinating and thought-provoking pieces that helped me to really enjoy the entire experience of Speech and Drama this year.
34 SM Doc 1.indd 34
Tea Chatila and Mia Rolland-Bezem Grade 7 93/100 Tea: For my Grade 7 Speech and Drama I tackled the monologue by Medea from the Ancient Greek tragedy ‘Medea’ by Euripides. This was a very challenging piece as I took on the role of a very emotionally volatile and vengeful character. but it was also the piece I enjoyed performing most. I then chose my poem: ‘What is Life?’ by John Clare. It is a very sweet philosophical poem which summarises Clare’s original (albeit somewhat pessimistic) views on life, death, and all things in between. My book extract was from ‘Instructions for a Heatwave’ by Maggie O’Farrell, about a very confused character watching a cat she did not particularly like being put to death. It presents how her superficial emotions conflicted and interacted with more profound emotions. Lastly, my fourth piece was a monologue from the film ‘Love, Rosie’; it is from one of my favourite films, and it is a poignant reflection on love, sadness, but above all, the endurance of friendship. Mia: For my pre-1900s acting piece I chose a monologue spoken by the character Creusa from ‘Ion’ by Euripides which explored the inequality between men and women.; I had to push my emotions to extremes in order to replicate her mental instability. I contrasted the intensity of Greek tragedy with a comedic poem by Radmilla Ladziç called ‘I’ll be a Wicked Old Woman’. I found this piece the hardest to perform, struggling with the frequent enjambement and irregular phrasing. Next, I decided to perform a famous extract from my favourite book, ‘Pride and Prejudice’ by Jane Austen which required articulation and resonance exercises in order to convincingly portray men’s voices. My final piece was a monologue from the film ‘Dangerous Beauty’ which, once again, explored gender inequality but required an element of stillness which was an exciting challenge. Overall, the pieces I chose not only reflected themes I am deeply passionate about, but stretched me as an actress. I can’t wait for Grade 8! Esmie Jikiemi-Pearson Grade 8 Speech and Drama 91/100 For the contemporary acting piece of my exam I played the character of Kirsty, from the play ‘Chapel Street’, monologuing about the terrifying experience of buying alcohol from the local Cost Cutters underage. This was a refreshing piece for me due to its comedic aspects and the hilarity and vivacity of Kirsty’s voice. The Liverpudlian accent was also challenge!. For my lyrical poem, I chose ‘Walking Away’ by C. Day Lewis written from the point of view of a parent watching their child take leave of them,
and go out into the world all alone. In the face of departing for University next year, I felt an unexpected sympathy for the parent left behind. For my third piece I was required to select a piece of narrative prose, prompting me to choose an excerpt from Donna Tartt’s ‘The Secret History’. As somebody who loves all things Classics, and hopes to study it at University, this seemed the perfect choice. There were several character voices to perform, most of them with American accents, and I wanted to create the sense that they were all there together as the excerpt was from a scene in a small classroom seminar. Finally, I chose to perform a piece of own writing discussing whether anyone was inherently good or bad, or whether they became that why as a result of their circumstances. Performing my own work was challenging but one of the most valuable experiences of the whole examination process. Madeleine Grussing Grade 8 Communication Skills 91/100 This year, I have been preparing for my Grade 8 Communication Skills exam in which I had to prepare a presentation and a role-play style debate; I also had to prepare for an unseen article on Technology or Science which I then had to analyse. For my presentation, I chose to advise the NHS on a future organ-donation campaign to tackle their chronic organ shortage. This entailed analysing campaigns from Scotland, Brazil and Mexico and evaluating their successes to best advise the NHS on future campaigns. In particular how to strike a good balance between guilt, emotional pull, information, graphics and medicalization; it also made me consider the impact of small details such as font type, size, colour and placement. The other piece which I prepared was a debate on whether or not school web filters are overly restrictive. I prepared to argue both sides and I particularly enjoyed taking on the role of the teacher as it allowed me to explore perspectives different to my own. The final element of my exam was the analysis of a recent article which I enjoyed preparing for as it allowed me to learn lots about recent scientific discoveries outside of the classroom. My exam extract was ultimately on the use of rats in Cambodia to detect landmines, which led to some thoughtprovoking discussions on the ethics of animal testing, the use of landmines historically and the risks associated with the process. Taking on communication skills after having done grades 1-7 of Speech and Drama was an exciting new path that has helped me to improve my public speaking skills and I would recommend it to all LVI girls interested in writing their persuasive pieces.
35 SM Doc 1.indd 35
Choir Tour to Venice Scholars’ Concert Our choir tour to Venice included performances at St Mark’s Basilica, La Pietà (Vivaldi’s Church) and San Giovanni Battista. The girls sang a classical programme of English and Italian sacred and operatic repertoire ranging from Palestrina to Rutter via Vivaldi. There was also time for a walking tour of the city, visits to the Palazzo Ducale, Musical Museum, Gallerie dell’Accademia and the lagoon islands of Murano, Burano and Torcello.
The first of its kind, our Scholars’ Concert was a sublime celebration of the extraordinary musical talent of our fifteen music scholars. With a programme ranging from Mozart to Debussy the audience delighted in solo performances from different instrumental disciplines – five violinists, three flautists, two clarinettists, a pianist, two cellists and one vocal performance. Every scholar performed with poise, confidence and a high level of musicality. It truly was a feast of exceptional music-making, enjoyed by all.
Instrumental and Singing Staff Fundraiser Concert Our year of musical events was gloriously kick-started by a wonderful concert put on by members of the Music Department to raise money for the charity, Sarcoma UK. Girls got to see their teachers in action as they performed a recital of varied repertoire. We raised £677 and very much hope that this will be the start of many department fundraisers!
36 SM Doc 1.indd 36
ENO Opera Trip, ‘Aida’ Festival of Lessons and Carols
Girls studying GCSE and A Level music had an enjoyable night at the opera to see Verdi’s iconic ‘Aida’ at the London Coliseum. For some girls, this was their first experience of seeing an opera, so they were mesmerised by the sublime soprano and tenor arias, grand choruses and poignant tragic ending.
Autumn Concert On Wednesday 22 November the Music Department presented their Autumn Concert. The concert showcased Godolphin and Latymer’s orchestras (including the newly formed Junior Chamber Orchestra), a selection of instrumental ensembles and our choirs. The programme displayed a variety of repertoire from Concert Band’s ‘Phantom of the Opera’ medley to ‘The Pirates of Penzance’ overture rousingly performed by the Senior Chamber Orchestra. The second half exhibited the dulcet tones of the choirs with music by Bob Chilcott (the Year 8 and 9 Choir’s rendition of ‘Like a Singing Bird’ was particularly moving) and some Ivor Novello to finish. The girls looked the part in their new all-black concert dress and cheers of ‘encore’ suggested that the audience really enjoyed all that they heard. It really was a fabulous evening!
The annual ‘Festival of Lessons and Carols’ is always a particular highlight for our Sixth Form choristers and this year the standard of vocal talent was particularly high. Charlotte Moore in Year 7 confidently opened both services with the traditional first verse of ‘Once In Royal David’s City’ and the senior and junior choirs offered a wonderful programme of music to get everyone into the Christmas spirit. Particular highlights included the Year 7 choir’s rendition of Gardner’s ‘The Holly and the Ivy’, Senior Chamber Choir’s five-part arrangement of ‘Coventry Carol’ and Elgar’s ‘The Snow’ and Junior Chamber Choir’s rousing finale of ‘The Sussex Carol.’ All choirs and soloists performed to the highest standards and it really was a festive end to a busy term.
Senior House Music Festival Musicians from Years 11-13 took part in the Senior House Music Festival this year and the standard was incredibly high. Girls competed in preliminary rounds throughout the day and the top three from each category proceeded to the ‘Grand Final’, which was adjudicated this year by Leigh O’Hara, Director of Music at St Paul’s Girls’ School. Categories ranged from solo string and woodwind to vocal duet, musical theatre and ensemble groups. It was a most enjoyable evening displaying a very high level of musical talent.
37 SM Doc 1.indd 37
Chamber Music Concert To celebrate the many chamber groups that have formed this year, the Music Department hosted an informal concert for our small ensembles to perform their pieces. Repertoire included a Faure Piano Trio, Mozart Sonata for Violin and Piano, String Quartets and a vocal duet that will be performed as part of the Venice Choir Tour.
Spring Choral Concert featuring a performance of Handel’s ‘Messiah: Part One’ The annual Spring Choral Concert was a memorable celebration of singing within Godolphin and Latymer, and an opportunity to bring girls, staff, parents and Old Dolphins together in our performance of Handel’s ‘Messiah: Part One’. With soloists given by girls and an accompanying orchestra comprising members of Senior Chamber Orchestra, the evening was a real celebration of community, ending on a particular high note with the famous ‘Hallelujah’ Chorus. The girls thoroughly enjoyed learning the famous choruses from Handel’s masterpiece, and the staff, adult and Old Dolphin choir was the largest the school has seen for several years. Congratulations to all who took part.
PTFA Jazz Evening On the evening of Friday 27 April, the Bishop Centre was transformed into a glitzy black and red themed Jazz Club, with parents enjoying a three-course meal to a programme of classic jazz repertoire organised by the Music Department. Guests were greeted by Godolphin and Latymer’s lively Swing Band, who performed two medleys of jazz classics. As courses were served, vocal performances from Abigail Turner, Bronwyn Lowe, Amelia White, Kate Devey, Alexandra Riklin, Molly Mantle, Mia RollandBezem, Aimee Wilmot and Amy Snudden were enjoyed by the audience. The girls looked very glamorous in their full-length evening dresses, with songs ranging from ‘Summertime’ to ‘I Put a Spell on You’ and ‘A Sunday kind of Love’. We welcomed jazz pianist, Dominic Doutney, who provided background music as guests enjoyed their meal (professionally served by our World Challenge students), and Ariane Bardonnet, Nina Wittman and Sarah Bettis delighted the audience further with their saxophone and piano ensemble. The evening was a fabulous success and enjoyed by all. With huge thanks to the PTFA and Music Department staff.
Spring Instrumental Concert Godolphin and Latymer instrumentalists finally got to perform repertoire they had been rehearsing for some time, due to this concert being postponed from the spring term because of the snow! And it was well worth the wait. The first half of the concert displayed some of our smaller ensembles, including our lively Percussion Ensemble (‘The Pink Panther’), Flute Trio (Zempleni’s ‘Trio), Recorder Ensemble (‘Once Upon a Dream’) and Swing Band (‘It’s Don’t Mean a Thing). Holsts’ ‘Mars’ and ‘Venus’ opened the second half, confidently played by Concert Band, and the focal point of our concert were the two concerto movements, Bach Concerto for Two Violins performed by Isabel Roberts and Katya Sloboda-Bolton, and Elgar’s Cello Concerto, First Movement, performed by Natalie Alfille-Cook. Our Lower Sixth Music Scholars performed with great musicality and professionalism, and we applaud them for working tremendously hard on such challenging repertoire. Junior Chamber Orchestra ended the evening with a rousing rendition of Bizet’s ‘L’Arlésienne’ – Suite No. 2. With thanks to all of our performers who took part, professional musicians who joined us, and our Music Department staff.
38 SM Doc 1.indd 38
Junior House Music Festival Part two of this year’s House Music Festivals took place on a lovely summer’s evening in AMS for our junior year groups. Following record sign-up to this event, girls in Year 7-10 performed their piece in the categories across the preliminary rounds with the top three being selected to participate in the Grand Final. We welcomed adjudicator, Tony Henwood (Director of Music at Latymer Upper School) who offered wonderful feedback to our performers and commented on the very high standard of musicality. Congratulations to all girls who took part and particularly those who made it through to the final.
Summer Concert The musical year came to a glorious finale with the Summer Concert. As our older girls had left for the exam season, this concert was a celebration of younger talent within the school. One of the highlights was the presentation of the Year 7 ‘Ukulele Band’ following a project that the whole year group had embarked upon this term. Their performance of ‘Wipe Out’ was really impressive and we thank Mr Neville who accompanied on percussion! The audience were also delighted to a performance by our tour choir who will this summer be performing in venues around Venice. We wish them a fantastic tour and the best of luck! With thanks to Miss Reid and the music department for organising this wonderful end of term event. By Lisa McAdam, Director of Music
39 SM Doc 1.indd 39
Art and Design Lower School Art and Design Exhibition
The 2018 Lower School Art and Design Exhibition was inspired by the theme â€˜The Preservation of Collections and Specimens for Historical and Scientific Recordâ€™ The exhibition was a culmination of innovative works created by Years 7, 8 and 9. Each pupil made their own artefact and these studies formed part of an unusual exhibition, which enabled the viewer to simulate being under the sea and viewing the creatures and forms found in it.
40 Art 2018.indd 40
GCSE Art and Design Exhibition
The standard of Art and Design exhibited by this yearâ€™s students was outstanding, as were their examination results. In the work displayed ideas were imaginatively explored and demonstrated a strong command of technical skill. The Art and Design department is able to offer students openended opportunities to explore a broad range of techniques and specialist processes of making such as painting, drawing, textile design, photography, ceramics, printmaking and cold glass. The visiting external moderator commented on the innovation and originality seen in the work and how inspired they had been by the exhibition.
A Level Fine Art Exhibition
The quality of work yearâ€™s exhibition was exceptional, as were the studentâ€™s outstanding Fine Art examination results. The breadth and depth of creative making was of a consistently high standard and an impressive range of media and processes were rigorously explored to communicate ideas with sophistication and refinement.
IB Visual Arts Exhibition
The IB Visual Arts students exhibited their artwork in the Hall for assessment of their course but also to celebrate an impressive body of work they had made, and there was much to celebrate. The impact of the exhibition was a visual treat; high levels of technical skills were evidenced in a wide range of media, processes and ambitious use of composition, as well as how sophisticated the girls were in their creative and critical thinking and comment on social and cultural issue and topics.
41 Art 2018.indd 41
42 Art 2018.indd 42
43 Art 2018.indd 43
Florence Scavazza Murphy
44 Art 2018.indd 44
Honor West Knight
45 Art 2018.indd 45
46 Art 2018.indd 46
Linnea Hult Jenna Kruger
47 Art 2018.indd 47
48 Art 2018.indd 48
Sara Jusu Sheriff
49 Art 2018.indd 49
50 Art 2018.indd 50
51 Art 2018.indd 51
52 Art 2018.indd 52
53 Art 2018.indd 53
54 Art 2018.indd 54
55 Art 2018.indd 55
56 Art 2018.indd 56
57 Art 2018.indd 57
58 Art 2018.indd 58
59 Art 2018.indd 59
60 Art 2018.indd 60
Edie Elliott Granger
61 Art 2018.indd 61
62 Art 2018.indd 62
63 Art 2018.indd 63
English Why Smiling Is Great I am not a smiler. At least to me it doesn’t come naturally. As an introvert, I have come to learn that smiling helps make social situations easier. The simple expression not only changes how I feel about something but also helps people in the room feel a similar way. But can someone actually learn to smile more? Smiling is a reflection of happiness. But if you’re not constantly buzzing with excitement and joy how are you supposed to produce a smile on demand? Fake it till you make it; well that’s what I tell myself. Though it may sound disingenuous, once you begin smiling, unbelievably you are able to trick your mind into believing you are enjoying a certain event. Even Amy Cuddy, a social psychologist, is able to back this up; she explains that body language can
not only change other peoples’ perceptions of us but also our own body chemistry. All this means is that we have the power to change our views on situations. Public speaking has never been something I particularly enjoyed. Like many, my heart drums rapidly and I feel I’m going to do something terrible. This is just an irrational fear of mine that can hold me back from opportunities. How do I overcome it though? Yes, you’ve guessed it… by smiling! Suddenly things become less daunting, you feel in control and have the ability to make what you like of a situation. You may not be an excited puppy all the time but if you pretend to be one, challenges are games: when you fall it’s funny and your worries become memories.
64 SM Doc 1.indd 64
You may be extremely confident but that doesn’t mean that you shouldn’t make an effort to smile. Have you ever had a stranger smile at you and you smile back without even thinking? This is because smiles are contagious! It is said that 50 per cent of people smile back- it not only makes you feel great but the other person as well. Compliment people without ever saying a thing. Additionally, happier people are said to be happier. This may sounds far-fetched but Shawn Achor, author of ‘The Happiness Advantage’, tells us ‘if we scan the world for negatives we will undercut creativity, raise our stress levels and lower our motivation and the ability to accomplish goals’. By smiling and being more positive we increase our
chances of success and have motivation to live a healthier lifestyle. So whenever you’re having a bad day, you have a tremendous workload or just feel down, smile. Whether it is to someone or into the mirror, just give it a try, whether it comes naturally or not. You may feel silly but give it a go! See what happens. By Sofia Lafontaine, Year 8
65 SM Doc 1.indd 65
War Story I was extremely naive to come here. A woman? On the battlefield? I wish I was at home, home sweet home, where I could play with the new-born pups and make tea at four o’clock. Where I could walk on the five south down’s hills with little trees which look like over-cooked broccoli and with little streams with little stones and little splashes. I wish I could ride my horse and gallop on for miles, like poetry in motion, with the choice to turn around at any minute, second, moment and just go home. Home. What is that place like now? I believed it will be charred and burnt by licking flames, it will be a meagre silhouette of black lines at the top of Folly Hill, with no inhabitants, no love nor picturesque surroundings. Its family, lost. Its beauty, lost. The wind whistles a simple tune where I am now, a melancholy, dead melody. No trees are left, for they are blown up. No people are left, for they are dead. I am the last woman standing. This thought fills me with sadness as the depressing knowledge of the hole in my arm hits one I may bleed to death, like all the other human beings here did. Although, I should rephrase that. Like all the animals did here. Animals I say! Wives, bears, lions, all of them tearing at each other’s hair and eyes, killing and maiming one another. Now I see the true dark light in men’s black heart. The dead men that I gazed, motionless at, seemed as ugly as the parasites that grew inside them. I look down as I sit up, and looking at my black wounds, I see a glimmer. A pure white pearl, on a silver ring lies on my bony finger. My wedding ring is the most wonderful thing that has ever come to me. The feeling of strength returns, I must go. Go to find my family, go to find my home. i get up and limp off, with a large stride and a determined smile. I am going home. Walking, limping, struggling across the choked, dusty land, a glimmer catches my eye. I am intrigued by this light, for it seems so pure to me. My footsteps urge me on and the thing that I witness is a beautiful, sorrowful sight. A woman, a married woman, lies dead on the ground with a hole in her arm. This sight fills be with fear, a sudden realisation hits me. There is a wide chance I will end up like this too. So might my family. I must go, I need to find my family, need to find my home. I look up and limp off, with a large stride and a determined smile. I am going home and how naive of me to come here. By Kitty Kemp-Welch, Year 8
How did I get in this position? I take a glance down at my magazines. That same magazine had to be bought in town, then smuggled under my sweaty dress. If Curley saw me take a single look at even one of those men, I was done for. I see the actors, their gleaming white teeth and their beautiful outfits, their pompous grins and their boisterous attitudes. I could have easily been one of them. Exasperated, I reach for my glass of water and in the process, I spill it on my magazine. I slowly begin to realise that this magazine was starting to look like my lost career. It all began when I was younger, when every single day I had it imprinted and carved inch by inch into my brain that I was a worthless person with no use in the world. The only way I could become something, or someone, would be to get married. From a very young age, I was taught by Feur that I must remain a virgin… I was shown countless examples of aunts and women on the street who were homeless, ‘filthy’. That is at least what my mum thought. When I was eighteen, I went to the annual ranch ball, Curley stood out. There he was in the wind, hair flapping in locks and charming as ever. He enticed me. I knew as soon as we had met that something was wrong, but I let it slip by me and we married a week later. My mum’s words were echoing in my brain when he knelt down. Curley changed. Every day that I was with him, I encountered a little more of his egotistic, hellacious self. I kept quiet because I didn’t want to explain to my mum why I had a black eye over Christmas dinner. I feel like an object, a belonging. My own thoughts and opinions drive me insane because no one listens to them. There they are, piling up, each of their forces pressing against the walls of my brain, bound to give me an outburst any day now. I know what I could have been. I know what I should have been. I bet if I had just settled down with a bloke like Lennie, we could have been famous, the two insane actors with the best looks and the best skills. Instead, I’m stuck in this hell-hole with Curley until I die… By Sara Galal Williams, Year 8
66 SM Doc 1.indd 66
I want to talk about the F-word. Feminism. Feminism should not have to exist. In 2018, inequality between genders should not be an issue, but it is. I believe it is ridiculous that in the 21st century, women have to create a movement to fight for their equality.
