Middle School Bulletin
July 2024
Head of Middle School’s message
There is so much to celebrate this half term and a highlight of being at Habs is always showcasing role models to students and shining a spotlight on the brilliant achievements and hard work it takes to achieve success.
This has been seen in abundance and I’m pleased to share a sample of those in this bulletin. Being inspired by others is a hallmark of life in the Middle School as we celebrate one another’s triumphs.
We have enjoyed the first series of our Year 10 Pathway to Sixth Form sessions as we begin looking ahead to life beyond the Middle School for this year group of students. While we all look ahead, this bulletin contains reading lists for students to make use of for summer reading and I encourage our students to read widely over the holiday.
Ms Hooker, Deputy Head of Middle School, leaves us at the end of this year to take up a senior leadership position in another school. We are indebted to her commitment, passion for learning, hard work and care of students over the last two years she has been working in the Middle School and wish her every success in her new role. Ms Hooker has worked closely with Middle School students and their families and has made a positive impact on the personal development of hundreds of students in their time in the Middle School.
I am delighted that Mr James Lee, Year 9 Form Tutor and teacher of Mathematics, has been appointed as our new Deputy Head of Upper School from September and know that he will bring an abundance of energy, ambition and fun to the section. Further to Mr Sykes’ recent letter, please note that the Middle School will be called Upper School from September to align with the Girls’ School and all students in Years 9 – 11 will be part of the Upper School.
Well done to all our students on the many successes and personal development areas this year. Please take some time to read start of term reminders on the next page to help your sons prepare for the next academic year. I hope you and your families have a wonderful summer holiday
With best wishes,
Mr Adam Lawrence Head of Middle School
Hair
Hairstyles are required to be moderate: hair should be its own natural colour, lie off the collar and be of an even cut; very short or long on top cuts are inappropriate; ‘business-like’ should be the guiding factor
Facial hair
Students in Years 9 – 11 are not allowed to have facial hair, without the prior written permission of the Head of Section.
Absence requests
Except in the event of illness, no Student may be absent from School without permission previously obtained. Please follow the process below to make an absence request to the relevant person
• ½ day absence – please email your son’s Form Tutor who may grant permission for half a day’s authorised absence, a late start or early departure for specific reasons (e.g. medical appointment).
• 1 full day absence - if the absence is longer than half a day, permission will be sought from the Head of Section.
• +1 day absence - if more than one day’s absence is required, parents should write to the Head for permission
Use of toilets
Students are reminded to use the toilets during break time, lunch and the 5 minutes in-between each lesson. A teacher will never refuse permission to attend the toilet during a lesson but this should only be on an absolutely essential basis to avoid disruption to learning. There are plenty of times outside of lessons to use the toilet. Of course, medical exemptions apply.
Coats
Coats are not to be worn inside school buildings and should be stored in lockers on arrival to school
School shoes
Please ensure that students attend school wearing plain black shoes with no splashes of colour.
Year 9 toYear11
Our uniform has changed and is available to purchase from Uniform4 Kids*. From September 2025 all year groups will need to be in the new uniform.
Please may we remind you that school uniform is compulsory. We are seeing far too many students not wearing the correct uniform, in particular wearing their own choice of clothing for PE and games. No matter your year, you must wear the correct kit.
If your child has grown out of their uniform (this includes their PE and Games kit) please purchase the correct uniform for September 2024. If they still fit into their uniform, they can continue wearing what they have until August 2024 (see list below and photos on the next page).
Please may we kindly ask all parents with children in Years 10 and 11 to check their child's PE and games kit. If their kit is too small, please purchase new clothing (they cannot wear their own choice of sportswear).
As of September 2024 Sixth Formers will also be required to wear Habs PE/games kit , therefore students in Year 10 and 11 will get further use out of their new kit. If you have any questions please contact Mr Ryan McIntosh, Director of Sport.
The following pages have images of the required uniform:
1. Main uniform: white shirt, charcoal trousers, charcoal socks, tie, jumper with crest and blazer with school crest (NB. socks, shirts and trousers can be purchased from ANY high street retailer).
2. PE and games kits: -PE kit: navy top and navy shorts, white socks - Games kit: rugby style top and shorts (these are thicker material needed for certain sports) and stripy socks
3. House top, swim shorts, midlayer top and tracksuit bottoms.
4. All other items shown on the images are OPTIONAL (and clearly marked optional). If you participate in cricket you will need to purchase cricket clothing.
Further information
• All uniform must be labelled
• School shoes must be black. Trainers are not permitted
• Coats should be dark coloured
• It is recommended that you have three to five shirts, one tie, two trousers, and two jumpers
• For sports, one set of items should be sufficient
• For pupils taking part in a sport that requires a mouthguard, such as rugby or field hockey, parents can order from Opro We would recommend a high or pro impact mouthguard. You can choose any design, including a Habs branded version
*Uniform4Kids have an online store. Their warehouse, in Centennial Park, Elstree, is five minutes from the school and used as a ‘Click and Collect’ location. There is also a weekly, complimentary drop off service to the school for pre-paid orders, otherwise, orders are dispatched within 24-hours using Parcel Force or can be collected from store. Returns and exchanges can be done in store, facilitated via the complimentary weekly delivery to school service or via the post.
Uniform list
Pictures below are of our new uniform
Blazer - Navy with self colour lining, embroidered with school logo
Shirt - White
V-Neck jumper - Navy, embroidered with school logo
Socks - Charcoal
Trousers - Charcoal
Uniform
Uniform list
Pictures below are of PE and Games kits.
AND
Shorts – sublimated, with school logo White socks
House tee-shirt with school logo
Mid layer with sublimated piping and school logo
Tracksuit bottoms with sublimated piping and school logo
Swim shorts with school logo
to Sixth Form Welcome
DRESS CODE
Dress CodeSixth Form
The school is very proud of the smart appearance of its Sixth Form students and request that they adhere to the detail outlined in this code. Sixth Formers at Habs Boys are distinguished by the wearing of formal, smart and business-like suits as follows:
• A suit of traditional formal style and cut. No loud stripes or checks. Suitable colours include black, grey or dark blue. A skirt suit may be worn in consultation with the Head of Sixth Form
• A pale-coloured shirt, plain or with discreet stripes or checks. Top buttons are to be done up. Black or strong colours are inappropriate
• A tie of choice. Students must avoid garish designs and colours
• If a pullover is worn, it must be v-neck, plain, fitted in style and of dark colour. It must not have zips, buttons, logos or a hood
• Black or brown formal shoes. No casual shoes, trainers or boots
• One small stud earring may be worn in each earlobe. Discreet rings, bracelets and necklaces are permitted. Other facial or bodily piercings and tattoos are forbidden. All jewellery must be removed for games lessons and sports matches
• Hairstyles are required to be business-like and of a natural colour. It should look smart at all times, which may mean tying up longer hair
• Students may have facial hair but this must be of even length and kept smart. Business-like should be the guiding factor for what is appropriate
• On joining, you will be given a purple student lanyard. This must be worn at all times when on site
Sixth Form Sport
Pictures below are for Sixth Form
Reversible rugby jersey sublimated, with school logo
Rugby shorts sublimated, with school logo Socks - navy/blue loops
- sublimated, with school logo=
Shorts - sublimated, with school logo= Socks
T-shirt
House tee-shirt with school logo
Mid layer with sublimated piping and school logo
Tracksuit bottoms with sublimated piping and school logo
Introducing Mr Lee
Introducing Mr James Lee
It is an absolute honour and privilege to have been appointed Deputy Head of Upper School (previously 'Middle School'). I am really looking forward to getting started in September and continuing the amazing work Ms Hooker has been doing over the last two years and working closely with Mr Lawrence in leading the Upper School. The Upper School is a fantastic opportunity for every student to further explore their interests and develop passions working towards GCSEs. I would urge all students to make the most of the opportunities available and throw themselves into all the activities that the Habs community offers them.
I have been a member of the Mathematics department at Habs for the last three years as well as being a Form Tutor for Year 7 and more recently Year 9. I have loved working with our students and challenging them academically whilst also providing strong pastoral support. I have been involved with many different cocurricular activities during my three years here. I am currently coaching our U18B football team, running our golf section as well as helping with different robotics and STEM activities. I have absolutely loved seeing our students excel in activities outside the classroom and strongly urge students to pursue their interests whether they be academic or cocurricular.
I am particularly looking forward to supporting students in their academic progress, from study skills, revision techniques and organisation, to ensure they fulfil their potential in preparation for GCSEs.
I hope you have a fantastic and restful summer break and I look forward to getting started in September.