His face haunts me still. The disgusted expression lingering deep within his eye as I held out my hand to Tybalt. The pain in his look as he looked upon his wound.
In April 2017, a study was completed by the ONS to find out the gender pay gap in the UK. Shockingly, in the UK, men earned 18.4 per cent more than women. Why? Is it because women don’t work as hard as men or they don’t do their jobs as well as their male counterparts? No. it is a consequence of the fundamental sexist ideology still instilled in our society today. The blatant inequality does not stop in the workplace. Around the world, 62 million girls are denied an education. Consequently, two thirds of the 774 million illiterate people in the world are female. Is this because women are not as intelligent as men? No. Again it comes down to the fact that even in the 21st century, there is discrimination against women. Many people say that we have made progress. I agree. However it has been 100 years since the suffragettes won the right to vote and I still don’t see complete gender equality. I still don’t see the same opportunities being given to men and women. And I still don’t see any change great enough to quash the need for feminism! It is up to us to change this. We are the lucky ones. We have an education and a voice and if we don’t use our voices, then those without voices will suffer. If you don’t use your voice, who will? Who will create the change? Until we, as a society, modernise our ideas, women and girls will keep having to make this speech. We will keep having to be part of a movement that begs for equality between genders - a movement that shouldn’t have to exist. By Isabella Steinmeyer, Year 9
So, it’s really not a dream. Mercutio is actually dead. If only Tybalt hadn’t seen us and walked over. If only I had had the courage to push my anger and pride down, and send him away. Mercutio would still be alive and well to see me this very day. How could I have betrayed him like that? Just before he died, he believed that I had betrayed him. How could I be such a fool? Maybe I should just die. Sure, it would leave Juliet alone in this world, but wouldn’t that be better than exile from her? I could float in death, all alone, with no worries. But yet again, I hear his voice resounding ‘A plague on both your houses!’. It makes me shiver. Juliet might not even know yet, as the beautiful angel she is. Perhaps she would be disgusted to know that her husband is a murderer. I killed him with my own hands. It’s like when Mercutio died; that terrible, malicious look on his face remains imprinted on my mind. I have killed two men. One indirectly, one with my own sword. Oh, I am fortune’s fool. Some hours earlier, I was floating above on clouds as Juliet was married to me, heavenly eyes of stars gazing upon mine. Alas, I have wronged her. She should move on. Perhaps that marriage to Paris would be better. Curse Paris for his good fortune. Lord Capulet truly wishes him to make his daughter into a blushing bride. It disgusts me. ‘Wherefore art thou Romeo?’ Her voice lingers in my mind. I can almost imagine dove’s wings spreading from her back and making her into God’s messenger. Perhaps this is my punishment for killing Tybalt. Endless confliction in my heart. Oh Mercutio, dear Mercutio. He truly believed that I was a traitor. Maybe I am... There’s no use in trying to dwell on past times. I must move on, for Juliet’s sake more than mine. Oh God, dear God. Please let her forget me! I would truly pierce my heart with my own sharpened sword if she remained broken-hearted, as I am now. My heart has shattered into tiny shards of delicate glass, and I long for slender, white fingers to take them up and bond them one by one. Her face alone would make me content. If I hadn’t killed Tybalt, none of this would have
67 SM Doc 1.indd 67
happened, and i would be with Juliet. Oh broken heart where you should be whole! Oh dark sun! Something has clouded my sun, and, mark my words, it is that devilish fellow who goes by the name of… Paris. By Isabell Karlsson, Year 8
Education Education. It is a word we hear all the time. We are told to prioritise it and value it above all else. We are told that our education is what we learn in the classroom and the lab, but it is so much more than that. I believe that education is an all-encompassing word, not only referring to school life but also life in its entirety. Yes, I will admit that my knowledge of the nitrogen cycle and the electromagnetic spectrum is impressive, and it is pretty cool that I know how the heart functions, but my ability to differentiate the left ventricle from the right doesn’t define me. Rather, the values and morals that I was raised to follow and that have moulded my personality; these are the things that define me. These past few years, I have digested so much information that it is easy to forget the simple principles that influenced my young, impressionable mind and have led me to become the woman I am today standing in front on you. I would describe myself as a kind, caring and compassionate person and I wouldn’t thank my history teacher for these traits as she wasn’t the one who bestowed them upon me. And yes I may be taking advantage of this talk to blow my own horn but my message is still important. We have been conditioned to put everything into our school lives out of a fear of being unwanted and unemployable. We imagine that we will end up working in a McDonald’s or a KFC for the rest of our lives if we don’t live up to these expectations we have set ourselves. We strive for our dream job, for our dream house and dream family but what is all that worth if you are a bad person? A person who lacks empathy and sympathy. A person who throws away their social life for their work life. A person who belittles people. That is why the most important thing we can learn are to be good people, then the others will follow. We all know the phrase ‘sharing is caring’ from some time in our childhood
and most of us abuse it to force our friends to share their food, but we don’t consider the subconscious effects of it. When someone is really hungry or unwell or sad we share our food, company and napkins because we have been raised to show that we care through sharing. This crucial and valuable lesson wasn’t taught to us in our French or Spanish lessons but at home by friends and family. I still love school and enjoy completing assignments and tackling tricky questions but I know there is a lesson that is far more valuable than anything that can be taught in a classroom. I might not end up with my dream job or house but I can still know that I have made a positive difference in the world by showing kindness to others, as I have been taught to do. In a competitive world I want you to remember to be caring towards other people, ensure that you view them as friends and not your competition. What I imagine when I hear the word education is my four year old self hugging a friend who has fallen over and cut her knee, or negotiating with a peer over who gets to play on the swings first. I want all of you to define the word differently, because it is more precious and valuable than any of us realise. I’ll say it again and give you the chance to imagine yourself doing something selfless. Education. By Maria Santos-Adeyeye, Year 11
Dystopic It was a dark night and the moon and stars were nowhere to be found. The rows and rows of grey, government approved buildings stretched ahead like a maze in a lab rat’s cage. Thirty years ago, there would have been lights glowing from open windows from down below. There would have been music playing. Tonight there was nothing. The windows shutters were closed and only the faint, hushed whispering of a small hunched figure would be heard in the distance below. She had a frail, stooped frame with wild, matted hair that had not been washed for weeks and long blackened nails. She sat, looking like a rejected puppet with its strings cut off. She crouched, surrounded by the rats rifling through the trash, quietly muttering to herself. No, she had to be quiet. She mustn’t be heard: she shouldn’t be heard. She had tried to contain her excitement as she found a dishevelled piece of bread and couldn’t stop herself eating it. She was heard: the government approved guard
68 SM Doc 1.indd 68
dogs barked, smelling her scent and hearing her excitement in the distance a cop car wailed, having been alerted to this. As the sun rose in what was going to turn out a grey and chilly day, she was on the run again. The streets were suddenly awash with the cold blue light of the police cars surrounding her and she was blinded by it. The night vision goggles she had stolen from the police precinct were too sensitive - she only saw a flash, heard a shout, and suddenly she could see no more, there was no point fighting them, they always won. Always. As the clock struck seven, the rain started, covering the streets in a grey sheet of water and enveloping everything in a cold, suffocating blanket. By the time the day was over, all traces of her had been erased and the city coin tuned its monotonous, grey routine as if nothing had ever happened. As the crows cawed in the distance, she was sent into oblivion and never seen again. By Freja Hogsander, Year 9
A poem that beautiful people wrote, unintentionally what makes life so full of pulchritude? when you watch the quiet streets early in the morning while it’s completely dark outside, the roads full of hope and time that is yet to come. Thunderstorms when you discover a new song that you really like and you can just picture yourself singing along from memory some day, belting the words out and not caring when you get it wrong. crying from laughter
and everything looks so surreal and blue that it almost has to be a dream. fluffy blankets when there’s thunder but no rain, and the air feels heavy and dry as if the sky is pressing its hands down on you. pressing big red buttons all the words that you haven’t said but will one day. when it’s warm and rains and everybody has to run inside, giddy and getting soaked raindrops on their eyelashes. when you see plants growing in cracks in the pavements cycling down a steep slope, feeling the wind on your back as your t-shirt billows; the air tickling your bare skin wondering if aliens debate about whether we’re real walking past flowers every day and watching them bloom slowly, petals stretching out bit by bit as if they’re reaching for the sun. It is on days like these where my own name feels as if the letters don’t fit quite right in my mouth twisting round my curled up tongue like a flower blossoming in reverse, that I smile because wow. By Bella Gerber-Johnstone, Year 9
when you’re outside and it’s dark and a little chilly... but in the best way 69 SM Doc 1.indd 69
Philosophy and Religion Extended Options Day In June we had an extended options day where we explored some of our subjects in further depth. For Philosophy and Religion we were visited by a Triratna Buddhist who talked to us for the majority of the morning and discussed Buddhism and what impact it had on her life. Triratna Buddhists are neither monastic nor lay, but instead simply Buddhists who focus their religion on the Three Jewels: the Buddha, the Dharma and the Sangha. The Buddhist who came to speak to us was called Srivati (meaning she who is full of beauty and grace) and she gave us a very helpful insight into Buddhism and what it meant to her. Srivati began the morning by sharing with us the story of her journey into Buddhism. She became a Buddhist in her early twenties and described becoming a Buddhist as the thing she had been searching for in her life. It was extremely helpful for us to learn of her entrance into the Buddhist faith as it helped us to relate what we read about in the textbook to somebody who has actually experienced it. As the morning went on, Srivati spoke more on the subject of enlightenment and the questions we had surrounding it. Enlightenment is quite a difficult idea to grasp, and although Srivati hasn’t been enlightened herself, she has a good understanding of it and so was able to help us understand this further.
Peter Vardy Lecture
Towards the end of the session, Srivati led a short mindfulness practice where we focused on our breathing and gained awareness of how we were feeling in that present moment. This gave us a practical way in which we can use mindfulness to calm ourselves in the busy lives we lead.
On 8 February, the Lower Sixth Philosophy and Religion students attended a series of lectures by the esteemed Peter Vardy in central London. The day began with a lecture on Natural Law, with a particular focus on John Finnis, Hugo Grotius and Grieser. This was followed by a lecture on situation ethics, which explored Bonhoeffer’s influence on the development of Fletcher’s 1960s theory. We then engaged in a riveting debate on whether murder could ever be justified. The range of contributions offered illuminated our understanding of the complexity of the issue. Godolphin and Latymer students helped to shape the debate with thoughtful remarks. After lunch, we regrouped for a lecture on the existence of God and faith. We examined the cosmological and teleological argument. Peter Vardy demonstrated the continued relevance of medieval theological theories through the use of contemporary examples. This day greatly enriched our understanding of Philosophy and Theology, and we left brimming with ideas.
By Lilibet Williams, Year 10
By Mr Wood
70 SM Doc 1.indd 70
The Year 7 Visit to the National Gallery We viewed many beautiful paintings and explored the relationship between traditional Christian belief and the artwork that portrays it. We evaluated and explored the different ideas that the artists showed and took in their use of artistic licence; in most paintings there was an interesting hierarchy that our guide showed to us. An example of that would be in the San Pier Maggiore Florence, where the hierarchy is seen by how the saints are placed around the throne of Christ; we can see St Paul on Christ’s immediate right. This is a great honour as it means that he is the most important person in this painting (other than God and the son). This painting was an altarpiece, the area around the altar would have been the more attractive and extravagant area of the Church, in order to draw attention to the altar, which was the main place that the services would have been held. Local rich people would pay extravagant loans of money to get paintings such as this to be in their church. They would do this to get public appreciation and to hold power in the Church. In these paintings, they also often portrayed saints; they did this to remember them and to strengthen faith by communicating to the churchgoers that devoted holy people get noticed by God and rewarded for their faith. The
paintings also reward people for their faith by portraying martyrs, who died for their belief in God. We also learned about how artists tended to add to their art after it had been painted for example; in the Leonardo da Vinci painting ‘virgin on the rocks’, Mary is portrayed sitting in a mysterious cave with John the Baptist and Jesus. Later on, another artist added to this painting by placing a cross in John arms. We also observed that many of the paintings on show were portraying parables, these would have gone up in churches to help illustrate the stories that the people would be hearing in the services. Lastly we also examined the signs in the painting named ‘the ambassadors’ we saw the interesting meanings behind the items, seemingly scattered randomly around the table. For example; a crucifix was in the corner, in the lute, the string was broken to represent discord and the book on the table was a symbol of division. These clever signs made this painting very interesting but also, when this painting is looked at from a certain angle, a skull can be seen. This is called a memento mori; it is a reminder of human mortality and that everything comes to an end. By Year 7 Students
71 SM Doc 1.indd 71
History and Politics The Battlefields Visit to Ypres and Somme ‘We are the Dead. Short days ago We lived, felt dawn, saw sunset glow, Loved and were loved, and now we lie, In Flanders fields.’ John Mc Crae No one could fail to be moved by the World War I memorials we visited; there were thousands and thousands of graves in memory and honour of all the soldiers that died, fighting in the bloodiest war in history. 2018 seemed the appropriate year to visit, given the centenary of the end of the First World War. The first stop of our jam-packed first day was to a memorial, Langemarck Cemetery, where German soldiers are buried. The Belgians had given the Germans a place to bury their dead which was magnanimous of the Belgians in view of the huge numbers of Belgian troops killed by the German army. Even after World War II, after further destruction by Germany, this memorial remained. It was different to ones we saw later on the trip because it was simple; stark, stone slabs in a quiet field. After this, we visited the Tyne Cot Cemetery, consisting of white, bright stones with beautiful flowers all around them. The memorial commemorates 34,887 names of men from the UK and New Zealand forces who died here from 1916 and who have no known grave. Where the previous cemetery had roughly eight names per slab, these stones had one soldier per stone, and they were inscribed with: “A soldier known unto God”.
a chance to wander around the beautiful memorial and look at the graves. It commemorates the 72,000 men from the British and South African forces who died during the Battle of the Somme and have no known graves. After that, we proceeded to Newfoundland Memorial Park, one of the few places where the ground had been undisturbed since the end of World War I. We finished by going to Vimy Ridge, the site where an offensive was mounted primarily to draw the German’s attention away from a major French offensive which was launched a week after. The planning before this assault was well thought through, and included the use of tunnels to bring troops safely up to the front line. We were given a tour around the web of tunnels, and it was interesting to find out that this was one of the places where ‘tunnel warfare’ occurred. This was because as both sides attempted to tunnel under the other with explosives, they would often meet in the middle and have to fight below ground! By coincidence, Martha had a relative whose name was on panel 54 of the Menin Gate. His name was Private Edward J Reeve, Rifleman (555037) from Epping. We think he was around 30 years old. He was married, and possibly left behind children. By Martha Vine and Morwenna Richards, Year 9
The next stop was a personal favourite – the Sanctuary Wood trenches. We were able to walk through the trenches, which were muddy (but nowhere near as muddy and awful as they would have been 100 years ago), and we could even go through the tunnels, which were dark, long and damp. As we walked through them, we imagined how much scarier it would have been for the soldiers, who would have had to scramble through these tunnels with bombing and gunshots bombarding them overhead. On the second day we headed off to Thiepval Memorial and Visitors Centre. Luckily for us, it wasn’t too busy so we had 72 SM Doc 1.indd 72
St Albans Visit The first thing we did when we arrived at St Albans Cathedral was to split into groups and each go off and do a separate activity. My group firstly went to see a mosaic a man had made of the Bayeux Tapestry! The mosaic was incredible; the man who made it told us it took him years to make and that he even added in some scenes that were not included in the original tapestry. There were lines and lines of this incredible mosaic along the wall, relating the entire story. Such a feat was truly amazing. The next part was my favourite: everybody in my group was given a role that a particular monk would play, then we all got to dress up as monks and have a â€˜meetingâ€™ together, as if we were real monks from the Middle Ages! After our important meeting, we made our way through the church in a stately procession, trying not to giggle. Soon after our procession, a guide took us around the Cathedral, explaining the history. Did you know that nobody is 100% sure that Saint Alban actually existed? Supposedly he befriended and hid a priest from danger, then dressed up as the priest to save him and was martyred. Another thing we saw were brasses, inlaid into the stone floor. Brasses are a thin layer of brass, carved to look like a person or thing. They were covered up by rugs, to prevent them being dulled by people stepping on them. There were very few brasses in the Cathedral, because most of them were stolen by King Henry XIII when he tried to abolish all Catholic Churches. However, some were hidden to avoid them being taken. This strategy worked. Most of the brasses depicted famous monks, priests or bishops, and they were all very close to the altar, suggesting their importance. The biggest brass we saw was on the tomb of an abbot. However, it did not look like it was made of brass, because the material was black. Regardless, it was a beautiful and intricately detailed piece of art. After we learnt a bit about the history of Saint Albans, all the girls ran to lunch excitedly. When lunch had been wolfed down, my group went off to try something we had never done before. Brass rubbing, we soon learnt, was a fun activity involving a replica of a brass, black paper and some special crayons. The instructor told us to attach some paper firmly onto the brass replica, then start rubbing on the paper covering the brass with the crayons. Soon enough, the image of the brass came out! It was amazing and quite satisfying to watch the picture come out slowly but surely, and I found this activity really fun. Overall, this trip was really informative and educational, and I think everyone learnt a lot from it. By Miranda McLaughlan, Year 7 73 SM Doc 1.indd 73
Winner of the Year 7 Historical Fiction Competition Thousands of Greek men, under the strong rule of my father Agamemnon, are gathered on the shores of Aulis, ready to set sail for Troy. The bloodthirsty army is headed for the land of Troy, as the Trojan prince, Paris, has stolen my uncle’s wife, Helen. While the fleet waits for the winds to change in their favour, my father has summoned my mother and me to Aulis... A thin breeze washes over my flushed cheeks, as we trot through the hills towards Aulis. The journey from Mycenae has been long and hot and the wind is comfortably cool. The letter came two days ago telling of my betrothal to Achilles, the news ripping through our household like one of Zeus’ thunderbolts. I was horrified at first. Achilles is handsome and strong and would take great care of me but he is almost twice my age and very scary sometimes. Twelve, and soon to be married! It all seems awfully grand and exciting. If the choice were mine, I would not wish to be married in an army camp, but the decision was Father’s and, as I am his, I must do as I am told. I will not be his for much longer. Mother fusses with my clothes all the way to the coast, where my father is waiting. I desperately want her to stop and try to move away in tiny shuffles; she is inescapable! She fiddles with my jewellery and adjusts my headdress about ten times before huddling in the corner of our open roof carriage and sniffing sadly. I smile sympathetically at her, as I knew this would happen. Now that the time has come for me to leave her nest she’s become a nervous wreck; overjoyed, anxious and utterly miserable. Hugging her softly, I whisper that she will see me most months and will never really lose me but she remains adamant that she will never truly hold me again. I huff and look out over the plains of Greece. The huge green trees shadow the sleeping animals and watch over them as they doze in the hot sun. In the distance is the camp. As we get closer, I can see the spears, axes and shields lined up against the walls of the tents. I will not have long to get to know my husband before he is off to war; my hero. At last we arrive and a muscular man helps me down from the carriage. He smiles at me (a two-toothed grin) and leads me towards Father who is sitting down, alone on a bench. As I reach for his hand, he squints up at me and I see his eyes are glistening with tears. He has made this choice and yet cannot bear to give me away. He sniffs, wipes his eyes, and smiles brightly. I look around for Achilles but he is nowhere to be seen. There is a solemnity in the camp weighing down upon the shoulders of all the men I see. My mother and I seem out of place with our fine clothes and our eager anticipation. My father guides me gently towards a large rock with steps leading up to the sky. He seems nervous but that is to be expected I suppose. I snatch a look behind me and notice
that mother has vanished. This makes me slightly alarmed but I try not to think about it. In the distance, at the top of the rock, I can see the sacrificial altar. At least some preparations have been made for my wedding which will begin, of course, with an offering to the gods. Achilles and I must have their blessing. My father motions to me to climb and I begin to scramble up the rock. I rip my dress on the way and think of how angry mother will be when she sees it. I wonder again where she is. It doesn’t feel right that she has disappeared so suddenly, or that Father seems so melancholy. As soon as I reach the top I can see that there is nobody else here. Where is the wedding party, my mother, Achilles? As I hear my father finish his climb behind me, I call out, ‘Where is Achilles?’ He does not answer. I turn around. A knife is gripped weakly in his shaking hand. Gasping in horror, a single tear rolls down my cheek. ‘No father!’ I whisper. The vicious wind whips my hair across my face. ‘Please! Don’t hurt me!’ ‘I must!’ My father weeps in agony. ‘I have angered Artemis and she has demanded that I give what I love or this war may never happen. If I don’t appease her, this weather will continue and our ships will never leave this shore.’ I stare at him in silence, shocked by his cruel thoughts. Where is Achilles? Surely my betrothed will rescue me. Suddenly, it dawns on me; there never was to be a wedding. We will not sacrifice a lamb to ask for happiness and fertility. I will never have a husband or children. I am the sacrifice! If I don’t die, then my father will never win this war. “But I am your daughter”, I whisper. He nods slowly, as his eyes overflow with tears and he sinks to his knees. My father hesitates but I see more clearly than ever. I cannot be the reason that they gave in, that they surrendered. I do not want to be that person! To live with such dishonour would be not to live at all. I grab the neck of my dress fiercely and yank it down. ‘Do it!’ I cry. Father wavers for a second. I smile at him and touch his tearstained face, before letting go and closing my eyes. He brings the knife above his head and swishes it down in one quick swipe. My father’s roar echoes around the camp. Silence follows. Dull pain stretches from my neck downwards and I slam to the ground. Blood seeps from the deep wound and I watch it trickling down towards the ocean. As soon as the first drop hits the water, the wind changes and the sea calms. I smile. The war can begin. By Charlotte Moore, Year 7
74 SM Doc 1.indd 74
Hampton Court For our Year 8 visit this year we went to Hampton Court. The aim of the visit was to learn all about the different features of Hampton Court and the Tudor Kings and Queens who lived there. We started our visit by looking at the outside of the palace. We had to decide whether it was more like a castle or a palace by identifying the different features, and then we drew some of the decorations. This was quite hard but funny at the end to see how everyoneâ€™s had turned out. After that we went inside. Inside the palace, we walked around and again attempted to draw each feature and answer some questions about it. Some of the drawings turned out well but others (like my own) ended up as a few bent lines on paper, not really representing the extravagance of Hampton Court!