Mr
James Lee
Deputy Head of Upper School (from
September 2024)
Celebration of rewards
Middle School Commendations
54 Commendations have been awarded this half term to Middle School students for displaying our school values. Students are encouraged to strive towards collecting a commendation for displaying each of our four school values. Students are invited to a celebration prize giving breakfast with hot chocolate and pastries with Mr Lawrence and Ms Hooker, and these take place once every half term. We were pleased to present the following students with commendations this week:
Ambition
Ayaan (9J)
Oscar (9J)
Shenul (9R)
Ruwan (9H)
Arya (9C)
Alexander (9H)
Ethan (9R)
Oluwalani (9R)
Jaiden (9S)
Charlsantony (9H)
Harrison (9S)
James (9S)
Joseph (9R)
Suraj (9M)
Atharv (9R)
Ishan (9C)
Joshua (10C)
Drew (9S)
Shay (9C)
Daniel (9J)
Kyrill (9S)
Aamir (9S)
Tobey (9J)
Lucas (9S)
Kyan (9J)
Roshan (9M)
Benjamin (9R)
Dilan (9S)
Adhith (9S)
Curiosity
Jaiden (9S)
Advait (9M)
Lucas (10C)
Courage
Shayan (10S)
Daniel (10J)
Jai (10J)
Nithushan (10M)
Reuben (10H)
Ashrit (10C) x2
Adam (10C)
Vivaan (10C)
Jack (10S)
Philip (10C)
Joshua (10H) x 2
Yash (10M)
Aaron (10H)
Ishaan (10R)
Rian (10C)
Kush (10J)
Thakshveen (10M)
Community
Hossein (9J)
Jacob (10C)
Joshua (10H)
A celebration of credits
We have been so pleased to recognise, celebrate and reward students for a wide array of efforts and achievements using our new rewards system of credits, alongside our Middle School Commendations. The following students have received 10 or more credits and have been enjoying their Joe’s café voucher rewards! A full list of Credit recipients is on the next four pages.
60+
Holden (10J)
Saanidh (9R)
50+
Suraj (9M)
40+
Aarav R (10H)
Noel (9H)
Ankush (9H)
Zaki (9M)
Ryan (9C)
Tobey (9J)
Richard (10R)
William (10J)
30+
Lucas (9S)
Atharv (9R)
Sharanjan 9J)
Aaryan (10H)
Thushanth (9H)
Vivek (9M)
Moksh (10H)
Oliver (9M)
Veer (9H)
20+
Zakir H (10H)
Kush (10J)
Noaz (10S)
Christian 9M)
Ravi (10R)
Daniel (10J)
Shaurya (9C)
Rohan (9R)
Ashish (10J)
Oliver (10S)
Joshua (9C)
Andrew (9M)
Avyukt (9M)
Isaac (9R)
Rugved (9H)
Yash (9J)
Joshua (10H)
Joseph (10J)
Charlie (9C)
Alexander F (9H)
Harry (9M)
Joseph (9R)
Ishan (9C)
Maximillian (9J)
Kyan (9J)
Aarav (9J)
Samit (10R)
Rayan (9C)
David (9H)
Aarav (9H)
Ravjoth (10M)
Aarav (9C)
Charlsantony (9H)
Ruwan (9H)
Samuel (9M)
Xuehan (9M)
Lucas (10C)
Adam (10C)
Cormack (10J)
Christopher (9C)
Aidan (9C)
Ayan (9C)
James L (9S)
Obafemi (10M)
Ayaan (9J)
Shayan (9H)
Harrison (9S)
Advait (9M)
Mirzan (9S)
Jaiden (9S)
Arjun S (10C)
Victor (9J)
Hayyan (9C)
Oscar (9J)
Ethan (9J)
Aran (9J)
Jay (9S)
Harry (10J)
Marcus (10M)
Zachary (9C)
James C (9H)
Kyle (9J)
Zachary (9J)
Gabriel (9R)
Rohaan (9S)
Adhith (9S)
Joshua W (9S)
Aamir (9S)
Jai (10J)
Aaryan J (10J)
Oliver (9H)
Arkansh (9J)
Jacob (9J)
Ryan (9R)
Maximilian (9S)
Danyal (10J)
Chengwen (9J)
Noah (9R)
A celebration of credits
Year 9 Recipients of 10+ Credits
Calverts
Arya
Lucas
Jie
Daniel
Jai
Harry
Joblings
Ahren
Kaspar
Vivaan
Luke K
Luke C
Daniel
Joel
Arthur
Hendersons
Felix
Meadows
Noah
Roshan
Felix
Ari
Alex P
Year 10 Recipients of 10+ Credits
Calverts
Jacob
Arya
Joshua
Hendersons
Shane
Patrick
Joblings
Kalum
Shakir
David
Noah
Ayush
Sachin
Meadows
Daniel
Rishi
Shrey K
Russells
Oluwalani
Ogoyimika
Daivik
Tarun
Samuel
Aaron
Shenul
Tobiloba
Ethan
Raphael
Strouts
Drew
Kyrill
Russells
Aryan
Keaton
Strouts
Luke
Nazim
Ajai
Reading lists and Summer Essay Competition
Summer Reading Lists
Students are encouraged to read widely and the summer holiday is a brilliant opportunity to sink into new books and immerse ourselves into other worlds and the magic of literature. We are pleased to share links to Summer Reading Lists below
Current Year 8 students: Year 8 reading list
Current Year 9 students: Year 9 reading list
Current Year 10 students: Year 10 reading list
Headmaster's Essay Prize 2024
This year pupils in Year 9 and 10 have the opportunity to submit an academic essay for the Headmaster’s Essay Prize. This is an excellent opportunity for you to impress us with a piece of academic writing that allows you to explore something which you find intellectually stimulating, as well as show us how far your research skills have developed.
The essay should be independently researched and written and be between 1,500 and 3,000 words in length. Once completed, the essay should be submitted to Ms Belchier no later than 4pm on Monday 9 September 2024. Following this they will be judged by a panel of academic leaders. The best entries will receive prizes to the value of £100, as well as having their essays published.
Possible essay titles include:
1. HOW IMPORTANT IS GLOBALISATION? 2. “EXPERIMENTATION ON LIVING ORGANISMS IS A NECESSARY EVIL”. DISCUSS .
THE MONARCHY HAS NO PLACE IN A MODERN DEMOCRACY”. DISCUSS . 4. TO WHAT EXTENT IS CONFLICT ALWAYS DRIVEN BY ECONOMICS ? (YOU SHOULD MAKE REFERENCE TO AT LEAST TWO CONFLICTS )
5. “ YOU CAN’T UNDERSTAND A NOVEL WITHOUT UNDERSTANDING THE TIME PERIOD IN WHICH IT WAS WRITTEN”. DISCUSS (CREDIT WILL BE GIVEN FOR REFERRING TO MORE THAN ONE NOVEL)
6. IS HEALTHCARE A BASIC HUMAN RIGHT THAT STATES HAVE AN OBLIGATION TO PROVIDE FOR THEIR CITIZENS ?
7. DO HUMAN BEINGS HAVE FREE WILL OR ARE WE JUST COGS IN THE MACHINE?
8. TO WHAT EXTENT DO RELIGIOUS VALUES HAVE MEANING IN A GEO-POLITICALLY CONNECTED WORLD ?
9. IS THE COST OF HUGE EXPERIMENTAL RESEARCH SUCH AS CERN AND SPACE TRAVEL JUSTIFIABLE?
10. WHICH LANGUAGE DO YOU THINK HAS MADE THE GREATEST CONTRIBUTION TO THE PROMOTION OF A BETTER UNDERSTANDING AMONG PEOPLE IN THE WORLD ?
11. IS ‘NATURE’ OR ‘NURTURE’ MORE IMPORTANT IN DETERMINING HUMAN BEHAVIOUR, AND WHAT ARE THE IMPLICATIONS OF THIS FOR SOCIETY? DISCUSS TWO BEHAVIOURS / CHARACTERISTICS IN YOUR ESSAY [SUCH AS, BUT NOT LIMITED TO: INTELLIGENCE, AGGRESSION, EATING BEHAVIOUR, CRIMINAL BEHAVIOUR, PERSONALITY (EG EXTROVERSION)]
12. IF A CARROT CAN GROW FROM ONE CELL, WHY NOT A HUMAN? (HINT: OUTLINE THE BASIC PRINCIPLES/ PROCESS FIRST BEFORE DISCUSSING THE REASONS.)
13. WHY ARE WE CARBON BASED AND NOT SILICON BASED?
14. HOW DO PHYSICS CONCEPTS RELATE TO THE DEVELOPMENT OF ARTIFICIAL INTELLIGENCE, AND WHAT IS THE SIGNIFICANCE OF QUANTUM COMPUTING IN THE AI LANDSCAPE?
15. EXPLORE THE ETHICAL IMPLICATIONS OF ARTIFICIAL INTELLIGENCE (AI) AND EVALUATE ITS IMPACT ON SOCIETY AND DAILY LIFE.
16. EXPLAIN FERMAT'S LAST THEOREM AND ITS PROOF BY ANDREW WILES, HIGHLIGHTING ITS HISTORICAL CONTEXT AND SIGNIFICANCE IN NUMBER THEORY.
17. DISCUSS THE SIGNIFICANCE AND FASCINATING PROPERTIES OF PRIME NUMBERS IN MATHEMATICS, AND EXPLORE THEIR APPLICATIONS IN THE REAL WORLD.
18. EVALUATE THE IMPACT OF AI ON HEALTHCARE IN THE 21ST CENTURY?
19. WHAT WILL BE THE PLACE OF HUMAN MUSICKING IN A FUTURE DOMINATED BY ARTIFICIAL INTELLIGENCE'S CREATIVE CAPABILITIES?
20. DISCUSS THE VIEW THAT THE IMPACTS OF NATURAL DISASTERS ARE A PRODUCT OF THE ACTIONS OF SOCIETY RATHER THAN NATURE.
If there is an essay title that you would like to undertake which is not included above, you are more than welcome to propose the essay title to Mr McLaren for approval.
The Habs Way
Introducing ‘The Habs Way’
In a recent assembly we were able to hear from Mr McIntosh, Director of Sport, who spoke about the launch of The ‘Habs Way’ to students in Years 9 and 10. In his address he talked about why this focus on values is so important as we seek to improve the reputation of Habs students. It is important for us all to recognise the part we play in helping to bring the words from the page to life next year and he encouraged everyone to reflect on ways in which we can help to lift each other up, to support and serve one another, and to be brave and to use the voice we all have for good.