After lunch had ended, we walked to one of the courtyards where we met a guide dressed in a Tudor outfit. She was there to show us more of the palace and teach us things we didnâ€™t already know about the kings and queens. She took us to many different rooms and explained what happened to each monarch. The talk was my favourite part of the trip and we learnt about lots of small details that really painted a full picture of the Tudors together. I enjoyed this trip because Year 8 got to understand what the kings and queens were thinking and feeling while they stayed at the palace and built it. I felt like a real Tudor for the time I spent there. By Maya Ristvedt, Year 8
75 SM Doc 1.indd 75
76 SM Doc 1.indd 76
Margam: A Welsh Foray I so often write about the magnificence of the exotic creatures that reside in distant lands. I talk about the great apes that inhabit the remote forests, I highlight the splendour of the big cats and I describe the almost transcendent beasts that populate the deep depths of the ocean. However, although these creatures are breath-taking and sublime in an abundance of ways, you can just as easily be wowed by the plethora of wildlife that resides right on your doorstep, or in this case, in the lush valleys of Wales. For the past five days I have been staying at the Margam Discovery Centre in South Wales for a geographical fieldwork project, and encountering an opulence of natural wonders.
grip on the smooth surface. The quiet suddenly seemed to intensify as the dark, damp muzzle of a deer poked through the foliage just across the lake. Her coral-pink ears twisted independently, straining to catch the rolling waves of sound before a predator could sense her first. Her brown eyes swept across the landscape. Tree. Plant. Beetle. HUMAN. Upon seeing us her dark gaze widened in unease, she lifted a long graceful leg and took one step forwards; a bold movement in a world brimming with danger and death for vulnerable prey. However, logic soon prevailed and she bounded away over the pitted landscape, hugging the perimeter of the trees.
The swift: With its aerial prowess, piercing screams and crescent shaped wings, the bird that looped between the trees and circled above us could be nothing other than a Common Swift. I watched the swift weave between the branches with a raw exuberance and agility that only these bubbly birds possess. They are the masters of the air and this individual seemed particularly competent as he braided through the atmosphere. Although his grace was astounding and his speed was breath-taking, the reason I felt so honoured to witness such a dazzling spectacle was because this bird had likely returned from somewhere as far as Morocco or Algeria only weeks before. Whilst I was trudging to school and completing homework during the bitter winter months, he was most probably traversing across large swathes of Africa, flitting above herds of elephants and distant cultures that I could only dream of from the confines of a classroom. For five days in May whilst I penned papers and typed essays, he was embarking on an epic 5,000 mile journey all the way back from the sultry lands of West Africa to the temperate UK. As I stood there watching this avian acrobat, I couldn’t help but feel remorse at the meagre duration of his fleeting stay - this wonderful bird will be leaving us in only two months to return to the exoticism of distant lands.
Whether it was the bejewelling beetles, graceful deer or nimble swifts, the wildlife that I encountered in Wales was once again a reminder to me that you do not always have to travel hundreds of miles to encounter natural beauty. Sometimes the most awe-inspiring, exquisite wildlife can be right on your doorstep. By Bella Lack, Year 11 Published on Bella’s website www.callfromthewild.com.
The deer: After a day of investigating the River Ogmore from source source to t mouth, we sat on a wooden platform suspended over a gently-rippling lake at Margam Discovery Centre. A group of ducks paddled through the silky water, the mother’s webbed feet stroking the depths, propelling her across the lake with an admirable ease. Her ducklings chased after with anxious honks as their ungainly bodies and wispy fluff provided them with a much greater challenge than their mother had to face. Bead-like beetles balanced on the ends of blades of grass, their heads prodding the air in an almost mammalian curiosity, whilst their legs paddled for a 77 SM Doc 1.indd 77
Year 9 Visit to Waltonon-the-Naze In recent years, the Year 9 visit to the coast has been beset with snow, hail, scorching sunshine, thunderstorms, kneedeep mud and everything in between. This year we arrived to Walton-on-the-Naze in Essex with more hope: the forecast was excellent and the journey there went smoothly. The aim of the day was to compare an area of the coastline that has been intensively managed with an area that has been left to the sea (known as â€˜managed retreatâ€™). In the morning we walked along the managed coastline, examining the impact of groynes - wooden structures built to interrupt the movement of sediment down shore - by measuring beach profiles using clinometers and tape measures. The students then had lunch in the sunshine and spent the afternoon looking at the unprotected cliffs. We were lucky to catch
low tide, meaning we were able to walk on the beach to get a better look at the varied geology and slumping processes that make Walton-on-the-Naze so unique. This trip was going fantastically, uncharacteristically well; right up until we had a mechanical fault with the coach on the way home! Luckily the coach driver was also a mechanic and was able to fix the problem. We arrived back at school without too much of a delay. The students spent the next few lessons using the data they collected to thoroughly evaluate the decisions taken by the coastal managers at Walton-onthe-Naze. By Mr Golland
Upper Sixth Visit to the Lake District The Upper Sixth visited the Blencathra Field Studies Centre in the autumn of 2017 to investigate glaciation and rural geography. It has been a few years since we have taken students to this centre but it remains as stunning as ever; perched a little way up Blencathra, the centre offers views over Helvellyn, a classic glaciation case study. The aim of the trip was twofold: firstly to investigate glaciation in the Borrowdale valley and secondly to compare villages inside the Lake District with those on the outside. The new school drone was given an outing and allowed us to see glacial features like eskers and moraines from the air,
which really helped students appreciate the scale of these landforms and better understand how they were carved, shaped or deposited by glaciers. A morning was spent in Grasmere where students interviewed local residents, business owners and tourists to find out more about how the place is represented. This was then compared to two other settlements, Keswick and Stainton, just outside the national park. The students were exemplary and a credit to the school. By Mr Golland
78 SM Doc 1.indd 78
The Future of Plastic Recently in the UK and in other countries worldwide the promotion of organic, reusable bags over conventionally less sustainable plastic carriers has increased following a global rise in interest over environmental affairs. However a recent study conducted by the Danish Environmental Protection Agency compared the Life Cycle Assessment (LCA) figures between 14 different types of carrier bag and concluded that the most sustainable type of bag was actually low density polyethylene (LDPE), thick, glossy bags often seen at department stores. The LCA determines the sustainability of a product using fourteen different categories including manufacturing, shipping, disposal and its impact on factors such as greenhouse gas emissions (carbon footprint), depletion and pollution of water bodies and production of potentially harmful by-products. Surprisingly, LDPE bags came out ahead, despite having a higher carbon footprint then organic bags (which is the basis for most current sustainability studies); cotton and other organic bags require more land and resources, also meaning that these types of carriers must be reused much more in order to make up for the amount of resources required during manufacturing. To match LDPE bags [in climate impact] being used twice, once for shopping and secondly as a trash bag, cotton bags would need to be reused at least 52 times, and 149 times if they were organic. And if you compare plastics to organic bags in every LCA category, normal cotton bags would have to be reused 7,100 times and an astounding 20,000 more times if they were organic.
Another type of potentially more sustainable material is a type of biodegradable plastic by Biome Bioplastics which aims to remove the waterproof layer of polyethylene which prohibits the recycling of takeaway coffee cups. It is fully biodegradable and the first type of bioplastic made for disposable cups and lids that is completely recyclable and provides an alternative and more sustainable use for plastics, since they are already used globally and still extremely useful. On the other hand a major factor the LCA does not take into account coastal areas and the impact of microplastics and general plastic pollution on marine ecosystems. Places like California have noticed a beneficial decline in plastic bags on shores and in the oceans since it was banned, leading to less microplastics infiltrating major aquatic food chains and potentially reaching humans with sub-lethal effects. Plastics can have hidden devastating consequences on the environment, and the most common type of microplastic just happens to be polyethylene. To conclude, plastic bags may be more sustainable than we thought, however locational factors can augment already severely polluted areas. As Ian Graber-Stiehl posed in his article on the LCA study, â€˜if plastic bag bans can reduce pollution, but leave us with bags that are less sustainable in other categories, what are we to do?â€™ By Amy Jiang and Aanya Arora, Year 11
Year 7 Visit to Stratford During this visit, the Year 7s look at issues of urban sustainability and consider how places can be made more sustainable. The Olympic regeneration site is a fascinating area to study the impact of large, top-down regeneration schemes. The students visit four sites in total and undertake some primary data collection, which is great preparation for more rigorous fieldwork in later years. At the first site, the students compare the older Stratford Centre with the new Westfield Shopping centre. They undertook pedestrian counts and environmental quality surveys to determine whether the regeneration had improved the overall feel of the area. The second site was outside the Olympic Stadium, now home to West Ham. Wide boulevards, wildflower meadows and pristine rivers and canals mean this site always scores relatively highly, though pedestrian counts
are low. A trip through Hackney Wick divided the students; some thought the area fascinating and were interested to see how canal-side factory units that once served industry are now attracting restaurants and art galleries. What was clear to the students was the palpable sense of community in Hackney Wick that is arguably lacking from other parts. The Athleteâ€™s Village was the last site; here students learned about the innovative rainwater recycling system that supplies water to the new residential towers. Back in the classroom, the students presented their environmental quality information as a radar graph and enjoyed assessing the overall sustainability of the redevelopment scheme. By Mr Golland
79 SM Doc 1.indd 79
Modern Foreign Languages Normandy At 7am on the morning of Saturday 7 July a group of very excited girls stood waiting to get on to the coach that was about to whisk us off to France. Before we knew it we were under the English Channel and after a quick stop at a service station in France and an ice cream we arrived at our destination in the early evening. The next morning we were sorted into two groups and our activities were explained in French. My group went to the dormitories after breakfast to change for the much anticipated assault course. We met at the arranged time and our instructor firstly gave us a quick lesson about all the animals living at the Chateau. We were shocked to discover that there were llamas and even a baby crocodile called Pikachu! We practised for the assault course by rolling round in the mud, slithering through it and crawling on our hands and knees. We all thoroughly enjoyed climbing through tyres, clambering over nets and ducking below logs in muddy water. Dripping wet, we squelched back to the dormitories to change and shower. Our next activity would be archery. Before we could try it in practice, we were given a quick lesson on how to hold the bow and how to name the equipment in French. When we were actually given our bows, however, we found it was not as easy as it looked! Afterwards, everyone was given a yummy hot dinner and we were all taken to a hockey court for evening games of hockey and football. It had been a tiring, but wonderful, first day. The sun continued to shine for Tuesday morning. Our fun activities included aero ball and a huge rope spider web. In the evening, there was a French-themed dinner, with a lot of people wearing berets, striped tops and garlic around their neck! Snails were served, and although a lot of people didn’t find eating snails the most thrilling prospect on earth, I, and a lot of other people, absolutely loved them! After dinner, there was a big quiz on France and Normandy, and there was a sack race, and to the amusement of everyone, a lot of people fell over!
Day three in the Chateau! The weather was still ideal and everyone was very excited for the famous visit to Mont Saint Michel. However, that had to wait until later, as after breakfast had been consumed, my group went to change for rock climbing. On arriving at the magnificent and slightly daunting climbing wall, we were told how to descend the wall safely and how to ask if we could climb the wall in French. The aim was to climb all the way to the top and ring the small bell. I didn’t manage to ring the bell (climbing is not a strength of mine) most people did and even if you didn’t reach the top, descending was really fun, bouncing of the wall in mid-air. When the climbing was over everyone went back to the dorms to change for the trip to Mont Saint Michel. We stopped on the way there for a picnic lunch of baguettes and special Mont Saint Michel biscuits. The huge monastery stood out against the blue backdrop, and the sun bounced off the gold statue at the top, making it glint and sparkle. Our guide told us a lot about the history of the picturesque island, including how slaves had been taken there in the war and that the statue was depicting Saint Michael. Everybody really loved this visit and I would absolutely go there again. When we got back to the Chateau we had a go at bread making! The most fun part was when we were kneading it, banging on it to the tune of the song of the Chateau. That night we had a delicious barbecue with sausages, chicken, and the bread we made that afternoon. A talent show followed the barbecue, when songs were sung and there was a lot of giggling! It was the perfect way to end our stay. Thank you to Mrs Halls, Mrs Palmer and Miss Coto-Diaz for putting up with us for three days and for being really fun and looking after us, we really appreciate it. I strongly recommend going on this trip, it is most definitely worth it! By Miranda McLaughlan, Year 8
80 SM Doc 1.indd 80
SM Doc 1.indd 81
Montpellier Montpellier was a fantastic school trip . Throughout the trip we learnt about the culture and language by going on exciting excursions and our stays with our host families. Although the trip was very educational we also enjoyed fun activities including a day at an aqua park, going to the beach and shopping. My host was a lovely lady named Madame Adrover, she was extremely hospitable and welcoming and I felt very comfortable there. Every night she cooked meals for us and another exchange student. The food was delicious and very French! She also had two cats called Bilou and Filou who were very friendly but enjoyed sitting in our suitcases. Our language school was called LSF Montpellier and was very close to the host’s house. We were able to learn a lot. Our teacher Yasmine was extremely nice and helped us when we did not understand. I enjoyed that at LSF all the lessons were spoken only in French which was very challenging but helped me to understand French better aurally as well as verbally. We were a small group of ten along with our French teachers who made sure we had a great time including celebrating my birthday. I thoroughly
recommend this trip to any Year 9 because it really improved my skills and I had a great time. By Amy Cheal, Year 9
The German School in Richmond In June the IB and A Level German classes visited the German School in Richmond for a one-day exchange. We were greeted by our friendly partners inside the auditorium, who spoke mostly in German to us but were more than willing to say a few words in English if we were having a hard time understanding them. We split into two groups for the day and were taken on a short tour of the school where we met friends of our exchange partners and got to see different parts of their grounds, including a towering chunk of the Berlin Wall. My exchange partner explained the school system to me, which helped to give me an insight into the daily life of a student at a German school. I sat with my partner in her lessons, which were similar to my own subjects, allowing me to understand quite a lot in class since I already had some background knowledge. The fact that no one was alone in a class and there were always three or more girls that I knew from Godolphin helped make the classes more fun and allowed me to talk to other girls’ exchange partners as well as my own. My partner was very inclusive during lessons and made an effort to chat to me and help me if I didn’t understand something (luckily, the teachers didn’t pick on any of us to answer questions!). During breaktime we bought some snacks from the cafeteria, reuniting with all the other Godolphin girls in the process, and spent time with our exchange partners inside their classrooms. They
introduced us to their friends and we ended up meeting lots of amazing people and making new friends. The classes were very interesting, and the people were very inclusive, which made the day a really enjoyable experience. My German definitely improved as a result and I would love to go back and see my exchange again in the future. I would highly recommend this trip to anyone considering going. By Elisabeth Rulke, Year 12
82 SM Doc 1.indd 82
Year 10 German Exchange Visit to Hamburg Over the Easter holidays, a group of Year 10 German students went on an exchange trip to the Northern German port city of Hamburg. The exchange was organised by Godolphin and Latymer and Latymer Upper with the well-known Johanneum School in Hamburg. This year marked the 40th anniversary for our school and the 70th for Latymer Upper, so a large celebration took place at the Johanneum with various dignitaries attending; Dr Ramsay and the two other heads were also there and spoke warmly at the event.
All our thanks go to the teachers involved in the exchange, Frau Fenton and Miss Jones, whose hard work and boundless kindness made the exchange extremely enjoyable and successful. We are all grateful for the wonderful experience. By Claudia Reynolds, Year 10
My German host family was wonderful. They accepted me as one of their own and took me around Hamburg, immersing me in German culture and family life. We celebrated Easter with a traditional Easter fire, egg hunt, friends and enormous quantities of chocolate! Their kindness encouraged me to become better at speaking German and being in an environment where German was ubiquitous helped my German to become more proficient. My German consisted of a myriad of errors, but thanks to my hosts’ patience it became so much better.
Cologne Christmas Markets We arrived in Cologne early in the morning and made our way to 4711 Haus - a perfume shop and museum. This is the home of Cologne’s famous cologne. As soon as we approached the building we could smell the perfume in the air. Everyone took this opportunity to buy Christmas gifts for family and friends, and there was even a cologne tap! One of my favourite places we visited was Cologne Cathedral. I was overwhelmed by the enormity of it. It is the most visited sight in Germany, and is a Gothic church. We were lucky enough to be given a fantastic and informative tour of it, and learned that the three wise men were buried in a big gold coffin there. After this, we walked along the Rhine, stopping off for a warming hot chocolate.
After the tour of the cathedral we went to three different Christmas markets. The last one was the biggest and there was a huge range of products, including Christmas decorations. For dinner, we went to a restaurant that served traditional delicious German meals such as Wurst und Pommes, which is sausage and fries, or the amazing Käsespätzle, which is a super yummy German version of macaroni cheese. Then we compared our selfie competition photos and our photos of the longest German words we could find during the day, with the winners announced at the end of the meal. By Roxanna Fahid, Georgina Morrow, Hebe Dennison, Ava Martin and Alexandra Kogan, Year 9
83 SM Doc 1.indd 83
The Year 8 Spanish study visit to Salamanca began with a rather early flight to Madrid one weekend at the end of June. We travelled by coach to Segovia, where we visited the beautiful Alcazar; apparently Walt Disney was so impressed by it that he used it as the inspiration for Cinderellaâ€™s castle. After our guided tour of the Alcazar, which also gave us a good introduction to Spanish history, we walked back to admire the enormous Roman aqueduct in the centre of Segovia.
On arriving to Granada our host families welcomed us warmly and let us settle into our Spanish households. Throughout the trip, they spoke to us in Spanish and told us a lot of interesting new things about their city. Moreover, we all enjoyed having Spanish food every day and feeling like true natives with the overall atmosphere.