As an example of this we also heard from Lucas (L6J2) who spoke extremely well about experiences of bullying he encountered personally. In particular, he focussed on how behaviours within the sports setting, and relationships formed through team settings, can lead to the very culture we must seek to change and why we will be working hard to further enhance our ‘everyone is welcome’ approach.
You will see and hear much more about ‘The Habs Way’ from September and we certainly hope that the many potential leadership opportunities for students within the Middle School will help to support our aims in this area. If you have not yet had the chance to read through the overview then please do by using the link below. For this to be a success we are asking everyone involved with Habs sport to play their part.
Find out more about The Habs Way
Year 9 Digital Learning Update
Year 9 Digital Learning Update
Dear Year 9 Parents,
I am writing to let you know about some changes to our use of devices in the classroom, which will be implemented from September 2024:
i. Every student will be able to use and have access to a physical copy of a textbook, along with a digital copy, in the appropriate subjects.
ii. Handwriting will remain a priority. Every subject will provide every student with a class book to handwrite their longer responses and notes, if they prefer this to digital inking.
iii. All pupil assessed and timed work will be completed by hand to replicate examination conditions.
iv. Homework will still be set digitally on MS Teams. However, homework tasks will have the option of being completed offline, thus limiting screen time.
v. Some subjects, such as English, and some lessons, will largely be device free.
The above changes are a result of feedback from staff, student and parent surveys. Over the past year, the pendulum has shifted towards a more blended learning approach. We have focused on using devices to solve existing problems, such as how to enable pupils to effectively store and access their classwork notes and handouts, anytime and anywhere, through our ‘everything lives on OneNote approach’.
We will continue to review our approach and your continued feedback in this area is greatly appreciated.
Kind regards,
Mr James Bown Director of Teaching and Learning
Year 10 Pathway to Sixth Form
Year 10 Pathway to Sixth Form
Looking ahead with our Year 10 students to life in the Sixth Form, we have been pleased to introduce students to a range of experiences they can anticipate for when they enter Year 12.
On Tuesday 18 June, Year 10 students were invited to hear Year 12 students present their Extended Research Projects. These included a range of fascinating topics such as: “Is it possible to predict market crashes across all sections of the economic world?” and “Is the shift towards Neurolpmorphic Computing in AI development justified?”
Year 10 students have also spent one form time session having breakfast in House groups in the Sixth Form Common Room meeting with Miss Noble (Head of Sixth Form), Mr Letts (Deputy Head of Sixth Form) and Sixth Form Prefects. They heard about life in the Sixth Form for a student at Habs, the Habs Diploma, leadership opportunities and student experience in co-taught lessons with Habs Girls.
Friday 21 June – Calverts and Joblings
Friday 28 June – Hendersons and Meadows
Monday 1 July – Russells and Strouts
At the start of next term we will be hosting a Sixth Form Subject Taster day for current Year 10 students to sample Sixth Form lessons and begin to consider and explore subjects they might like to consider taking for A Level. We will hold an A Level Options Evening next term which parents and students will be invited to and this will provide an opportunity to find out more about specific subjects and life in the Sixth Form, the Habs Diploma and all the opportunities available.
Year 11 Bridging Day
YEAR 11 BRIDGING DAY
Year 11 Bridging Day
We welcomed Year 11 students back to school on Tuesday 25th June for their Introduction to Sixth Form Day. While they may not have been enthused to return to school on a boiling hot day so soon after their GCSEs the buzz and excitement was palpable. The day was split in half with all students attending A Level subject sessions and a workshop. The subject sessions were engaging and energetic with the aim of helping them think about their A Level subjects and the preparation work they will be doing over the summer to ensure they hit the ground running come September.
The real focus was on love of the subject rather than the rather narrow confines of the A Level specifications. The other half of the day was given over to a workshop run by an external company, humanutopia. This thought-provoking session was to get students thinking about the fresh start they will have in the Sixth Form, getting them to think about the whole cohort across both the Boys’ School and the Girls’ School, how to get to interact with each other and their roles as student leaders and role models within the community. Having seen the way the year group conducted themselves throughout the day I am very excited to welcome them to the Sixth Form in September
Kind regards,
Miss Georgie Noble Head of Sixth Form
Co-curricular updates
Year 9 Duke of Edinburgh’s Award
On 13 – 14 June, the whole of Year 9 completed their Bronze expedition in Hertfordshire camping overnight at Aldenham County Park. A report from Mr Dunlop:
Yesterday morning outside the pavilion 166 Year 9 students gathered, the look of excitement hiding the feelings of trepidation. Nevertheless, these Habs students were determined if nothing else! After a briefing and registration, we made our way over to Aldenham Country Park, there waiting for us, where some of our external expedition team, who quicky set to work assisting the boys with their final preparations. Before long, the first group had planned a route and had given me the signal they were making a start. 25 minutes later the last group had left base camp on their expedition, (all groups were being tracked via GPS trackers). a moral boost and welfare check.