The next morning we attended classes at a language school. At first it was a bit daunting as the lessons were entirely in Spanish but we were surprised how much we could understand and say. One afternoon we went on a tour of Salamanca, visiting the cathedrals, the university and an art deco museum. Salamanca has the oldest university in Spain and it was beautiful walking around the streets of the historic centre. On the way back to Madrid airport on the last day, we stopped at Avila, another historic city, where we had a picnic lunch, a guided tour and walked around the medieval city walls. We all thoroughly enjoyed the trip. It was very interesting to see a part of Spain none of us had visited before. We saw three different cities, learnt a great deal of Spanish and had plenty of opportunities to practise our language. We also had the chance to eat lots of delicious Spanish food! By Year 8 Students
Every morning, we attended classes at a school very near our houses. The lessons were especially engaging as we were also immersed in Spanish culture through songs, movies and stories about local history and traditions. In addition, we were taken on many excursions that were very interesting and allowed us to learn about the history of Spain. We visited the Albaicin, an old region of Granada that is built in the old Gothic style and the Alhambra, the most visited monument of Spain that used to be one of the homes of the Catholic Kings and that took our breath away with its size and beauty. To let us find out even more about the Catholic Kings, our teachers took us to a Cathedral in Granada where you can find many interesting relics like the Queen of Castileâ€™s crown. On one of the days, we even travelled to Cordoba, another Andalusian city, where we were told all about the religious history of Spain, which was demonstrated by the combination of different styles of architecture in the famous Mosque of Cordoba. The last key highlight of our trip was a Flamenco dancing show, which is typical of Spain and which we enjoyed as it was so different to any type of dancing most of us have ever seen. By Maria Baranova, Year 8
84 SM Doc 1.indd 84
Spanish Debating: Soraya Daya and Margot Worsley in the Lower Sixth took part in the annual inter-schools Spanish Debating Competition at Christ’s Hospital, accompanied by their teacher and debating coach María José Coto Díaz. They prepared for challenging motions on international aid spending, private education and the role of the monarchy and thoroughly enjoyed the experience of meeting similarly enthusiastic Hispanists. Theatre Visit to La casa de Bernarda Alba: We were fortunate to secure tickets to take our Sixth Form Spanish students to see La casa de Bernarda Alba at the Cervantes Theatre in Southwark. A set text for both the IB and A Level pathways, it was a fantastic opportunity to see an intimate and emotionally-charged production in Spanish of Lorca’s masterpiece. Spanish Films at the BFI: Year 9 Spanish students attended the KS3 Film Study Day at the BFI, Southbank in February. They took part in an interactive lecture (in a mixture of Spanish and English) about three very different short films, learning a great deal of vocabulary about film techniques. In the afternoon, they thoroughly enjoyed a screening of Zipi y Zape y el club de la canica. Using authentic and contemporary film is a brilliant way to bring language learning to life. Oxford University Flash Fiction Competition: Year 9 Spanish students entered the Oxford University Flash Fiction Competition as part of Challenge Your Limits Week. They were challenged to write a short story of no more than 100 words and Libby McDonald was named joint runner up! The judges were very impressed by the overall standard of entries but felt that Libby’s story showed an “excellent command of Spanish and true literary sensitivity.” Flamenco Lesson: All Year 7 Spanish students took part in a fun Flamenco lesson as part of MFL week, learning the basic principles of escobilla (footwork) and palmas (hand claps) and mastering a whole dance routine. We look forward to repeating this activity next year. By Miss Matthews, Head of Spanish
85 SM Doc 1.indd 85
Physical Education Athletics Once again, athletics this year at Godolphin and Latymer has been a great success! The season started with a successful track and field competition by the junior team, a mixture of girls from Year 7 and 8. The whole team performed very well in their various events and, finishing with 358 points, qualified for the regional round. There were some strong performances especially from the Year 7s with Sasha Mueller in the 1500m and Leila Savant in the sprint distances. Throughout the season there have also been opportunities to compete against other schools, including St Augustine and NHEHS, where the girls once again were all outstanding in their individual events. Outside of school events, a number of girls represented Hammersmith and Fulham at the track and field championship including Lucy Davidson, Alice McQueen, Delilah Wilson, Arabella Zeir and Lily Howell who achieved a personal best in high jump of 1.44m. In the 1500m, Kate Price qualified for London Schools achieving a time of 4.44 at the finals. Well done to all the girls who competed in events this season and on their outstanding achievements! By Marguax Couffon, Lower Sixth
Extra Curricular Display Once again we held our annual extra curricular display, which allows the students to demonstrate the skills they have been learning over the course of the year. This year trampolining was included, along with the old favourites of dance, gymnastics, karate and kickboxing. The students always perform beautifully and it is so nice to see such a variety of different activities on display. By Ellen Elfick, Director of Sport
86 SM Doc 1.indd 86
Girls Go Gold
This year’s Girls Go Gold conference focused on the growing strength of girls sport and girls being the vehicle for social change. Our day started with a keynote talk from Olympic gold medallist Helen Glover who spoke of her journey into rowing - starting at 21 by standing on her tiptoes to reach the height criteria for the Sporting Giants programme. Her passion for girls sport and the dedication to sport was evident and inspiring throughout.
It has been another great year of cricket at Godolphin and Latymer. To start the year off two teams were entered into the Lady Taverner’s indoor tournament. Both teams did amazingly well and went through to the regional round of the competition. Unfortunately we were unsuccessful in proceeding to the national round but everyone played excellently, with plenty of wickets and sixes scored. Our next big adventure was taking the plunge into the world of hardball cricket. The team was entered into the School Sport Magazine T20 tournament for practice and incredibly won our area match, meaning we went through to the next round of the competition and were one of the top sixteen girls’ schools in England!
We then moved into our individual sessions, throughout the day the girls participated in cricket, hockey, rowing, tennis, netball, football and a psychology lecture. The psychology lecture built on developing the students confidence and understanding of the need for failure in order to succeed. All students also had the opportunity to attend a sports fair and a nutrition lecture, which they all thoroughly enjoyed and sparked lots of conversation. In addition to this the staff attended a workshop on how best to support athletes at school. At the end of the day the students were given the opportunity for a question and answer session with famous sports stars, including Gillian Lindsay, Crista Cullen, Graham Thorpe, Frank Lampard and Karen Pickering. The repeated message from all was don’t give up, it takes a lot of work and failure is part of success - key messages that everyone took away from the day. By Ellen Elfick, Director of Sport
Then it was time for the tour to Holland. We sailed through our first match against a Dutch club called Bloemendaal and Sophie Griffith scored her first half century. The next day was our first match against the U15 Dutch Lionesses. In true Godolphin style we put all our effort into the game but due to them having a bit more experience they beat us marginally in the last over. The day after we played a game of softball cricket and mixed the teams so that they were half Dutch, half English. We all enjoyed this match so much as afterwards both teams did a massive slip and slide on the wet, muddy pitch! We have all had so much fun this year and learnt a great deal. We would like to say a special thank you to Buddy, Mark, Adam and Miss Elfick for all their hard work. By Millie Dodd, Year 9
87 SM Doc 1.indd 87
Netball U12 Netball: This was a great season, with the A to C squads finishing almost undefeated. The first taste of Godolphin and Latymer netball was at the Ibstock tournament. At fulltime we were drawing 5-5 and after sudden-death it ended 6-6. This meant golden goal was the only thing between us and the winner’s medal. After a nail-biting finish we were the team to score that crucial goal and we were victorious! We also had a wonderful end to our season by leaving as Middlesex County champions after a hard final against St. Paul’s. The B and C teams had an incredible season too. The Bs only lost four times and when they won, they won with a huge goal difference. The C team only lost two matches and won eight and our D and E squads only lost four matches between them! Our F squad did even better winning seven out of eight matches! Thank you from Charlotte Moore and Eliza Currie, Captain and Vice-Captain to all the teams and our fantastic coaches. U13 Netball: It has been an incredible season for U13 Netball. We were fortunate to have the opportunity to play in the GSA tournament this year and won our first nine matches! This meant facing St. Catherine’s Bramley for the trophy. They were a very strong team, and even though we played really well and turned over lots of balls, they beat us 13-9. Overall, this season has been fantastic and all the U13 teams from A to F have had some amazing wins. The B team developed tactically over season with scoring a huge 140 goals. The C, D and E teams similarly improved throughout the season working on more tactical play and developing as teams. The F team worked exceptionally hard throughout the season, working on developing their consistency during matchplay. They only lost one game in the season by one goal! Thank you from Captain and Vice-Captain Sophie Griffith and Beth Redhead. U14 Netball: This year we have seen an amazing quality of play. With a mixture of teamwork and training we have received some very positive results. This year the As won the Middlesex and South-West England region and came 4th at Nationals just narrowly missing out in a closely fought battle for third place. We did very well considering it was snowing! This season has been incredible for the B team with so many committed players. The C team has also had a great season, winning the majority of their matches and learning lots along the way and the D team didn’t lose a single match. The E and F teams also had a very successful season and overall everyone showed outstanding dedication, improvement. U15 Netball: It was an amazing season for the whole of the U15s. The D team played with relentless determination this
season, their biggest achievement being a strong victory against Latymer Upper, winning 27-8! The C team had a fabulous season, winning ten matches and only losing three! The B team had a good season as well, they were very unlucky as to only win 3 matches as they played so well in all their games. They managed to beat Highgate and Lady Eleanor Holles, who are some of our toughest opponents. The A team had an extremely successful season, winning fifteen matches, three tournaments and only losing two matches! We finished the season being crowned Middlesex Champions, which was a fantastic way to celebrate all the hard work. Thank you to Miss Joseph for all her hard work and commitment from Captain and Vice-Captain, Lavinia Moro and Ella Keane and all the teams. U16 Netball: This year our U16 squads have all had a great season with several successes across the board. The A team’s season started off with the annual Ibstock tournament, where we ended up placing 3rd. Despite a couple losses to St. Paul’s Girls School early in the term, in our final game against them we managed to turn the tables, beating them 16-9 in a friendly as well as at the Middlesex Tournament. The B team won many matches with a huge goal difference. They started off the season very well too, winning against St. Pauls 17-4. The C team’s first match was against St. Augustine’s B team, in which they won 11-7, a great victory against a higher team! Unfortunately, they lost their final fixture in the New Year when they faced St. Augustine’s but nonetheless feel their netball has developed throughout the year. All teams have worked very hard this season and thanks to Miss Brennan and Miss Bird, we feel we have improved greatly! U19 Netball: All the teams have improved significantly and have played great netball. The 1st team in particular have improved remarkably. The season began with a friendly fixture against our local rivals St. Paul’s Girls School where we narrowly lost, encouraging the team to work hard for the rest of the season, vastly improving and winning 28-5 against Wimbledon High School and 25-12 against Notting Hill and Ealing! Highlights of the tournament included beating Highgate and Latymer Upper who ended up being first and second place. The 2nds’ season was an extremely successful one as well. The teams’ hard work and consistency carried them through, repeatedly beating our toughest competitors Highgate and Latymer Upper. At the end of the season the 2nds took part in a tournament held at St. Paul’s. Unfortunately, their rewarding season was not reflected in their matches after losing to Latymer Upper and St. Paul’s. The 2nds should be very proud of themselves for a great season and highly improving their netball skills. The
88 SM Doc 1.indd 88
3rds achieved three wins out of the five matches, therefore over a fifty percent success rate! With the only two matches lost being against Latymer Upper, this demonstrates a high degree of success, especially when considering the fact that the matches were only lost by one goal each time. Overall a
wonderful season and thank you to Miss Joseph for being such a great coach. Thank you to all our supporters and coaches from the captains, vice-captains and players!
89 SM Doc 1.indd 89
90 SM Doc 1.indd 90
Hockey U12 Hockey: The A team had a great first season, winning nine of our eleven matches. We only lost one match (against Surbiton) and drew one (against Wimbledon) and we won the Middlesex tournament without conceding a single goal! We reached the semifinals of the South Region tournament where we came up against Reigate Grammar. They were an amazing team (who went on to win the tournament) and unfortunately we lost to them but we finished in 3rd place, which was a great achievement and team effort. The B and C teams had a very good season and between them they only lost five matches. The B team went on to represent Godolphin at the Ibstock tournament at the end of the season. They had a great day and after a wonderful team effort they finished 4th. There was some real improvement during the season, and some of the players from both teams have moved up to the A team. The D team had a great season, not losing any of their matches, but winning four and drawing three. They worked well as a team and were very successful. The E and F teams showed great improvement and played a number of internal matches to develop their skills. We have had a really good season of hockey this year, thank you from all the team and from Emmie Gilbert, Team Captain. U13 Hockey: This season was outstanding with the teams enjoying challenging matches, demonstrating excellent sportsmanship and taking part in early morning training sessions. The A team played 22 matches, winning all but three; two friendly matches against Surbiton (who we can all agree is one of our tougher opponents) and then Redmaids in the ISHC quarter finals. The B team played 24 matches, losing only four over the season. There were also some amazing wins from the C, D and E teams. The C team beat our local rivals Latymer 4-2 and the D team came away from a match against Harodian with an incredible score of 9-0. In total the U13 squad has played a staggering 77 matches over the season. As we neared the end of the season, there was a nervous excitement as we all were anxious for the Middlesex County Tournament. Both the A and B teams performed amazingly making it into the semi finals but it was the A team who won gold medal in the final against Highgate. We then went on to play in the South Regional finals, coming second in our pool and proceeding into the cup quarterfinals. However after a long gruelling match against St. George’s Weybridge it was a draw of 2-2 as they grabbed a late equalizer from a well rehearsed short corner. St George’s just had the edge so unfortunately we lost on penalties but it was still a great way to end the season. U14 Hockey: The season started with a pre-season training day where two commonwealth bronze medallists came into school to coach us: Amy Tennant and Ellie Rayer.
It was an incredible way to get back into hockey and be inspired. The A team won their first match which put us in a really good position and mind-set for the Middlesex tournament, which we won! During October half term, the A team went to Worcester on the annual sports tour and they won all of their matches so congratulations to them. After the holidays, we played against St Edward’s School and lost, however, everyone played really well as a team and it was good practise. The As then went to the south hockey tournament, but unfortunately they didn’t get through to the next round. However, everyone improved a lot throughout the day. Before the Christmas holidays, the As won their final two matches 4-0 and 7-0 before coming back in January and winning all their remaining matches except one 0-2 loss against Surbiton. The last match of the season was an Ibstock tournament in which they were crowned champions. The whole team played incredibly well, scoring seventeen goals in total and not conceding any! It was an amazing way to finish a great season. The Bs also had a great season, with many of them playing up in the A team. Before Christmas, they drew to Surbiton, however they came back after the holidays to win against JAGS 3-0. It was a great result and they definitely deserved it! Thank you from Jess Gilbert, Team Captain, and all the teams to our wonderful coaches. 1XI Hockey: We kicked off the season with coaching by England Commonwealth Games medallists, Ellie Rayer and Amy Tennant, in the hope to try and match the season that had come before us. We began in stellar style, winning our first four matches, including both the first and second round of the National Cup, as well as becoming Middlesex Champions. However we underperformed at the Regional round, an unfortunate repeat of last season. A week after a stunning 9-0 win, we were faced with the third round of the National Cup. It was a tricky game especially with our captain not being able to play due to a university interview. We ultimately let the pressure get the better of us, resulting in a 3-0 loss. In the New Year, with lessons learnt from untoward losses, we upped our game. Whilst we could have obtained a better result in the Ibstock sevena-side tournament, we did not lose any of our eleven-a-side matches, as well defeating teams who had beaten us at the beginning of the season, proving our development. Miss Gordon deserves endless credit for instilling confidence and faith in our ability to excel and it goes without saying that we have advanced both as a team and as individuals. The next few years promise to be full of excitement! Thank you from all the team and from Sophia Free, 1XI Hockey and Games Captain.
91 SM Doc 1.indd 91
IB Birthday As the IB blows its 50 candles this year we thought it would be fit to have a celebration in school for the occasion. We started off the day with a festive assembly led by the Upper Sixth IB students that included stories of remarkable IB alumni, the history of the IB and provided reflection on what the IB has brought over the last year and a half. Later in the day there was a variety of activities provided for all year groups in the Lower School and the Middle School, including sessions led by the Lower Sixth IB students on Visible Thinking, tasters in subjects celebrating international-mindedness (for example the Art Department provided an exhibition of western versus non-western perspectives and Chemistry ran sessions on â€˜The Ozone: How do scientists know what
they know?â€™) and Year 7s were encouraged to reflect on what it meant to be a lifelong and inspired learner. There was a truly positive and inspiring atmosphere around the school. The celebration continued at lunchtime with the Birthday House Event where house points could be won for creativity, activity and service (CAS). A day of festivities could not of course end with a slice of cake and a glass of (elderflower) bubbly and a picture of the IB cohort! Thank you very much to all students and staff who have helped make this day a true success! By Ms Dubois, IB Coordinator
92 SM Doc 1.indd 92
How Studying the IB Led us to our Local Food Bank An important part of the school ethos is to encourage us “to learn about local, national and global issues and in so doing… become considerate, compassionate and courageous young women who fully expect to take active responsibility for the community and the environment in which they live”… As IB students, we take part in the CAS programme, meaning we choose a programme of creative, active and service experiences to commit to alongside our studies. Our CAS programme provides us with added incentive to look out into the world and demonstrate the compassion that school seeks to develop in us. A group of us decided to turn to the issue of hunger and homelessness in the capital and set up our London Street Food Bank Project. The aim of the project was to establish relationships with businesses so that they would donate surplus food produce to us; then we could organise the distribution of this to food banks operating in the area. In short, our job was to get what was needed to where it was needed! It sounds simple enough but the project was not without its challenges. It took real persistence to forge relationships with local cafes but eventually we established regular collections from some willing businesses. Reaching out to organisations looking for donations was less of a challenge and we began visiting the Streetlytes food bank at St Stephen’s church in Shepherds’ Bush every week. As well as providing meals and food to hundreds of visitors, Streetlytes also provides access to medical care, free clothes and advice every month.