By 7pm the last group was crossing the ‘Day 1’ finish line, some students had relished the challenge, and some students had been challenged! But after a hearty dinner of some of the most eclectic and random mixtures of camp food, tents where constructed and some well earned down time was to be had, just before the inevitable rain leaked from the sky. By 10.30pm all our brave adventurers were tucked up in bed. This was not to last long, the first signs of life the next morning arrived at around 04.15am!! By 05.30 everyone was up, and the campsite was abuzz with activity as the students prepared for “ Day Two: The Final Showdown”.
True to a now established form, all groups where en route by 9am, the mission, be back at Habs no later than 3pm or they would be left to fend for themselves in the wilds of Radlett! I’m pleased to say the mission was successful and all students have met the requirements of their Bronze DofE expedition section!
Aerospace Engineering Club – NEW!
• Do you have an interest in aircraft, space or engineering and would like the opportunity to grow it?
• Do you want to create incredible projects like gliders, powered aircraft and even satellites?
• If you said yes to any of these questions, come to aerospace engineering club where we will not learn about engineering but put it into practice by making incredible projects.
Join us in DT4 on Friday lunchtimes at 1:05pm starting next year where we will start by making a glider.
PSHE news
Radio 4 Workshop About The Boys
Mr Bass, Head of PSHE, hosted a Year 11 student workshop with Brook Education and Radio 4. We were asked to join a BBC Radio 4, UK wide series on teenage boys and their perceptions of the world, relationships and masculinity. Two form groups took part in the workshop on understanding consent and were very open and eloquent. A credit to our PSHE education, student voice and developing our school values.
BBC Radio 4 - About the Boys
BBC Radio 4 - Boys - Episode guide
Student review:
'The BBC Radio 4 workshop offered us an opportunity to partake in an insightful discussion which allowed the students to express their opinions on critical topics that may not be spoken about enough in a comfortable, controlled environment. The workshop focused on PSHE and consent/sexual relationships. It enabled all of us to think in a more mature manner, challenging us to give responses that showcased our emotional maturity. We were all happy to be involved as we all believe conversations like these need to happen more often in the environment where everyone can speak freely, as it is crucial later on in life to learn these lessons. Personally, I enjoyed hearing what everyone else had to say as I used other people's ideas to build on my own thoughts, further developing my understanding of the topic. It has opened up another path as well, journalism, which is something I could consider pursuing in the future.
Many thanks for the opportunity to partake in this!
K, Year 11.'
Year 10 Brook Education Workshops
On Tuesday 18 June, Year 10 students met with visiting speakers from Brook Education and spent the morning in workshops. The sessions covered Online Misogyny, Real-World Impacts with the aim to raise awareness of the harmful impacts of online misogyny and develop bystander skills for challenging gender-based abuse online. Students engaged positively with excellent questions and listened respectfully to one another.
The John Piddington Cricket Award
Congratulations to Atharv (9R) who has been awarded ‘The John Piddington’ cricket award from the Seaxe Club at Lord's cricket ground. He was recognised as the best all-rounder in the Middlesex age group (covering age groups from U11 to U18) pathway. He was also doing this playing in the age group above. Atharv received this award in presence of Mike Gatting and Mark Ramprakash, legends of Middlesex cricket.
Well done, Atharv!
Berkhamsted Bronze
On the 27 April, Hugh (9H) participated in the Berkhamsted Bronze held up at Berkhamsted squash club. Hugh won this in the final beating his opponent 11-4, 11-4. The day previously Hugh was up training in the European U15/17 camp for Wales, he has not been selected this year for the European team championships because he joined too late despite beating the number 1 in Wales. He hopes to be selected for it next year.
Well done, Hugh!
Modern Foreign Languages
Easter Egg Hunt
Congratulations to the Year 9 winners of the annual MFL Easter Egg Hunt! On Wednesday 15 May, four teams of Y8 students and two teams of Year 9 students entered to solve the tricky linguistic clues to manage each stage of the hunt. Much language-based fun was had, and all participates should be praised for their stellar effort to giving their best and getting involved.
A huge thanks must go to the MFL committee for their invaluable support running the event.
Invitation to the Institute of Immunity and Transplantation
Congratulations to Louis (9C) who has been invited to the department of Immunology and Transplantation at UCL for their open day. Louis researched his Dawson Project on the question ‘Will there ever be a cure for autoimmunity?’
Black belt Taekwondo
Congratulations to Arkansh (9J) on achieving his black belt Taekwondo!