Being part of the project and learning about the hardships faced by members of our local community every day has been a humbling and eye-opening experience. We wanted to share this learning experience with the school and earlier this year, we delivered an assembly on the reality of food insecurity in the United Kingdom. It could feel far removed from Godolphin and Latymer, but the food bank we donate to is just a ten minute walk away and, up and down the country, we are witnessing an increasing number of food banks. The Trussell Trust is a large network of foodbanks that regularly releases information about how their network is being used. Between April 2016 – 2017, the Trust distributed over one million emergency food supplies and they are set to surpass this for the 2017-2018 year. Because of the difference we have seen our donations make, as well as giving our assembly, we decided to hold a Food Bank Drive. There was a great response from everyone and we definitely delivered a bumper load of much needed items! Due to the success of our Food Bank Drive, we are hoping that another one can be organised next year, and we are hopeful that future IB students will carry on our project. By giving some of our time each and every week to the project as part of our IB Diploma, we have learnt so much, not least about the power of true service. By Sophia Dyvik Henke and Miss Morris
93 SM Doc 1.indd 93
BEYOND THE CLASSROOM 94 SM Doc 1.indd 94
October saw the House Photography competition return with the theme ‘Our Community.’ There was a wide range of creative entries across all year groups. Many of us worked together in our House meetings to put together a great photo encompassing ‘Our Community’ within the school. Others took inspiration from outside the school to get their take on the theme, including a photo from a Geography field trip and from a Justice for Grenfell march. Congratulations to Bryony Streets of Quinn Brown who came third, Sylvie Lovegrove of Bassi who came second and finally Amy Jiang from Naidu with the winning photo. By Sarah Goodhart, Lovelace 95 SM Doc 1.indd 95
House Fete On the final Wednesday of term, with the sun shining and exam stress gone, the House Fete proved to be an enjoyable and busy festivity. Each House had their own stall, such as Quinn Brownâ€™s photo booth, enjoyed by all the years, and Lovelaceâ€™s confectionary tombola, which was run by the captains and members of each of the Houses. Sponge The Teacher run by Maathai was very popular and all the stalls created a fun and lively atmosphere. The fete was raising money for the Tongabezi Trust School called the Tujatane School, with which Ms Adams has been organising a virtual cultural exchange for the past two years. With the fete being one of the busiest and most exciting yet, it is safe to say that everyone who attended had a great time. By Amy Roberts, Lovelace
96 SM Doc 1.indd 96
House Sports This yearâ€™s House sports were a demonstration of great team work and enjoyment. They are some of the most enjoyed house events, involving weird and wonderful tactical methods and inventive defensive skills. A huge well done to all the teams involved, especially Lovelace in the Lower School for winning first place in hockey and Quinn Brown in the senior hockey competition for winning the overall tournament. Congratulations to Sheppard for coming
first in rounders. The things that stood out most on the playing fields were the smiles and the sound of laughter and excitement from each and every teammate. We would also like to that the PE department and House leaders for organising these events each year! By Jessie Pitsillides, Quinn Brown
97 SM Doc 1.indd 97
Copper Trail: In November of the Autumn Term, every house got together to create a design using copper coins at the annual House Copper Trail. All the money used for the created models went to Children in Need. Everyone had a fantastic time, and Houses’ creativity came out. In the end, Lovelace were victorious, with a dragon design orchestrated by Tatiana Dickens. Well done and thank you to everyone who came along and donated their coppers. By Sarah Goodhart and Amy Roberts, Lovelace Lipsync Battle: The House Lip Sync Battle took place in the Autumn Term just before Christmas. The hall was packed with plenty of girls all crowding in waiting to get a good view of the much-anticipated event. Girls got involved with entries ranging from ‘Wannabe’ to ‘Highway to Hell’, each choreographing one minute of lip-syncing. A favourite a was a group from Quinn Brown with their rendition of Wrecking Ball in which one of the girls leapt into the arms of another. Overall, it was a really fun event to watch and the performers seemed to hugely enjoy themselves as well. By Susanna Freudenheim and Hannah O’Keeffe, Bassi House Singing: This year the theme was songs from Disney, with each house being given a specific song from the likes of The Little Mermaid, The Lion King and High School Musical, as well as others. All Houses rehearsed rigorously coming up with harmonies and choreography, all in the days leading up to the performance. The event itself took place in an assembly in front of the whole school. In the end it was a triumph for Bassi, with their rendition of ‘Love is an Open Door’. Both Miss Frayling, the House leader, and Mr Mahoney took part alongside the girls making the performance all the more entertaining. By Susanna Freudenheim and Hannah O’Keeffe, Bassi House Karaoke: Girls from across all year groups and houses participated. They could sign up in groups or as a solo and each chose a song to perform. To the delight of those watching, a staff performance was also included where Mr McGrath gave a resounding rendition of Wonderwall! It was hard to get him off the stage...This was such a fun event and it was great to see how much effort and time went into each performance. Well done to Aimee Wilmot from Bassi for winning the event overall, with Mr McGrath hot on her heels in 2nd place. By Susanna Freudenheim and Hannah O’Keeffe, Bassi Senior House Music: The Senior House Music Festival is a great opportunity for musicians in the older years
to showcase their skills and to practice performing. Performances are split into several categories, for each instrument and different types of songs and musicians audition throughout the day for the chance to play or sing in front of an external judge in the final. The entire experience is very friendly and supportive and there is always an impressive selection of music. This year, Naidu came first, with winners in several categories, and Quinn Brown and Sheppard followed closely behind in joint second. The event was really fun for both the audience and the musicians involved! By Molly Mantle, Naidu Junior House Music: Auditions took place earlier in the day as well as the day before, while Miss Reid and Ms McAdam filtered through many eager, young musicians willing to contribute their musical expertise for the sake of their houses. Unfortunately, only three from each category were able to proceed to the Grand Final. The judges faced an immensely difficult task, with only a five minute discussion while students waited in apprehension, hoping their names would be called. Later in the day Mr Henwood — our wonderful special judge — arrived and for the next two hours the room was filled with tuneful performances from string quartets, jazz groups and unusual duos, with composers ranging from Bach to Oasis. Quinn Brown ended in third place, with Sheppard in second and finally Maathai winning over all! By Honor Wiggins, Naidu MFL Quiz: The MFL quiz tested a variety of different languages, from Mandarin to German. The hall filled with linguists who were tested with surprising facts, including that by 2020 there would be more Spanish speakers than English speakers in America. The teams were even quizzed on their French cheese knowledge when asked to guess which cheese was which as the final question. Maathai finished first with 21 points closely followed with QuinnBrown one point behind and Sheppard finishing in 3rd. By Margaux Couffon, Naidu House Puzzler Challenge: The Puzzler Challenge in March was an excellent event. Each house had a puzzle to complete over break and lunchtime. The hardest part was definitely trying to place the pieces that were very similar colours in the right place in the background. Everyone who took part really enjoyed the brain-stimulating challenge. By Louise Bonnor-Moris, Sheppard
98 SM Doc 1.indd 98
House Drama: All the Houses put on a fabulous performance and it was marvellous to see participants from all year groups. Maathai kick-started the evening with a mildly inappropriate yet comical adaptation of ‘The Goose that Laid the Golden Eggs’. Bassi brought an enhanced Black Mirror vibe to the evening with their stimulating and creative rendition of ‘The Ant and the Grasshopper’. Naidu used physical theatre and incorporated the audience with their captivating performance of ‘The Fox and the Stalk’. Lovelace used their creative voice to show the harsh brutality of the business world in their adaptation of ‘The Lion and the Mouse’. Quinn Brown were able to put on an emotional performance that was realistic to modern society in ‘The Boy Who Cried Wolf ’. Sheppard won with a comical and spirited delivery of ‘The Town Mouse and the Country Mouse.’
House Debating: The House Debating Competition ran from September to March this year and was extremely enjoyable for all involved. The finals took place shortly before the Easter break, with separate competitions for Lower, Middle and Upper School. Competing for both Lower and Upper School titles were Sheppard and Bassi, whilst the Middle School competition was between Lovelace and Sheppard. After winning all three debates, Sheppard were crowned the overall winners. Congratulations to Ruby Alexander and Issy Warren of Lower School, Avni Sharma and Caroline Mirza from Middle School and Rosie Lowit and Ella Von Baeyer of the Sixth Form for their success. Rosie and Ella were undefeated throughout the entire competition. By Rosie Lowit, Sheppard
By Lizzie Railton, Sheppard
99 SM Doc 1.indd 99
House Quoits: In September, girls took part in the renowned, exhilarating sport known as quoits. The tension as girls threw their ring onto the poles was incredible and everyone held their breath, eyeing the ring as it soared through the air. Four houses achieved top scores of 70 with their precise and expert throwing, and onlookers from the sidelines were astounded by how perfectly aimed their throws were. The winners were Maathai and Lovelace, who won nine points for the house points table, closely followed by Naidi and Bassi and then Quinn Brown and Sheppard. By Flo Scavazza-Murphy and Arielle Cina Rabin, Maathai House Ergo: Twelve girls and two teachers from each house gathered in the sports hall for an intense ergo competition. Each house had to race 3500m as fast as they could, with each member of the team taking on a 250m stint. The support for each house was fantastic, a huge roar could be heard as teammates cheered each other on. Rowers and non-rowers alike raced hard throughout, but it was Maathai who took the win, with Naidu coming in 2nd and Bassi taking 3rd. It
was the first time we had staff involved in the competition as well, which added an even greater sense of competition and rivalry. Well done to everyone who took part! By Libby Bryant, Maathai Junior House Public Speaking: Junior House Public Speaking was a great event that ran during the Spring Term this year, involving girls from the Lower School. Girls spoke on a wide range of topics, it was nice to see how broad their range of interests was! A huge congratulations goes to Amelia Hodgson from Year 9 who won the overall competition for Naidu. She spoke convincingly on the practices of Canada Goose and the exploitation of dogs for their fur. 2nd place went to Lula Johnson from Lovelace who talked about immigration, refugees and societal attitudes towards them. Finally, 3rd place went to Serena Jabre from Bassi who gave a speech on the use of plastic cups. By Libby Bryant, Maathai
House Colours: For the first time, house colours were awarded to girls in the Lower School and Year 10 to acknowledge excellent contribution to their house in their school career thus far. The following colours were awarded: Bassi
Year 10: Susanna Freudenheim, Nimi Warner Year 9: Alison Roberts
Year 10: Issey Dodd, Coco Kemp-Welsh
Year 9: Honor Wiggins
Year 10: Violette Chereau, Jessie Pitsillides, Tatiana Richardson
Year 10: Ines Elliot Granger, Jessica Lowit, Eden Poynton, Charlotte Wan
House Cup Winners 1st
100 SM Doc 1.indd 100
House Creative Writing The Day I Went To School I woke up blurry-eyed, the sun streaming through the curtains of our rented home. With a jolt of sickness, I remembered. I was going to school for the first time in England. Recently my family and I had fled war-torn Syria, but we had been granted permission to stay in England. My room was still filled to the brim with Syrian artefacts: scarves, helmets and trunks. I craned my head slightly when I heard the soft pit pat of my Mama’s feet on the carpet floor. ‘Wake up Yama.’ I nodded sleepily as Mama gently supported and helped me get dressed into my crisp white uniform. Walking down the creaky stairs, I saw Papa at the kitchen table, reading the newspaper with a grave expression on his face. As he saw me though, he tried to cover it with his plate. ‘Ready for school, young lady?’ he asked me. Mama nodded. I watched as their eyes met and Papa’s flickered down to the newspaper and back again. A moment of perfect understanding passed between them until Papa noticed me standing there. ‘We need to get going otherwise she’ll be late.’ Mama pulled me into a tight embrace and kissed my forehead. As we stepped through the door into the bitter London streets I turned around to wave goodbye to Mama. She looked old as she stood in the doorway; the grey strands of hair seemed to stand more than ever, her face
lined with wrinkles. I looked up look up at Papa who smiled at me. ‘Papa, what’s wrong?’ I asked. ‘Oh, politics Yana, nothing you need to worry about.’ ‘Papa’ I said insistently. ‘Oh alright ! England are making immigration harder. They are stopping many people coming in. Hopefully we will be alright but others...’ I sighed. I knew he was thinking of his Mama and Papa, and all our other Syrian relatives. I thought of Amena and Aya, stuck in their war-torn town. Would I see them again? Hot tears bubbled up to my eyes. I blinked them back quickly. ‘Be strong Yana. Be brave. You have it in you’ were my Grandmama’s parting words. ‘Papa, do you think we will see Grandpapa and..’ But it was too late to ask, because as we rounded the corner, I saw a huge, iron gate, embellished with the words ‘victoria et fortis’. Papa squeezed my hand and signalled that I should walk in. I passed through the gates, feeling more alone than ever. Suddenly an out-ofbreath teacher had come up to me and said, ‘You must be Yana, the refugee. Welcome!’ I felt annoyed that she felt the need to say I was a refugee, but I could see she meant no harm, ‘You are in my form. Would you like to follow me?’ I nodded shyly. Here goes, I thought. By Hebe Dennison, Maathai
101 SM Doc 1.indd 101
The Way The Cookie Crumbles An insight into the underground cookie economy It seems somewhat of a tradition that every break time, along the halls and corridors of Godolphin, a certain sweet smell of cookies fills the air. A handful of girls busily buzz in and out of classrooms, backpacks brimming with illicit baked goods to be sold. Most, if not all Godolphin girls and teachers alike will know this activity points to only one thingâ€Ś the notorious cookie trade. Cookies usually sell for one pound each and cookie vendors tend to make a profit margin of around 300 per cent. Whilst some may call this daylight robbery, many girls feel this is actually a fair price to pay for the convenience of satisfying their sugar craving from the comfort of their own classroom. Cookie vendors are habitually met with a crowd of eager, hungry girls and their cookie stocks never last long. However, the informal sale of cookies at Godolphin is prohibited, and it is not exactly surprising why. Many students at the school have severe allergies and it is nearly impossible to know exactly which ingredients supermarkets use in their cookies. Sainsburys, for instance, offer no 102 SM Doc 1.indd 102
obvious information about their cookie recipe, leaving girls at a loss as to what they are consuming. Moreover, the RaG Team run bi-weekly charity bake sales and any informal sale of baked goods may detract from these immensely worthwhile causes. Another reason why the sale of cookies is banned is that their consumption can produce vast mess. Food is prohibited in many classrooms because they are places of learning and not places of eating; it is never nice to sit down to start a lesson, only to find your desk covered in crumbs. But there is another side to this story. From an economic standpoint, this situation is a matter of supply and demand. Godolphin girls love cookies, and when there is demand, supply will surely follow. In fact, both RaG and Head Girl Team source cookies for their bake sales from the same supermarkets used by cookie vendors. So we quickly see the argument, that the selling of cookies introduces mysterious ingredients to the school premises, begins to disintegrate. Moreover, on the days of RaG bake sales, business is slow
for the cookie sellers, but they are more than happy that girls choose to buy cookies to benefit charitable causes. Perhaps the strongest argument in favour of allowing the informal cookie trade is that it promotes entrepreneurial flare. After all, surely this is a quality that the school should wish to foster in its students rather than quash. To an outsider, the sale of cookies may be too trivial a subject to even debate, but us Godolphin girls really do love our cookies. Although the rationale behind the prohibition of the cookie trade is understandable, the discussion is far from over. In the future, different approaches such as careful regulation may prove far more effective and meaningful than a simple blanket ban. However, the issue is hardly cause for contention so we may just have to accept that, for now, the ban on informal cookie sales is just the way the cookie crumbles! By Antonia Clark, Lower Sixth
103 SM Doc 1.indd 103
Evolution Of A Dolphin Year 7
Bag: The typical Year 7 student usually sports a ridiculously oversized backpack, although the exceptionally devoted can be spotted wheeling small suitcases along the corridors. Hair: Smoothed into a low ponytail by mummy. Possibly secured with a scrunchie or bow. Dress: Regulation skirt that falls several inches below the knee. Lanyard for carrying keys. Embarrassing shoes. Oversized PE kit. Extra curricular: Fencing club, then speech and drama, then flute lesson, then French cinema club, then science club and then netball practice. Bed by 7. Interests: Gel pens, Haribo Tangfastics and Oreos. Slime videos on YouTube. Weekend plans: Group trip to see the new Minions film at Westfield. Most likely found: Creating a dance routine with friends in their form room at lunch time. Doing cart-wheels in the courtyard. Would die without: The tuck shop cookies because they’re just so yummy.
Year 8 Bag: While some Year 8s stay put with their mammoth school bags from Year 7, others graduate to more refined school accessories, opting for smaller and marginally more aesthetic bags. Not a great improvement but we’ll take it. Dress: “But Mummy, Boden is for little kids”. Anything Topshop. Slogan sweatshirts and graphic tees are a must. Extra curricular: Whilst the majority of extra curricular
activities have been dropped (because let’s face it, fencing was always Mummy’s idea anyway), the Year 8 is at least expected to have continued with speech and drama. Any deviation from this is really just poor effort. Weekend plans: Bubbleology with friends. Neon disco at Putney Leisure Centre. ‘Musically’. Interests: RaG bake sales. Most likely found: In the Lower School office removing coloured nail polish which she thought was subtle enough to get away with. Would die without: Her pastel polaroid film camera. How else is a girl supposed to capture her memories in the digital age?
Year 9 Bag: Anything designer. Ridiculously impractical is a plus. Makeup: Experimental eyeliner and contouring. Dress: Skirt gradually inching upwards. Pair of sneaky non-regulation school shoes. School tights with ladders extending the length of their leg. Extra curricular: Drama and sport only. Year 9s are too cool for clubs. Weekend plans: Capital VIP or Feathers Ball. Interests: Following their favourite boy band member’s every move on Instagram. Keeping up the Snapchat streak with the BFF. Most likely found: In their form room chatting about who was seen talking to that St Paul’s boy last weekend. Would die without: Brunch. Instagram. Jacob Sartorius’ dimples.
104 SM Doc 1.indd 104
Year 10 Bag: Black Herschel school bag ideally with a gold zip. Dress: Micro skirt that has been specifically altered and adjusted to fit just right. Non-regulation jumper. Refuses to wear anything other than Brandy Melville and Urban Outfitters. Weekend plans: Taking mirror selfies at kickboxing. Sleeping in until 12. Interests: Finding innovative ways to use their phone without getting caught by the Heads of Middle School. Most likely found: Google searching their cold symptoms in the fear that they may have contracted glandular fever. Would die without: Her rose gold iPhone. Deliveroo.
Year 11 Bag: Anything large enough to hold textbooks and folders for all GCSE subjects. Multiple bags may be required. Makeup: Tried and failed to get good at winged eyeliner. Dress: A bit sick and tired of school uniform. Currently planning outfits to be worn after mocks. As long as it is topped off with a pair of massive hoop earrings, it’s a look. Weekend plans: Some light studying followed by a night out with the bezzies. Testing the limit of parents’ late night curfew. Interests: Colour-coordinating notes. Ryman stationery. Most likely found: Procrastinating on buzzfeed.com. Checking the lineup for Reading Festival. Would die without: CGP’s horrendous attempts at humour.
Sixth Former Bag: Scruffy black American Apparel backpack from 2015, big enough to hold her oversized lever arch files and chewed biro. Aesthetics are no longer considered. Hair: Permanently rocking the bed-head look. Dress: Anything soft and comfortable. Trackies/flares are a must. Usually purchased on Depop. Topped with a gold pendant chain necklace to achieve that effortlessly chilled vibe. Weekend plans: Might go clubbing but will most likely end up flaking out and having a night in with Ben & Jerry’s. Checking emails every three to five seconds for uni offers. Personal statement interests: Volunteering at the local old people’s home, co-authoring an 800 page novel, attending public lectures by world-renowned speakers, representing the Uzbekistan delegation at Model United Nations and pondering upon the meaning of life. Actual interests: Sleep. Most likely found: Napping in the corner of the common room. Would die without: Uber. The common room hot water tap. By Georgia Hayes, Lower Sixth
Drawings by Anika Sarin 105 SM Doc 1.indd 105
The International Competition for Young Debaters at Oxford Union The International Competition for Young Debaters (ICYD) is an international debating tournament for secondary school students in Year 10 or below, wherein all debates are in the British Parliamentary format. The hosting of the finals alternates between Oxford University and Cambridge University at their Debate Unions. Prior to the finals at Oxford, there were numerous regional rounds during the year worldwide. The highest scoring ten teams from each round qualified to the final. The regional competitions consisted of three preliminary debates, where the teams had fifteen minutes to prepare their speeches, once the motions and their positions had been announced. Three teams from Godolphin and Latymer were selected to take part in the South England regional round, hosted by St Paul’s Girl’s School, where we debated some very controversial and interesting topics. After heated battles, my team mate Ruby Alexander and I qualified for Finals’ Day, coming in fifth place out of the 50 teams of the round. So in April we found ourselves at the Oxford Union, under the pictures of so many former prime ministers and politicians. The four rounds brought forward excellent motions:
“This house would ban religious primary and secondary schools”, which we had to oppose. “This house believes that celebrity leadership in social movements has done more harm than good”, which we had to oppose. “This house believes that MEDCs should pay LEDCs not to exploit their natural resources in areas of environmental significance”, which we had to propose.
“This house would give all citizens under the age of 30 two votes in all elections”, which we had to oppose. We battled fiercely all day in shark infested waters and carried the Godolphin flag with some dexterity. Sadly, we just missed out on the final round and the title went to a pair from Hong Kong, from GSIS HK. Nevertheless, it was an invaluable experience. The ICYD gave us a chance to debate against other international students, most of whom were older than us, and to do so in a prestigious and famous venue. We would like to thank Mr Bell and Natalia Hildebrand for coaching us extensively and, once again, invite everyone to our debate program, it’s fabulous! Dilia Thovez, Year 9 106 SM Doc 1.indd 106
Debating and Public Speaking What’s true? What’s fake? Who can you trust any more? As Britain is split down the middle by Brexit, Europe is menaced by the rise of the xenophobic far right, and the President of the United States makes world changing decisions via his Twitter account, we need the skills of critical thinking, clarity of thought and an ability to see both sides of the question – skills which debating teaches better than anything else – more than ever. And Godolphin girls are debating more than ever. As ever, the House competitions were keenly fought, with three debates taking place every week throughout the Autumn and Spring Terms. It was a year to rewrite the record books; for the first time in the history of the competition, one house won all three competitions. The Sheppard Grand Slam was achieved by Ruby Alexander and Issy Warren in the Lower School, Caroline Mirza and Avni Sharma in the Middle School, and Rosie Lowit and Ella Von Baeyer in the Sixth Form. The London Junior Debating League was bigger than ever, with 24 schools taking part from November to April, a third of them maintained schools. Godolphin made it to the final, though sadly not to the trophy. However, there was much promise and expertise in our squad of Sophie Blake, Isabella Boas, Malika Kumar, Valentina Lesmes, Charlotte Long, Ingrid Loynes, Sofia Tyler and Hannah Wilson, expertly coached by Emily De Vegvar and Sorcha Gorman. The London Middle School Competition was also well attended, with Catherine Coggan, Leo Gafsi, Lily Heathcoat-Amory, Linnea Hult, Holly Keen, Caroline Mirza, Alex Riddell-Webster and Avni Sharma representing Godolphin. First place went to St Mark’s, Hounslow, the first time the competition has been won by a state school. We had much success in the two English Speaking Union competitions. In the Mace, Catherine Coggan and Lily HeathcoatAmory progressed to the second round. In the Public Speaking Competition, we were represented in the first round by Lily Heathcoat-Amory and Tea Chatila (speakers), Catherine Coggan and Holly Keen (questioners) and Avni Sharma and Linnea Hult (chairs). Lily, Catherine and Avni progressed to the second round in the elegant Georgian setting of Dartmouth House. Lily was awarded Outstanding Personality and Linnea Best Chair in the first round, and Catherine was awarded Best Questioner in the second round. In the two ‘university’ competitions, Emily De Vegvar, Natalia Hildebrand, Natalie Korhonen Cuestas and Phoebe SimonsEvans were unlucky not to progress to the second round. We only just missed the break, and in any other year we would have gone to the finals, but the decision to halve the number of teams going through from this size of round meant we missed out. We were the hosts for the first round of the Oxford Union competition, with Ella Hastings, Natalie Korhonen Cuestas, Sylvie Lovegrove, Natalia Hildebrand, Mila Prest and Issy Roberts representing the school. Ella and Sylvie were in one of the top two rooms in the last debate, suggesting that they were very close to qualifying for the finals. One competition for which we did make it to the finals was the International Competition for Young Debaters. After a very competitive first round at St Paul’s Girls, where we were represented by Ruby Alexander, Cecilia Colao, Claudia Reynolds, Isabelle Steinmeyer, Daisy Studd and Dilia Thovez, Ruby and Dilia progressed to the Final at the Oxford Union itself, the training ground of so many future politicians. They had a great day in its magnificent Gothic chambers, under the watchful gaze of portraits and photos of the great and the good. None of this could have happened without the tireless work of the wonderful Debating Captains and Vice-Captains, Emily de Vegvar, Natalia Hildebrand, Issy Roberts, Sorcha Gorman, Isabelle Hall and Mila Prest, and my ever generous colleagues, Ms Afifi, Mrs Allan, Ms Halifax, Mrs Kellie, Mr Mahoney and Mr Renshaw. My thanks to all of them. A world where complex and vital issues are reduced to 144 character bursts could lead one to despair; but the subtlety, the thoroughness, the passion and above all the openness to doubt, the willingness to listen, that I see week after week in debating give me hope. Mr Bell 107 SM Doc 1.indd 107
Rowing The 2017/18 rowing season has been filled with many fine performances that rowers, coaches and supporters can all be very proud of. We had our best ever placing at the prestigious Fours Head of the River Race in November 2017, with our senior rowers finishing second in category, against some very strong school crews. We also had two new Hudson fours delivered in February, with a coxed and a coxless boat supplied. These new boats will help our rowers compete at the highest level, as this is the first time we have had new women-specific fours to row in. The Schools’ Head of the River Race in March is one of the highlights of the school rowing calendar. Here the senior fours placed 4th and 11th, the WJ15 VIII placed 15th, despite a bent fin slowing them down, and the WJ16 VIII finishing fourth in category, a fantastic effort! The following day two WJ14 octuples travelled to Dorney to compete at the Scullery. This was our WJ14s first ever race, and they certainly did learn a lot about racing against some very well drilled crews! The Godolphin and Latymer School Boat Club dinner on 23 March was an outstanding success, with funds raised for rowing equipment. Jess Eddie, a member of the silver medal winning GB women’s eight at the Rio Olympics, gave an inspirational speech, and India Colegrave, Captain of Boats, had the audience in stitches, with her stories of rowing at the Boat Club, 2013 - 2018. The Godolphin and Latymer School Boat Club Supporter’s Association can be very proud of this dinner, which they worked so hard to organise, as it was a fantastic evening! Six days later, the largest ever contingent of Boat Club rowers travelled to Portugal for the annual Easter Rowing Camp. The WJ15, WJ16s and Seniors all made massive improvements, as crews trained for the summer racing season. Balanced with four to five hours of supervised revision each day, and some fun excursions to play beach volleyball, the most fun was had with the Easter egg hunt, organised by the Captain of Boats and her senior helpers. The weather wasn’t the best we had ever experienced in Portugal, but characters were built, and resilience was learnt, and the rowers all shone through with their dedication and application. The Hammersmith Regatta in April saw the hard work on camp pay off, with wins in the Women’s Coxless Fours, Women’s Coxed fours, and WJ18 coxed fours! The Ball Cup in May saw our younger squads travel to Dorney for a full day’s racing. The two WJ14 quads raced well, and one
crew made the final. The WJ15 double raced hard, as did the WJ15 scullers, one of whom, Delilah Wilson, won a bronze medal. Our two WJ15 crews lined up in the final of the WJ18 fours, and did very well to come away with the silver and bronze. The last race of the day saw our WJ15 quad have a strong row in a fast race, to come away with a silver medal. Putney Town Regatta, where we won our first ever Victrix Ludorum last year, saw our WJ15s narrowly lose out in the final of the Women’s Novice eights to an adult aged crew from Thames Rowing Club. Our WJ18 coxless four finished runners up in their category final, and our WJ18 coxed four stormed to the win, with a great performance. The day was nicely capped off with the Boat Club WJ14 octos facing off against each other in the final, with a Boat Club win, our first here since 2012. The National Schools’ Regatta 2018 saw many fine performances. On Friday the two WJ14 octos came off the water glowing, after having their best rows of the year. The WJ15 fours had strong rows, and one made the A final. Here there was some controversy, as we initially won gold, until a protest (not about us) forced four of the six crews in the final into a re-row, after the last race of the day. Picking themselves up, after the elation of winning gold followed the desolation of having this snatched away, our crew rowed brilliantly to gain the bronze, in a super close race that saw gold and bronze separated by 0.7 of a second! This was a gutsy performance, and it was brilliant to gain an NSR bronze! Other crews racing at this huge event were the WJ15 VIII, the WJ16 pair, WJ18 pair and Championship Girls Coxless four, who all represented the Boat Club with performances we can all be proud of. The WJ16 squad had demonstrated a lot of potential over the year, and at NSR 2018 they didn’t disappoint, gaining a bronze medal in the WJ16 fours. This was a fantastic performance watched by many Godolphin and Latymer Boat Club supporters. A bronze medal at WJ16 level is exceptionally hard to achieve, so our crew did absolutely brilliantly! A week after NSR our seniors had a great performance at the prestigious London Metropolitan Regatta, winning Women’s Tier Two quads, a top performance. This race was our last before the Henley Royal Regatta qualifiers. Despite our best efforts, we couldn’t qualify for the first round this year, but the rowers can all be proud of the effort and dedication they have shown over the course of the season. 2017-18 has been another strong year for Godolphin and
108 SM Doc 1.indd 108
Latymer Boat Club, with two NSR medals, a host of other great performances, with a record number of rowers, seventy in number. The Boat Club has come a long way since 2008, growing from seven rowers to seventy, our first ever overseas rowing camp at Easter in France in 2015 (subsequently in Portugal), Henley Women’s Regatta for the first time 2013/14, with the Head of the Charles Regatta in 2016 and Henley Royal Regatta in 2017 for a first time, a first ever Schools’ Head win in 2016 in the WJ16 fours, first ever top 50 at WEHORR in 2017, and six hard fought NSR medals, with a silver medal in the WJ15 fours in 2011, silver in WJ18 fours in 2016, double gold in WJ18 fours and CHG2- in 2017, and the double bronzes in 2018. This wouldn’t have been possible without the dedication of our coaching team, the hard work of the rowers and the support of parents and the school. The current rowing successes would not be possible without the amazing work done by our Seniors and Lead Coach, Mr Dan Safdari, J16s coaches Dr Fraser Harris and Mr Jack Elkington, J15s coach Mrs Allison Duggan, and J14 coaches Mr Julian Egan-Shuttler, Ms Jess Chichester and Mr Ben Moore. Thank you all very much! It is with sadness that I am stepping down as Head of Rowing in 2018, as the program is now so much bigger. It has been a privilege and an honour to help the Boat Club
grow. I look forward to encouraging new generations of J14s to the sport of rowing at the Godolphin and Latymer School Boat Club, and working with Godolphin and Latymer Boat Club’s new Head of Rowing, Mrs Allison Duggan to ensure the Boat Club’s continued success. Mr Edward Benton, Head of Rowing 2008 - 2018 Boat Club Prizes 2018: Most Promising J18 - Libby Bryant, Most Promising J16 - Alex Riddell-Webster, Most Promising J15 - Caroline Corrigan, Most Promising J14 Catherine Benson, Senior Coxswain - Taz Thorowgood, Junior Coxswain - Sara Allinson-Agharokh, Sculler’s Shield - Louise Bonnor-Moris, Biggest Ergo - India Colegrave, Biggest J15 Ergo - Delilah Wilson, Biggest J14 Ergo Georgina Morrow, Most Committed - Florence Hockaday, Most Improved J14 - Esther Tregear, Most Improved J15 - Jasmine Rush, Fiercist Cox - Costi Giovene, PB on Ergo - Maddie Grussing, Most Improved Technique - Maddy Macbeth, Best Attendance - Jacqueline Byun.
109 SM Doc 1.indd 109
Throughout the last academic year, the Library has continued to offer fantastic support to students and staff with their information needs, as well as preparing for some exciting changes in the near future. With a wonderful collection of print, audiovisual and digital resources, the Library has a wealth of academically rigorous information, as well as a lively collection of quality fiction. Students clamour to enter the Library before the official opening time of 8am, and each day is busy with Sixth Formers working hard in the Winterstoke Library, Lower School pupils borrowing the latest books in the Fiction Library, and Middle School pupils working collaboratively in the Gallery or Dean Libraries. In early October, two well respected authors visited Godolphin and Latymer to talk to students about writing and identity. Linda Newbery talked to Years 9 and 10, who enjoyed her insights into writing, and how she is personally inspired to write stories. Years 7 and 8 heard Nikki Sheehan talk about her latest book, Goodnight Boy, which was nominated for the 2018 Carnegie Medal. Nikki gave a talk about creativity, and how it applies to us all as writers. Her aim was to empower our Years 7 and 8 to understand why creativity is very important and relevant to them. On Wednesday 31 January, the author Stewart Foster visited Godolphin, to talk to Year 7. Stewart has written two very
popular books at Godolphin and Latymer – Bubble Boy and All the Things That Could Go Wrong. He started his talk by showing photos of people, and asked if the audience thought they were authors, or not. Year 7 enthusiastically answer to the affirmative in most cases, especially when J. K. Rowling’s face came up! Stewart then tied in the last photo of himself, aged eleven, to start his talk about writing, which Year 7 all enjoyed. Throughout the year, the Library has hosted several departmental displays, where Biology, Classics, English, Chemistry, Economics, MFL and Stem Week all curated fantastic book displays about their subjects. Pictures of these displays are featured on the Library’s Twitter feed, @GandLLibrary. Displays have also been curated for Challenge Your Limits Week, World Empathy Day and Diversity Week. For World Book Day on Thursday 1 March, many of the staff dressed as Where’s Wally, which caused much amusement from the student body! In late April, Godolphin and Latymer again hosted the CWIZZ, a Literary Quiz for local Year 6 and 7 students. Fifteen schools from Hammersmith and Fulham, Ealing and Kensington and Chelsea sent teams to compete, and a fun time was had by all, answering literature questions about both current and classic books. Latymer Upper won this year, and we look forward to competing down the road at LUS in 2019!
110 SM Doc 1.indd 110
The end of June saw the 3rd annual Literature Week, where this year’s theme was Identity. Lower School heard several teachers, and the Librarian, talking about their favourite books, at the Literature Week launch assembly on Monday. At lunch, a Summer Reading activity took place in the Library Garden, where Sixth Formers shared their favourite books with their audience, and old-fashioned lemonade went down a treat in the warm weather! On the Tuesday, author Juno Dawson visited, first talking to Lower Sixth and then Years 9 and 10. Juno’s talk about her identity as a transgender author, and her books, was very well received by all who heard her inspirational talk. On Wednesday, Irena Brignull visited to talk to Years 7 and 8 about writing books, and screenplays for popular films. On Thursday another Literature Week assembly addressed to Year 10 and Lower Sixth, showcased teachers’ favourite books. At lunch time on this day, the ever popular Literary Cake Sale took place, with all monies raised going to the DoorStep Library charity. Friday was a very busy day, with Book Speed Dating for Year 10 at form time, the House Literature Quiz at lunch, and the Year 7 Mystery of the Golden Pen in the early evening. This evening event was a great success, and our Year 7 detectives did a great job of solving the Mystery. Literature Week encouraged both students and staff to investigate what books mean to them, and reading for pleasure. Reading for pleasure can improve mental self-imagery, increase
empathy and strengthen your sense of self. Over this week, for House Points, students could “spot the teacher” wearing coloured stickers, to engage them about their book choices. Over the course of the year, Reading Groups for all year groups have run. Years 8 and 9 Reading Group looked at the Trinity Schools Book Awards shortlist, Middle School looked at various Science Fiction and Fantasy Classics, such as Aldous Huxley’s Brave New World, and the Sixth Form Reading Group started off looking at the Man Booker shortlist, before moving onto an exciting collection of new or classic fiction. Year 7 shadowed the 2018 Carnegie Medal shortlist. This year the Library also weeded around 9000 books to make space on the shelves. The introduction of a new Library system of Radio Frequency Identification (RFID) was planned over the year, with installation over the summer holiday 2018. This new technology will allow students and staff to self-issue their books, using touch screen and biometric technology! The ground floor of the Library was also refurbished, with a new entrance to the Fiction Library created, improving the look of this area. The Library continues to offer a curated collection of print resources, alongside a strong collection of powerful online databases, eBooks, Audiobooks and much more! Please see the Library website for more information. By Mr Benton
111 SM Doc 1.indd 111
Higher Education Medical Portal Training Day On Saturday 12 May, aspiring medics and dentists were joined by students from Greenford High School for the Medic Portalâ€™s UKCAT and BMAT training day. This intense course offers students the opportunity to apply new strategies to solve problems at speed. The day was also a perfect opportunity for students to share the insight they have gained through work experience placements and recommend to each other the lectures, books and online courses that have inspired them the most over the last year.
Oxford and Cambridge Workshop Last May, many of the Lower Sixth attended the Oxford and Cambridge workshop organised by the Higher Education team to explain the Oxbridge application process, and also to give a taste of what it means to study at Oxbridge. Godolphin and Latymer, being a school that highly values the sharing of knowledge and opportunities among the community, also invited other local secondary schools, including Kensington Aldridge Academy, West
London Free School, Greenford High, to participate in the workshop. Throughout the morning, we were given several opportunities to discuss our motivations with both our peers and students from the other schools. This allowed me to discover a variety of perspectives and opinions that I would not have heard otherwise. One aspect of the workshop that I found particularly useful was the practice interview questions, as they pushed me outside of my
112 SM Doc 1.indd 112
Cross-curricular Day The Higher Education and Careers team organises for Year 9, every year, a Cross-Curricular Day. The event is a very useful platform to peruse a selection of roles within different business organisations and to visualize various career patterns. We were asked to work as Public Relations companies, tasked by their corporation clients to create for them a Careers Fair display. The display would illustrate the meanders of the corporation, the different departments, the roles, the career paths, and overall how the company functions and thrives. In the team of six fellow pupils I was with, we quickly set up our PR company, created our own logo and assigned roles to ourselves. Our first client was the International Hotel Group.
comfort zone by making me reflect on my thought process in a way I never had before. We were also privileged to hear from a representative of Fitzwilliam College, Cambridge who outlined the various steps in the application process, focusing on the interview and personal statement, whilst also speaking enthusiastically about life at Cambridge. Overall, the workshop was incredibly useful and effectively laid out the steps I should follow in my Oxbridge application
We dived in and rapidly researched the work roles within the company. Subsequently, we made an advertising board and a film of IHG for the fair, which we presented to the people in the audience. Other teams worked for JUST EAT, Walt Disney and many more. I think our client would have been pleased as we were voted Most Informative Team of the fair! The day also included an interesting speech from an Old Dolphin, now working at Deutsche Bank, about her work. The format of the event is excellent as it is highly interactive and promotes the direct understanding of so many different businesses. I particularly enjoyed identifying various roles and responsibilities and being creative in making the video and the board about our client. By Dilia Thovez, Year 9
and thanks to the large amount of support at Godolphin and Latymer, I am now finding the application much less daunting. By Camilla Butters, Lower Sixth
113 SM Doc 1.indd 113
Student Wellbeing Committee The Student Wellbeing Committee is a group of fifteen Sixth Formers, Year 10 students and two staff members who discuss challenges to positive welfare within Godolphin and Latymer and plan initiatives to address these issues. We aim to increase awareness of methods of boosting positive mental health as well as introducing new ideas to improve the wellbeing of students as a whole. The Student Wellbeing Committee has been running since Autumn 2017, and is fully committed to improving student welfare for years to come. This year, we have run several events around school including World Mental Health Day, a wellbeing lecture series and various assemblies that aimed to increase discussion around mental wellbeing. World Mental Health Day aimed to address the issue of what mental health meant to the Godolphin and Latymer community, and served as a platform to remind students and staff of the importance of looking after the mental aspect of their wellbeing. We started off the day by handing out yellow smiley face stickers to all students as they were coming into school and contributed to the Daily Dolphin so that we could get our message across. The Daily Dolphin highlighted our top tips for having good mental health and featured a calming playlist which was collated by committee members Sophia Wrede and Rosie Lowit. During break time and lunchtime, members of the committee stood in the corridor to get students to contribute to a ‘What does mental health mean to me?’ board. This enabled us to start the conversation about mental health and get people thinking about it.
discussion on why the stigma exists and what we can do to reduce it.
The second talk in the lecture series was given by Georgia Church on ‘Mental Health Mythbusting’, which was highly informative and sparked some very important conversations following the unravelling of common misconceptions surrounding mental health from Georgia’s personal experiences. The final talk was on ‘Effectively Managing Stress through Goal Setting’. It was given by Annabel Howell and Millie White and provided an important practical solution to maintaining a good work balance. We will continue the lecture series in 2018-19 as a more regular occurrence; so look out for more talks on tackling misconceptions and creating a positive environment next year. Our aim is to make a lasting impression on the wellbeing of Godolphin and Latymer students and instill practices that may help students throughout their whole life. By Xii Cin Lim, Lower Sixth
Our other initiative, the lecture series, started with the topic ‘What is mental health?’ This introductory talk by Hannah O’Keeffe, Maddie Grussing and Xii Lim focused on comparing emotional health and mental health as well as looking at ways to boost mental health. It was attended by staff and students, an important step in bridging the gap between the two in order to reduce the stigma surrounding mental health. This encouraged some really interesting
114 SM Doc 1.indd 114
New York Exchange After the jet lag had been combated, the first weekend of our stay in New York was spent whirling around the city. We got to know our exchanges’ families, and were full of stories to tell each other when we met up on Tuesday to go to school. We tried ramen burgers (would highly recommend!), went record shopping in Brooklyn, picnicked in Central Park, watched Mean Girls the musical, and two girls even went outside the city to their buddies’ country houses, where they spent Memorial day water skiing and swimming in lakes. It was daunting at first, being thrust into a foreign city not knowing what we would be doing and staying with families we had never met but we were reassured by the unwavering hospitality of all our hosts. On the Tuesday, we spent the day at Brearley, a far cry from the schools that ‘Mean Girls’ and ‘High School Musical’ had prepared us for. The school was right next to the river on the Upper East Side and just five minutes away from my exchange’s apartment. When we arrived we went downstairs to the cafeteria, where we feasted upon blueberry bagels, a choice of ten different types of tea and even doughnuts! The first lesson was Science, here the students tapped away at their apple laptops making notes. Next, we took the school elevator to an empty classroom to spend our free period. In the free period I saw some familiar faces, and met some new ones as we chatted to our buddies’ friends who were thrilled by our ‘hilarious’ accents. The day rushed by (perhaps because they finish school a little after 2pm) and we spent lunch sitting on the steps of a park by the river, drinking iced chai lattes and admiring the view. The day was finished by a burger at JG Melon’s (the supposed best burgers in all of Manhattan), cookies on the steps of the Metropolitan Museum of Art and a walk past a certain Gossip Girl character’s Upper East Side mansion.