Arkansh writes: Recently, I passed my blackbelt grading in Taekwondo, after over a year of persistent deliberation and training I was given the confirmation by my coach that I would be able to apply to take my grading. This had come after 8 years of 9 gradings from white belt to reach this final black belt milestone. During this year of training, I had to learn 9 patterns, which are a series of standardised movements that we use in order to practice techniques without a partner. As well as that I had to refine my flexibility and technique in order to complete a variety of set sparrings as well as free sparring. All in all, it took a lot of determination and hard work to achieve this milestone in my Taekwondo journey, a hobby which has taught me a lot of values in life including courtesy, integrity, perseverance, self-control, discipline and respect. After this, I will be working towards the next target which is the 1st Dan.
Royal College of Science Union’s Science Challenge
Congratulations to Hari (10C) who won the RSCU Science Challenge in his category. Hari was invited to an awards ceremony on 21 June 2024 at Imperial College to celebrate this achievement. Well done, Hari!
On Friday 21st June, I headed to Imperial College London to attend the awards ceremony for the RCSU science challenge run by Imperial College. Two months earlier I had just finished my essay about the privatisation of space where I outlined my views on the matter eventually reaching the conclusion that the privatisation of space was neither viable nor in the best interests for science or humanity. Returning to the awards ceremony we first entered a large forum allowing us to talk with other entrants about their respective projects. After this we headed into the lecture theatre, and we were presented our awards and after I collected my award, I gave a short speech saying thank you and outlining my essay. To finish I would like to echo my thank in my speech with thanks to my Physics teacher Mr. Knight for helping me with my project and the college for organising the competition.
Hari (10C)
Hari’s winning essay is on the next page.
Should we allow the privatisation of space?
by Hari (10C)
Question:
"As the commercialisation of Space grows at an ever-faster pace and companies such as Virgin Galactic, Blue Origin and Space X now regularly launching commercial astronauts, has the time come to limit access to space to protect the space environment for future generations? Or should we welcome private companies’ engagement in the space environment, removing the barriers of national agencies such as NASA, ESA and Roscosmos, allowing everyone on Earth access to Space and its potential?" - Dr Simon Foster
Space travel is one of the fastest advancing and growing sectors in the world. From the likes of Musk’s SpaceX to the novel VirginGalactic more people than ever before will be able to access space and more importantly they can pay to access it. Space is in a similar position to the aerospace industry 80 years ago with the government supporting private start-ups with large contracts from government agencies like NASA; if we can support them correctly, encouraging more independent investments we can help it grow to the size of the aerospace industry today, a major player in the world’s economy. Now one of the major questions for space travel is if we should keep the venerable national space agencies or let the private sector completely take over removing the potential barrier of national agencies.
If we were to let the complete privatisation of space happen, we could lose the current scientific nature of space exploration and replace it with a profit driven industry simply looking to make money out of space rather than wanting to advance humanity’s knowledge. This could potentially lead to a technological stagnation in the development of space travel as the technology to explore space becomes as good as it needs to be to achieve immediate goals and market stakeholders become more established. A perfect example of what nationalised space agencies can achieve in the pursuit of knowledge is the Hubble Space Telescope. The Hubble Telescope was a deep space telescope launched in 1990 and to this day has contributed to over 21,000 discoveries and counting. This is something which would never happen in a commercialised space industry as it is a project driven by the pursuit of knowledge, not profit. Therefore, if we had a commercialised space industry from the start, we would have missed out on thousands of ground-breaking discoveries like pictures of Cosmic Microwave Background Radiation allowing us to look billions of years back in time and 3d maps of Dark Matter dispersal. This sums up one of the major flaws of commercialised space exploration, it is not in humanity’s best interests, it is in the shareholders.
Whatever you may say is the motivation of privately owned space companies one thing is certain. Their efficiency and reliability are second to none. This is further aided by their approach to R&D which takes big risks for big rewards advancing their technology faster than any national space agency. A great example of the is Musk’s SpaceX. In the short time they have been active they have developed fully reusable boosters, the first of their kind, had impeccable launch records with a 99.4% success rate compared to the 50% of NASA. This superior technology has given them contracts with both NASA and private companies such as Boeing and VIASAT. They have also been able to conduct the first human launches from Florida since the last Space Shuttle launch in 2011. On the space tourism side of space travel Blue Origin have also seen major success with a complete launch success record, bar one failure. This impressive record shows a major advantage of commercial companies which is as they are always trying to lower costs, they will always develop more efficient ways of launching satellites into space. This means that at least to a certain extent the technology will always advance allowing us to access space much more easily. This in turn may help us in the future as we launch more and more into space. Therefore, private companies may offer us more scope for the future.