By the time we said an emotional goodbye to our buddies at JFK and vowed to meet up soon, we felt almost like locals and had our New York twangs down to a tee. We arrived home with dark circles under our eyes and leftover Sephora samples smudged on our faces, not quite believing it was over. Since we’ve been home, we have kept in contact with our buddies and often laugh with them over selfies with the places we visited or the slew of inside jokes we developed whilst we were there. But whether we text them everyday or never see them again, we had an unforgettable trip and have been indelibly shaped by our experiences in the Big Apple. By Phoebe Pascoe, Year 10
The rest of the week was spent exploring the city with Miss Barac and Miss Coto Diaz during the day, and with our buddies in the evenings. We saw the statue of Liberty, the costume exhibition at the Metropolitan Museum of Art, the Tenement Museum and the inside of more than one Sephora. From reenacting Titanic on the Staten Island Ferry to visiting a sample sale at the Chelsea Market, this part of the trip was the unexpected highlight, as the teachers allowed us a lot of input into what we were doing and let us stop at almost all of the food places we paused to marvel at on our way to various museums. 115 SM Doc 1.indd 115
Year 10 Bonding Day At the beginning of the year, Year 10 went on a bonding trip to Hillingdon Outdoor Activities Centre. It was a trip to develop each of our learning habits and to get to know each other more as we switched classes from Year 9. One of the first activities we did was high ropes. Although it was quite terrifying, this was one of the highlights of the day where we were able to grow as a class and for a few of us, face our fears. First, we had to do a course that was around ten to fifteen metres in the air. We climbed up a pole one by one after our harnesses and carabiners had been attached, and started our journey. Everyone encouraged each other to not be afraid, and we all laughed as we traversed the many challenging aspects of the course, such as crossing the climbing wall, crawling through the barrels and simply swinging along. Then came the end where every single one of us had to really challenge our limits and leap off from the top of the frame onto a mat. After this, we went to the second part of the high ropes: a race. We were divided into two teams and would go up against each other in a scramble to be the first to reach the top as our team members chanted our names and congratulated us afterwards. The final part of this activity, however, was the one where we were able to bond the most as a group: the infamous Jacob’s Ladder. In groups of four we helped each other as much as possible to climb as high as we could without leaving anyone behind. Even the people who were on the ground would help by telling us what we could do to climb even higher and supporting us all the way through. It was a huge amount of fun. The caving activity was next. Two sections of tunnels were shown to us just outside the caving area; although one was smaller than the other, both were still worryingly small (lots of “how on earth am I supposed to crawl in that!?” could be heard from almost everyone). As soon as we put on our helmets similar to the ones we wore for the ropes (except for the flashlights which were very fun to switch in between the types of light), we had to crawl through a short tunnel. Then, we entered a surprisingly spacious room, only lit by our flashlights. Most of us crawled on our knees, but some of us found it easier to slide along on our backs propelling forward with our legs. Our instructor then explained that
we had to go through certain tunnels and had to find our way back to the same room. We did this a few times, sometimes entering different tunnels, sometimes meeting in other rooms, until she told us that we had to do the same route but with our flashlights off, giving all of us a shock! Next it was time to play a game! It was extremely difficult to contain our laughing being huddled together in pitch black playing Sardines with someone coming extremely close but still unable to find us! In the afternoon was Dragon-boat Racing. We split up into two teams and each team went on a different boat with an instructor. The boats themselves seemed really big, with fifteen rowers on each side. The two teams worked hard to compete in several races, with a drummer at the front of the boat and songs to encourage us. The race was intense but also fun as we got splashed with water! The other activity we took part in was raft building. We were first taught a specific knot and how to assemble our raft. We were quite limited in the resources that they provided us and some groups had some difficulty with ropes and such however none of the groups failed to make the perfect raft. The resources included several ropes, wooden planks and barrels. When we were finished with our raft we pushed it into the lake and were given paddles, helmets and life jackets. Each group had to race towards a flag and get it back to the bank as soon as possible. All the groups paddled as fast as they could while the instructors drove their speed boats to create small waves for us. After all the screaming and paddling, we all finally made it back to the bank! The trip was really helpful as it helped us develop our learning habits even more. Especially teamwork, collaboration, listening, resilience and perseverance. The students had a wonderful time and we would like to thank all the teachers who came with us on the trip and the teachers who organised the trip for us. Thank you very much! We all had lots of fun! By Maria Baranova, Violette Chereau, Mee Reu Won and Niki Yeang, Year 10
116 SM Doc 1.indd 116
Model United Nations Last year at Model United Nations we went to three conferences and ran our own conference for the Year 11s here at school. Our first external conference was at the London Oratory School. Representing Russia, Venezuela and Colombia, our eleven Godolphin and Latymer MUNers quickly got into the debates, on topics ranging from extrajudicial killings and child marriage to overcrowding in prisons. Sasha rounded up the day by giving an impassioned speech in the General Assembly, whilst Nathalie and Sophia took home Highly Commended and Best Delegate awards. Our second conference was just around the corner, at St Paul’s Boys. Another successful conference, Godolphin received awards and everyone had lots of fun. HABSMUN was our third conference. Battling all elements - from snow to hail - we survived the trek up to Elstree. Again, the Godolphin MUNers took to debating instantly like dolphins to water, with breaks of rap battles, attempted snowball fights and pun-filled note passing to let off steam in between heated debates.
The Year 11 conference was a great success. With the help of fifteen MUN members to teach the syllabus created by the captains, we were able to teach the basics of MUN to Year 11. Over the course of a half-term we delivered lessons about the UN’s aims, importance, strengths and weaknesses, MUN language, procedure, clause writing and debating. After six weeks, everyone came together into six debates and a General Assembly. Notable moments included North Korea making a patriotic statement with the national anthem blaring in the background and a dramatic crisis video by the not so ‘anonymous’ Dr Snook and Dr Woodbury, declaring war on oil-rich countries. It was excellent to have so many Year 11s participating enthusiastically and especially great to see those that had been shy at the beginning making impassioned speeches by the end, truly demonstrating MUN’s purpose of building public speaking skills and confidence. By Sophia Dyvik Henke and Ella von Baeyer, Lower Sixth
117 SM Doc 1.indd 117
BEYOND GODOLPHIN AND LATYMER 118 SM Doc 1.indd 118
Leavers’ Destinations Hannah Nieve Hannah Clea Jessica Anastasia Samantha Angelica Emilia Josephine Maisie Eleanor
Allchurch Amini Arkell Audin Baird Blamey Blunden Bowden-Jones Bryant Buclez Burleigh Campbell
AL AL AL AL AL AL AL AL AL AL AL AL
Ruben Georgia India Juliet Isabella Annabelle Anna Amber Cordelia Kate Tatiana Asha
Celesnik Church Colegrave Craig Daniel David Davie Davies de Mitry Devey Dickins Eborn
IB AL IB AL AL AL AL IB AL AL AL AL
Newcastle University Edinburgh University Edinburgh University Bath University Durham University St John’s College, Cambridge Bath University Exeter University St Andrews University Chicago University Bristol University Courtauld Institute, University of London University of Denver Manchester University Columbia University Newcastle University Exeter College, Oxford King’s College London University College London Durham University Lady Margaret Hall, Oxford Emmanuel College, Cambridge St Andrews University Bristol University
Karma Edie Anna Layla Maia Eleanor Poppy Natasha Imogen Sophia Laila Hannah Uma Sorcha Liberty Isabella Laura
El Chalabi Elliott Granger Ermakova Ettinghausen Farrell Flanagan Flatau Fomichev Francis Free Ghaffar Girma Goldsmith Gorman Grimmer Hales Hamilton
AL IB AL AL AL AL AL AL AL AL AL AL AL AL AL AL AL
Imperial College London Brown University SOAS, University of London Selwyn College, Cambridge Georgetown University Exeter University Edinburgh University University of London Warwick University St Andrews University Edinburgh University King’s College, Cambridge Edinburgh University Birmingham University Edinburgh University Exeter University Bristol University
Combined Honours History of Art Geography Biology English Literature Medicine Sociology English English Liberal Arts English History of Art
2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2019 2018
Liberal Arts English Literature Liberal Arts Medicine and Surgery English Language and Literature Politics Modern Languages Philosophy and Politics Ancient and Modern History English Biology Engineering Design with Study in Industry Medical Biosciences with Management Liberal Arts History of Art Medicine Liberal Arts Classical Studies and English History of Art Health and Social Care Civil Engineering Art History Persian and Middle Eastern Studies Economics English Literature Liberal Arts and Sciences Biomedical Sciences Art History and Visual Culture Geography with Study in Continental Europe
2018 2018 2018 2018 2018 2018 2019 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2019 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018
119 SM Doc 1.indd 119
Tara Allyana Isabel Sarah Alice
Harun Hassan Hawes Hobson Horrell
AL AL IB AL AL
Annabel Katie Grace Dana Faye
Howell Huckett Hunt Jabre Jawad
IB AL AL AL AL
McGill University SOAS, University of London Durham University Queens’ College, Cambridge École Polytechnique, Université Paris-Saclay Duke University Cardiff University Bristol University Brown University Bath University
Camilla Emily Zoe Aime Lauren Siam Amelia Tiffany Camilla Justine Roma Bronwyn Eva Paria Michelle Chloe Annabel Daisy Alexandra Victoria Sarah Scarlett Simran
Jeffcock Jones Kaiser Keane Keller Kirby Lack Lai Leigh Lepic Lewis Lowe Magyar Malekahmadi Messerer Monaghan Morgan Murgatroyd Naoumovitch Newell Palmer Parry Patel
AL IB AL AL AL AL AL AL AL AL AL IB AL AL AL AL AL AL AL AL IB AL AL
Nottingham University Queen’s College, Oxford King’s College London Imperial College London Bristol University Leeds University King’s College London University of Amsterdam Exeter University McGill University University College London Durham University Yale University Liverpool University King’s College London King’s College London Keble College, Oxford Bristol University Manchester University Boston College Durham University Bristol University Manchester University
Reagan Ellen Fiona Alix Emma Heather Ella Grace Aisha Bryony Isabella Justine
Readinger Ridgway Ryan Sayer Sharp Smith Somerville Spicer Straker-Grimes Streets Stuart Stummel
AL Columbia University AL London School of Economics and Political Science AL École Polytechnique, Université Paris-Saclay IB Dartmouth College AL Sheffield University AL Brighton University IB L’école hôtelière de Lausanne AL Swansea University AL University College London AL University of the Arts London IB St Andrews University IB Wadham College, Oxford AL Keble College, Oxford IB St Andrews University AL Bristol University
Bachelor of Arts English Liberal Arts Psychological and Behavioural Sciences Bachelor Program
2018 2019 2018 2018 2018
Liberal Arts 2018 Medicine 2018 History of Art and Spanish 2019 Liberal Arts 2018 Business Administration 2018 (with professional placement) Biochemistry 2018 History 2018 Classical Studies 2018 Medical Biosciences with Management 2018 Italian and Spanish 2018 Neuroscience 2018 Nursing Studies 2018 Literary and Cultural Analysis 2018 History and International Relations 2018 Bachelor of Arts 2018 Medicine 2018 2018 History Liberal Arts 2018 Medicine 2019 French and Philosophy 2018 Religion, Philosophy and Ethics 2018 Geography 2018 Philosophy and Theology 2018 Arabic and a Modern European Language 2018 Liberal Arts 2018 Chemistry 2018 Biology 2018 Modern Language & Business and 2018 Management Liberal Arts 2018 Economics and Economic History 2018 Bachelor Program
Liberal Arts Sociology Philosophy, Politics and Art International Hospitality Management Criminology and Psychology Arts and Sciences with Study Abroad Art and Design Foundation Diploma Medicine Philosophy and French English Language and Literature Art History and German Geography
2019 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018
120 SM Doc 1.indd 120
Sarah Danielle Harriet
Suh Sutherland Symons
AL Imperial College London AL Bath University AL Bristol University
Matilda Sophie Anna Imogen Abigail Marlia Arabella Isabella Verity Leah India Kosana Antonia Amelia Estelle
Thomas Thomson Tippett Treger Turner Van’t Sant Vickers Vranic Walker Watkins Weir Weir Welch White Wiele
AL St George’s, University of London AL Edinburgh University IB Warwick University AL Oriel College, Oxford AL Lincoln College, Oxford AL St Edmund Hall, Oxford IB Durham University IB St Hilda’s College, Oxford AL Exeter University IB University College London AL Birkbeck, University of London IB Princeton University IB Yale University IB Durham University AL Birmingham University IB Bocconi University, Milan
Helena Isabel Maria
Yurdakul Yurdakul Zemtsov
AL Edinburgh University AL Bristol University AL University College London with a Year Abroad
Medicine Economics Politics with Quantitative Research Methods Biomedical Science
2018 2018 2018
Economics and Politics Psychology Physics Biochemistry Geography English Literature French and Italian Modern Languages Arts and Sciences with Year Abroad Psychology Liberal Arts Liberal Arts Geography History of Art Fashion, Experience and Design Management Philosophy Philosophy and German History and Politics of the Americas
2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018
2018 2018 2018
121 SM Doc 1.indd 121
Staff Leavers Sue Adey
A tribute from Anna Paul Sue Adey worked at Godolphin and Latymer for an astonishing 31 years, but we were lucky that she ever worked for the school at all. Sue drove to her interview here with a friend who also had an interview scheduled with Miss Rudland - the Headmistress at the time - but they got stuck in traffic and her poor friend missed her interview entirely! Fortunately for us, Sue arrived in time for her interview and was duly appointed as a PE teacher and the rest, as they say, is history. Sue’s reputation is, without question, spread far and wide beyond the confines of the Iffley Road gates. Stories abound about the years that she ran the Christmas Bazaar with such gusto and commitment that she would drum up support by dressing up in a whole range of imaginative costumes. These include the famous ‘cookie monster’ and the most memorable ‘toothbrush’, with the message ‘don’t forget your toothbrush and don’t forget the Christmas Bazaar’. Sue’s love of the theatrical meant she embraced the staff dramatic performances for the students, which were a feature of school life in Miss Rudland’s time as Head; one of Sue’s favourite memories of that is of the Head and her Deputy being Bill and Ben the flower pot men! As well as the Bazaar, Sue is famous for having organised more ski trips than she has had hot dinners, and for organising them supremely well. Despite her sense of fun, Sue was a colleague who could be relied on to take on the more formal duties with the most diligent care: Sue assisted the examinations officer during her time here and was assiduous in all aspects of the role – even when required to patiently measure the distance between each and every desk in the examinations hall. Sue was instrumental in the introduction of a formal pastoral care structure at Godolphin that underpins much of the organisation of the school today; she was the first Head of Lower School to be appointed when the decision was taken to introduce Heads of Section in 1994. For many Old Dolphins, Sue is most fondly remembered for a role in the PE Department. One such Old Dolphin is Ms Kate Frayling, our physics teacher, who was in Year 9 here when Sue arrived at the school. Kate’s year group was the PE department’s dream – very keen on sport, and they lived in the sports department. Kate recalls how her hockey team was always met by an energetic, enthusiastic and very welcoming Miss Adey. Kate can’t recollect a single
occasion when she saw Sue cross, and instead remembers lots of laughter, which is something I think we all associate with Sue. Apparently Sue’s least successful moment was when she tried to introduce a non-competitive sports week, which caused total misery to such a sporty year group and which she quickly abandoned after day 2! She is a brilliant badminton player and passionate about hockey. Kate recalls the girls’ love of listening to her stories about playing for the National league side in Slough and all her famous England hockey friends like Karen Brown. It is clear from Kate’s memories that Sue was much loved by her students; she was highly committed to the inclusive approach which marks out sport at Godolphin. Kate describes how she has never forgotten Sue’s faith in them as a team to succeed, and they kept that feeling all the way through to the Sixth Form. A lot of the Old Dolphins still play competitive sport and maintain a love of sport, and that is down to the experiences they had at Godolphin and Sue’s enthusiasm and commitment to her subject. More personally, Kate describes Sue as an inspiration to her and part of the reason she came back to Godolphin to teach which I think is a wonderful tribute and testimony to Sue’s great capacity to inspire others. I would like to mention what Sue has meant to me personally in my time here. Sue has been an endless support to me. My role as Deputy Head, Pastoral, can bring times that involve dealing with quite complex situations. Sue brought good humour, dedication, sensitivity and true wisdom to the times we shared. Her humour saw us through a number of challenges in the pastoral team, and I know the Lower School team in particular will testify to this. She is profoundly kind, warm and optimistic and her optimism is an inspiration: she always sees the good in people, always looks for the best to happen, always has goodness and generosity at her core and always sees the bright side of life. On behalf of the many hundreds - if not thousands - of girls Sue has supported, and the many members of the pastoral team she has worked with, I would like to offer Sue the most heartfelt thank you for everything she did in her time here, and to thank her for everything she has done for me. It was a privilege to work with Sue and we wish her every happiness in her retirement. By Anna Paul, Deputy Head, Pastoral
122 SM Doc 1.indd 122
Ella Barden We were very sorry to bid farewell last summer to Ella Barden, a brilliant physicist and teacher, who had a huge impact on the school with particularly amazing contributions to the Sixth Form. Paying tribute to her scientific enthusiasms, Ella can be described as having arrived like the cosmic Big Bang. Then, if there was space to expand into, Ella was there, from the Sixth Form team, to Naidu House, the Careers in Science Programme, Entrepreneurial Education, and Challenge your Limits to name but a few. Never shying away from evolutionary forces, she showed immense appetite for learning, forever coming up with new initiatives. Exhibiting huge gravitational pull, her desk would attract, intriguing physics lesson plans and presentations on a daily basis. Who else could get quite so excited about the possibilities of a spreadsheet! Ella’s desire to maximise student learning potential made her a key member of her Teaching and Learning Community, and on the Extended Leadership Team, she engaged fully with the challenges of whole-school issues. So what about Einstein’s theory of general relativity - that space and time are not absolutes? Ella arrived looking young enough to be challenged at the staff room door, and despite pastoral wear and tear, she still looked pretty much unscathed when she left. What she could staggeringly achieve in an hour, or a day, suggests that time simply ran at a different rate for her. Isaac Newton proposed that two objects will always exert a gravitational force on each other. Ella has always drawn people to her – students, colleagues across the school and parents. She has been praised as ‘the most supportive and inspirational mentor a new teacher could have.’ Showing immense interest in everyone, she supported tutors, students and parents and remained unfailingly positive. The law of Occam’s razor is the problem-solving principle that the simplest explanation tends to be the right one. Innovative, logical and thorough, Ella made problem solving simple, and as a natural coach, she delighted in finding ways to empower staff and students to find their own solutions. Ella was also able to defy the laws of Physics. The first law of thermodynamics states that energy can’t be made out of nothing, but Ella could energise a room where previously there was no energy at all – stirring reluctant LVI to tidy up the common room was a perfect example. Her own energy reserves and her ability to smile seemed unlimited – even after an intense early morning shredding workout. I don’t
know what shredding involves, but I expect most of us would be exhausted by the mere description. Another law of Physics states that an object will stay in motion unless acted upon by an outside force. But what force could stop Ella’s momentum, drive and commitment? We have no doubt that she will continue both demonstrating and defying the laws of Physics in her new job as Head of Sixth Form. We will miss her hugely wish her every success! By Caroline Drennan, Senior Teacher, Head of Sixth Form
Katie Bird Katie Bird may have only been with us for a year but in that time she showed much passion and enthusiasm in everything she did. This manifested itself in a variety of ways, from creating new resources for the iPad to coaching netball, tennis or rounders, or working with her form group. I know both the PE department and our students are sad to see her go. Katie’s interest in pastoral care has led her to take up a position as Head of Year 7. She will continue to teach PE alongside her new responsibilities. We wish her the best of luck and thank her for all her efforts. By Ellen Elfick, Director of Sport
Katy Blatt Katy Blatt came to Godolphin and Latymer seven years ago half way through her PGCE in 16+ education at City Lit. Bursting with energy and enthusiasm, she gained an immediate rapport with the students. Her performance as a classroom teacher in terms of knowledge and expertise, resourcing, preparing classes and delivering the syllabus was equal to that of a much more experienced teacher. During her time at G&L, Katy worked on the introduction of Art History to the IB programme, was responsible for the Oxbridge classes and shared the running of the ARTiculation competition and SPLAT society. Always very tuned-in to individual students’ emotional and educational issues, the majority of her teaching last year focused on the PSHE programme for younger girls. Her love of public performance was notorious and no one who saw her lower and middle school assemblies on Holbein’s Ambassadors, or Van Eyck’s Arnolfini Bethrothal will ever forget them. Just as memorable was her assembly on Leonardo’s ‘Virgin of the Rocks’ - the topic of her recent 123
SM Doc 1.indd 123
book aimed at Sixth Form students. Although Art History was her day job, Katy’s heart was in music. As a professional violinist, she incorporated music within her teaching, for example using pace and rhythm to help understand architecture.. Several staff became willing “groupies” for her gypsy band Los Pelos Rizos, which even played at the staff Christmas party. We wish her all the best in her new role in charge of Art History at Queen’s College. By Caroline Osborne, Head of History of Art
Mattie Cockbain Mattie Cockbain has been a wonderful teacher, colleague and friend throughout her 27 years at Godolphin and Latymer. Having been a Medieval Historian at Oxford, she quickly demonstrated her capacity to turn her hand to anything as she taught a whole range of early modern and modern subjects all the way to A Level. There is no finer accolade that can be paid to Mattie than the number of students and parents who expressed sorrow at her leaving.. Pupils have sought her out personally to say a ‘proper goodbye’ over the recent weeks and her former pupils who are now staff members have remembered her lessons with fondness. Victoria Robinson remembers Mattie’s neat and diligent lines of text on the board in Year 7 and 8 back in the day when computers were the size of cars and hence the teacher’s brain and what it could retain and produce in an instant were key! Victoria also remembers, which is true to this very day, how confidently Mattie commanded a room – firm and always fair. Lessons involving a spot of acting out were always a winner; apparently Victoria’s Norman French accent is memorable! Amongst Mattie’s many qualities were commitment, dedication and organisation. Every lesson was planned meticulously and there was not a single thing an examination board could bury in a document that was hidden from Mattie. No stone was left unturned when it came to preparing pupils for their external examination; the girls were very lucky to have been shepherded through several difficult topic areas by her. Mattie had a bit of a soft spot for Cromwell and the interregnum, soldiering through, teaching one of the most complex periods of history in political terms with considerable aplomb. The department as a whole relied on her fantastic skills of prediction with IGCSE and A Level questions. Her pupils were always so well prepared, that it became somewhat of a department challenge to beat Mattie’s students’ strings of A* and A grades.
This superb organisation, commitment and dedication extended to her pastoral work where she was a lower school tutor for the majority of her career. It was always impressive how well she instantly got to know her pupils; she spotted their character traits and made sure that each pupil progressed pastorally or academically as an individual. They equally knew her so well, a fact demonstrated by how personal her many thank-you presents were.A prolific reader and museum-goer, Mattie took it upon herself to expand all of our horizons; she shared her views on books and exhibitions with the department and the girls, many of whom take the opportunity to follow her recommendations. ong before the term dual coding became popular. Mattie brought art into the classroom as a way of accessing history! One of the most amazing things about her lessons was lovely atmosphere of shared academic growth is that the lessons begin with the girls sharing their reading and visits with Mattie and vice versa – there is a. Mattie’s colleagues are eternally grateful for her support. Despite not being officially required Mattie helped to induct many a new historian into the department.Equally, Mattie had many a new teacher as her form deputy, inducting them into the pastoral life of the school. The annual residential battlefields trip is another area where Mattie excelled and will be sorely missed: Head counting, sandwich making duty and ‘don’t go near the barbed wire and unexploded devices duty’ will be very different next year without Mattie, although I hold out hopes that we may be able to persuade her to join us! Godolphin has been somewhat of a family affair for Mattie as her two daughters, Bea and Ella attended the school and then followed their mother’s clearly fantastic genes to Oxford University. In keeping with the family theme, her supportive nature meant many staff viewed her as “work mum” with one even known to have called her ‘mum’ on several occasions, a finer accolade to how much of an impact she has had, there is not. I thank Mattie for all she has done academically and pastorally for the school, and wish her the best in her retirement. By Amanda Triccas, Senior Teacher, Staff Professional Development
Caitriona Crosby Caitriona was a highly valued member of the Godolphin and Latymer community knitting together the plethora of events and activities seamlessly. An incredibly calm exterior absorbed all requests and enabled just about everything that all stakeholders wanted – an impressive rate! Caitriona
124 SM Doc 1.indd 124
displayed an efficiency rate of almost perfection and, as she became more experienced in the role, began to develop distinct traits of telepathy – something that is extremely useful in such a crucial organisation role. We will miss her hugely as she explores a new life in Ireland and I am sure all of the school community would wish her well in these new adventures. By John Carroll, Senior Teacher, School Organisation and Co-Curricular
Nikhil Dholakia Nikhil gave so much in his five years at Godolphin. I have so many memories of what a dedicated and innovative teacher he is as well asn his cheeky sense of humour that had the whole department laughing ourselves silly. He was also sensitive and compassionate and was always willing to sacrifice for other people. He will be missed not only by his colleagues but also by the many students he taught. His passion for his job, and his kind, caring and patient nature will stand him in good stead in his new post at John Lyon where he will enjoy a much reduced commute to work. The maths department here will be a much sadder place without him. By Daniela Malone, Head of Mathematics
Rachel Hart Rachel joined Godolphin and Latymer in 2003 to lead a modest Spanish department of two and quickly set about expanding the subject by introducing it into the Lower School, overhauling textbooks and resources, and infusing everything with joy, stickers and stampers. It is now a large and thriving department, in no small part thanks to the love and care she put in to nurturing her growing team. All girls were warmly welcomed into her classroom and were encouraged to enjoy the subject from the start, as this way they would grow to love it as much as she did. With the Sixth Form, she shared her particular passions for Hispanic literature, especially Lorca, and the changing role of women in Spanish society during and after the Franco dictatorship. It was not Rachel’s style to put pressure on herstudents, and instead, she nurtured each and every one to explore and follow her unique interests. In this respect, she was a most skilled oral teacher and examiner who consistently enabled
them to reach their potential in discussing their chosen topics. Rachel rose to Head of Modern Languages (MFL)at a time when the panorama of language teaching was shifting and there was great demand for Mandarin on the curriculum. She encouraged all MFL teachers to share good practice by participating in mutual lesson observations and she founded MFL Week to celebrate the many wonderful facets of languages, from dance, to food to academic lectures. Rachel took on the posts of joint-EPQ Coordinator and joint-OxCam Coordinator, and in both roles, worked with, supported, supervised and mentored a huge number of Sixth Formers as they embarked on their individual journeys into Higher Education and adulthood. Many of these girls keep in touch with Rachel, evidence of the impact she has had on them. In the department, Rachel’s friendship and mischievous sense of humour will be greatly missed. She always had the human touch, and her delicious cakes brightened up any meeting; with four children at home, we never quite knew how she managed to find the time to bake. Perhaps it was her way of keeping a healthy perspective on things, no matter how busy school life was. Rachel leaves Godolphin and Latymer to take some much-deserved time out with her family and to explore new avenues in the field of Child and Adolescent Mental Health, an aspect of working with young people that became increasingly important to her during her time as a teacher at Godolphin. By Helena Matthews, Head of Spanish
Lisa Henderson Lisa left Godolphin and Latymer on a high, after an exceptional set of examination results. Her extraordinary organisational skills and her unflappable nature not only aided the smooth running of exams this year but every year since she started work at Godolphin and Latymer. The role of examination officer is varied and requires a unique set of skills, from liaising with examination boards, to organising the logistics of the process itself, all the while managing staff, students, parents and invigilators -- under pressure and with the need to have contingency plans for all eventualities. Lisa excelled at this. Walking into the calmness of the Bishop Centre or the Sports Hall where four different GSCE and A level exams were going on, one would never know that Lisa had already tended to numerous mini 125
SM Doc 1.indd 125
crisis, from ill students to technical malfunctions. Her work carried on post exam result day, organising and planning assessments throughout the year. We wish Lisa all the best in her new endeavours and thank her for her dedication to the smooth running of our examinations. By Yenil Ferrabee, Development Department
Marie-Louise Henham Marie-Louise joined us initially for one year to cover for Lucy Wallace’s maternity leave. When Lucy decided not to return to Godolphin, we would have liked her to stay; however, she decided to move to Hong Kong to be with her partner. Right from the first day, Marie-Louise fitted in to the English department like a hand into a glove. Her openness, her warmth and her friendliness made her exceptionally popular with both girls and staff. She was always at her ease with the girls, and they were always at their ease with her. Her passion for her subject was very evident, and her scholarship very deep, though lightly worn. She coped with all the many demands of her job with an effortless grace and calm. We shall miss Marie-Louise very much. We hope that one day she might be tempted back from the South China Sea to these shores; Hong Kong’s gain is our loss. By Julian Bell, Head of English
Lorna Jones Lorna was an exceptionally enterprising, dynamic and ‘can do’ young colleague. During her two years here she participated in many MFL trips, sometimes two in one holiday, for example when she jumped in for a colleague to accompany the Granada trip after she had already spent 6 days on the Hamburg exchange. The Dof E team speaks equally highly of her delightful company and we will all miss her tremendously. Lorna’ great sense of humour meant she wasalways game for a laugh. One of Steffi von Haniel’s abiding memories
of the summer term was how much they laughed whilst coming to terms with drawing up the schemes of work for September. I cannot imagine anything funny about this rather uninspiring task! The girls really appreciated Lorna’s lessons, and no wonder: she wasfull of creative talent. She taught German dative prepositions, normally a serious grammatical matter, by organising an Easter egg hunt around the school! Her organisational skills were also remarkable: the quiz in different languages for the entire Year 8 as part of the MFL week proved to be a logistical feat. One of the reasons we allloved working with her was her modesty. Lorna was low key about her many achievements, never boasting about an original lesson she had taught or the trips she had been on or organised herself. According to Year 8 and 9 girls, the Cologne trip was the event they will not forget in their lifetime and this wasdue to Lorna’s funpacked and skilled navigation through the busy Cologne Christmas markets after a sleepless night on the coach. Lorna wasalsoa valued member of the Friday morning social running club. I witnessed her impressive running speed, green with envy when she was overtaking me whilst I was driving down Glenthorne Road. She will be sorely missed, especially her woolly gloves! As a formidable member of the kickboxing club, she enjoyed punching and kicking her colleagues on a Wednesday afternoon after school. She looked so sweet but don’t be fooled: she has a mean left hook, so don’t cross her – she is the queen of the plank! It is not surprising that Lorna landed a Head of Department post in a prestigious boarding school. We wish her all the best for her future life in the beautiful Hertfordshire countryside. Auf Wiedersehen Lorna! By Ursula Fenton, Head of German
Eva LercheLerchenborg Eva, an Old Dolphin who left Godolphin and Latymer in 2008, joined the Art Department to cover a sequence of maternity leaves. Prior to re-joining us as a teacher, Eva graduated from the world renowned Royal College of Art with a Master’s Degree in printmaking. She was also awarded the Danish Embassy Art Prize. Her thoughtful,
126 SM Doc 1.indd 126
meticulous approach to planning and executing project work enabled students of all ages to grasp a broad range of technical skills and creative thinking. Alongside our scholars, she established the Art and Design Society where current staff as well as former students spoke of their work in a range of creativity industries. Her passion for teaching and learning was inspiring, and I have no doubt that she will make a superb addition to the teaching profession. Eva leaves us to take up a full time Art and Design post at St Albans School and to continue with her own practice. We wish her every success and thank her very much for what she has done to support our artists and to promote the value of the creative arts in education. By Lucy Cooper, Head of Art and Design
Laura Pryer Laura worked as my PA for four years and left us in July 2018 to join Cameron House School as Registrar/School Secretary. Laura was my right-hand woman. She understood the need for absolute discretion and confidentiality; she was calm and considerate and handled difficult situations with sensitivity. Laura transformed the role of Bursar’s PA, streamlining the working practices of the whole department. As a valued member of the bursary team, we all admired Laura’s efficiency and her drive and determination to get things done. Laura’s role involved interaction with many stakeholders – pupils, staff, parents and governors. One of the most important aspects of Laura’s role was dealing with applications for bursary assistance. In recent years, this had become a major task as the number of applications increased each year. Laura took on this additional work with the minimum of fuss, which was a tribute to her professionalism. Unfortunately, one of the things Laura did not quite manage to achieve was to convert the Bursary Office into a paperless one, which I am sure she now realises, was an impossible task! Laura was also happy to assist in other areas of the school, including the Library and Reception, where help was often required at short notice. She was willing to turn her hand to anything. During her time at Godolphin and Latymer, Laura also immersed herself in school life, attending various
lectures and events as well as yoga on a weekly basis. We all miss her hugely. By Diana Lynch, Bursar
Thania Troya Thania joined the Spanish department in 2006 bringing passion and energy into every aspect of school life. The girls thoroughly enjoyed her teaching, as she was unfailingly happy, warm and encouraging, and always determined to get the best out of them. She was a hugely creative and patient language teacher who ensured lessons were filled with songs and games as well as plenty of serious learning. What her pupils most appreciated was the time she would take to support those needing extra help and the lengths to which she would go to provide stimulating material for those eager to explore beyond the syllabus. Thania inspired many to continue with Spanish in the Sixth Form, where she opened up for them a whole new world of topics surrounding Hispanic culture and history, infusing lessons with first-hand experience and wisdom. Always ready to enjoy a fiesta, Thania made spectacular alcoholfree mojitos during MFL Week. As a Tutor, Thania’s charges trusted her implicitly to support them whatever the issue, while her calm demeanour helped them to navigate periods of flux in their lives. Indeed, she was always dedicated to the well-being of each individual and brought in many initiatives during her time as Deputy Head of Middle School to encourage girls to take more ownership of their learning. Thania led many school visits, notably to Granada, Salamanca and Brearley, and girls remember thesevisits with great fondness and appreciation. Thania has moved with her family to County Durham, where they are enjoying a fresh start and a great deal more space than in Hammersmith. A loyal colleague and great friend to many, Thania is already sorely missed in the staff room. By Helena Matthews, Head of Spanish
Rik Werker Rik exhibited so many of the characteristics we desire in our students. He had a formidable brain for Mathematics but was also incredibly modest and discreet about this. Extremely independent, he also worked harmoniously with everyone around him.
127 SM Doc 1.indd 127
Given how much Rik embodied the spirit of this school, I thought it might be appropriate to use some of the attributes we hope define our student body to describe him. I am sure you will recognise these as qualities that we value deeply. Rik was fully engaged with school life from day one. He is the first member of staff in every morning and the last to leave at the end of the day. We often hypothesised that Rik must have had a hidden room in school where he secretly lived which would explain why no one ever saw him leave the building. Rikâ€™s real strength was actually his ability to inspire resilience in others. He always knew exactly what to say to students who were feeling down. Hearing them talk about how he helped students overcome their confidence issues
really showed me what an incredibly positive impact he has had on their lives. Rik worked collaboratively with everyone, with all members of the Maths department queuing up to share an A Level class with him. Rik remained consistently interested in exploring new ideas in teaching and was a calm and measured voice in our department whose experience and wisdom will be greatly missed. We wish Rik all the best in his move to South Africa to start his so-called retirement â€“ so-called because he is far too youthful and energetic. By Daniela Malone, Head of Mathematics
128 SM Doc 1.indd 128
Alastair Wood Alastair Wood joined Godolphin in 2016 to teach Philosophy and Religion along with the Theory of Knowledge (ToK) element of the IB course. From 2017, he was joint Head of Department for Philosophy and Religion until his departure. During his time here, he contributed widely to school life, assisting with hockey as well as being a house leader. In this latter role, he was seen to embrace a huge range of activities, from cake baking to knitting. Ali taught across all the year groups and enjoyed a great rapport with all his classes. His greatest influence was with the Sixth Form, however, where he taught IB Philosophy, ToK and A Level Religious Studies as well as had a tutor group. Every lesson was delivered with his signature relentless energy. Ali had a passion for the IB course and relished leading the ToK course, always seeking to find
innovative ways to deliver the syllabus and to develop his own teaching and ignite a love of the subject within the group. His students recognised his ability to couple his enthusiasm for the subject with academic rigour. They appreciated the safe environment he created in the class, where they felt they could challenge themselves to achieve their full potential. He was always prepared to go the extra mile to support them in their quest for academic success. As a colleague, Ali was well known and well liked within the school community. Reliable and always willing to help others whenever needed, all tasks were completed with patience and a good sense of humour. We wish Alastair every success in his new role as Head of Department for Philosophy and Religion at Kingâ€™s College School Wimbledon. By Marianne Davis, Philosophy and Religion
129 SM Doc 1.indd 129
Prize List WINTERSTOKE SCHOLARSHIPS Anastasia Blamey Hannah Girma Cäcilie Habbel Aisha Straker-Grimes Anna Tippett GERTRUDE CLEMENT BOOKS Emilia Bryant Asha Eborn Isabel Hawes Alice Horrell Arabella Vickers MARSHALL HAYS PRIZES Isabella Daniel Layla Ettinghausen Sarah Hobson Emily Jones Bryony Streets DEAN PRIZE Verity Walker Maria Zemtsov THE DAWE PRIZE FOR ACHIEVEMENT Amelia Frei Bronwyn Lowe Paria Malekahmadi
VELLUTINI PRIZE (FOR YEAR 11 ENGLISH) Erica Weiler ART AND DESIGN PRIZE Heather Smith BIOLOGY - ENNIS PRIZE Karma El Chalabi CHEMISTRY - WINIFRED WATKINS Aime Keane CLASSICS - DOWNER JOLLIFFE PRIZE Cordelia de Mitry and Eleanor Flanagan CREATIVITY - REISS PRIZE Sophia Free DRAMA LEAVERS’ PRIZE Not awarded ECONOMICS - MASON PRIZE Harriet Symons ENGLISH - TITMUSS PRIZE Marlia Van’t Sant FRENCH - DIXON SPOKEN PRIZE Georgia Church
WHITE PRIZE FOR SIXTH FORM SERVICE Imogen Francis
FRENCH - HOMAN PRIZE Jessica Baird
STRATTA PRIZE FOR SERVICE TO THE SCHOOL Kate Devey
GEOGRAPHY – HOBBS PRIZE Abigail Turner
HEAD GIRL’S PRIZE Edith Elliott Granger
GERMAN - PRYNNE PRIZE Isabel Yurdakul
SPONG MODERN LANGUAGE TRAVEL SCHOLARSHIP Isobel Taylor
HARVARD BOOK PRIZE Nathalie Korhonen Cuestas
LVI CHAPLIN FRENCH PRIZE Polly Dacam LVI WILSON HISTORY PRIZE Alessandra Waggoner Charlotte Wilson
HISTORY - CLAIRE ECCLES Mila Prest HISTORY – GILLILAND PRIZE Isabelle Kenney-Herbert and Eva Magyar HISTORY OF ART - CHARLTON PRIZE Eleanor Campbell
130 SM Doc 1.indd 130
ITALIAN - SANDRA WILLIAMS PRIZE Lauren Keller JEFFERSON BOOK PRIZE Daisy Coles MATHEMATICS - BELL PRIZE Javiera Quiroz Fernandez MATHEMATICS - SELSKY PURE PRIZE Annabel Howell MFL - JESSI STAFFORD PRIZE Sorcha Gorman MUSIC - SARAH ILLINGWORTH MEMORIAL CHORAL PRIZE Bronwyn Lowe PHILOSOPHY - BELLEW PRIZE Amber Davies
Justine Lepic Chloe Monaghan Imogen Treger Helena Yurdakul PTFA LEAVING PRIZE: SERVICE Clea Audin Angelica Bowden Jones Rubin Celesnik India Colegrave Amelia Lack Roma Lewis Michelle Messerer Victoria Newell Reagen Readinger Justine Stummel Nicole Szelag Danielle Sutherland India Weir Kosana Weir Amelia White
PHYSICAL EDUCATION - WALSH AWARD Sophia Free SCIENCE - BEARMAN MEDICINE PRIZE Juliet Craig SCIENCE - RICHARDS PRIZE Sarah Palmer SPANISH - FROST PRIZE Simran Patel SPEECH AND DRAMA - MANTLE PRIZE Abigail Turner SPONG TRAVEL AWARD Isobel Taylor SPORT - COX PRIZE Hannah Allchurch PTFA LEAVING PRIZE: GOOD WORK Annabelle David Tatiana Dickins Maia Farrell Ines Ghalia Isabelle Hall Katie Huckett 131 SM Doc 1.indd 131
Godolphin&Latymer The Godolphin and Latymer Iffley Road Hammersmith London W6 0PG T +44 (0)20 8741 1936, F +44 (0)20 8735 9520 www.godolphinandlatymer.com Registered Charity No. 312699
The school magazine serves to encapsulate and show the flavour and energy generated by student’s school life experiences and achievements th...
Published on Feb 26, 2019
The school magazine serves to encapsulate and show the flavour and energy generated by student’s school life experiences and achievements th...