However, completely commercializing space could mean that while the technology that private companies provide is more reliable, the companies themselves may not be. Every private company is at the whim of the stock markets and its CEO and if we get rid of more reliable government options a country’s ability to launch items into space may vanish overnight with its respective private company. Something such as this has happened before in the airline industry when the engine manufacturer Rolls-Royce went bankrupt in the 1980s leaving it to the British Government to bail them out, something they are still paying debts on. This story serves as a cautionary tale as what may happen if we completely privatise space travel. This problem may then be further exacerbated by the lack of international regulation around the space industry. Therefore, private companies may be much less reliable in the long-term leading to large problems in the future.
My second point for the privatisation of space is that private companies have access to more funds than national space agencies. This allows them to take more risks and to advance faster again developing more advanced technology. A great comparison for this is SpaceX’s philosophy vs that of NASA. For example, in the development of SLS vs that of Starship. In the development of SLS, NASA has been very careful and taken their time to make the rocket as reliable as possible, therefore wasting as little money as possible which is important due to their limited budget. On the other hand, Starship has been developed very quickly using the test and failure method with two launches failing so far. SpaceX can do this as they have an almost unlimited budget which allows them to do much more, much quicker. This shows how a private company’s greater budget gives it major advantages over its government rivals. This may mean that we can advance space travel at an even faster rate.
In conclusion we need private companies to help us advance space travel, especially on the hardware side, however, we should leave the overview and purpose of space exploration to the scientists at the government agencies. Therefore, by using the more advanced technology of the private sector and keeping the scientific nature of space exploration we can advance more rapidly than ever while preserving the space environment for future generations.
Trips…
Year 9 History trip to Paris
Mr Simm writes:
The Year 9 History Trip to Paris at half – term was a great success. Much fun was had in a sun drenched Paris which was gearing itself up to host the Olympics. Some students looked like they might be strong contenders for the steeple chase as they successfully vaulted the Metro barriers. We enjoyed stunning views of the Eiffel Tower from the Trocadero, and took in the Arc de Triomphe and the Pantheon. Our visit to Versailles coincided with the fountains providing a spectacular water display, accompanied by music Handel’s Zadok the Priest. We also enjoyed visits to Les Invalides – and Napoleon’s Tomb, a walk along the Louvre tunnel (which included a fabulous display of graffiti and counter – cultural artwork) and panoramic views across Paris from Sacre Coeur. On the last Day we spent time in the Place des Vosges and the Musee Carnavalet, home to the Museum of Paris, and feasted on falafel in the Rue des Rosiers. Many thanks to Mrs Turbett and Miss Bickerton who accompanied, provided expert advice and invaluable support throughout.
A report on the History trip to Paris by Zachary (9J)
After disembarking from the Eurostar at Paris Gare du Nord, we immediately began to discover the intricate history of Bourbon Paris. Located near the remains of the Bastille, our hotel was the perfect base to become acquainted with medieval Paris, as our trip began with a walking tour exploring Paris from its foundation, through its medieval history and up to the reign of Henry IV. After viewing Notre Dame cathedral (despite it being closed to the public), we walked to the Place Dauphine and then onto the Arc de Triomphe, finishing the day with stunning views of the Eiffel Tower at sunset.
Versailles, the most anticipated monument of our trip, served to demonstrate the power of the Sun King, Louis XIV, and the power of the French monarchy. Taking the train to the town of Versailles, we caught our first glimpse of the truly impressive façade of the palace. We were free to explore the palace for ourselves, glimpsing the quarters of the Sun King, the famous Hall of Mirrors and portraits of all of Napoleon’s marshals. The gardens were perhaps even more impressive, revealing the symbolism behind Bourbon palace construction.
The third day consisted of an introduction to revolutionary Paris, involving our exploring the Conciergerie, where Marie Antoinette was held before her execution on 16t October 1793, and used the metro to follow the route of the condemned to the Place de la Revolution (now the Place de la Concorde). We then visited Les Invalides, as well as the tomb of Napoleon, where rifles were seized by the revolutionaries before the assault on the Bastille in July 1789. To end a thoroughly enjoyable day we visited the Basilica of Sacre Coeur and learnt about the end of the revolutionary period, with the crushing of the Paris Commune in 1871 and its impact.
On the final day we visited the Place des Voges, a beautiful square in the Marais District, which was constructed by Henry IV, and the Hotel de Sully, before ending our trip with the Museum of Paris and its many collections based around the revolution and other later periods of French history.
Many thanks to Mr Simm, Ms Bickerton and Ms Turbett for their organisation of this great trip.
Calendar Dates
Monday 9 September – Autumn Term Starts
Monday 9 September - Year 9 Portrait Photographs
Tuesday 24 September – Year 9 Parent Social Evening
Monday 30 September – Joint Parents Information Evening
Friday 4 October – Field Day
Monday 7 October – Year 11 Parents’ Options Evening
For further information, please refer to the school calendar on Firefly.