Queen’s Today Michaelmas and Lent Terms 2020-2021
New Staff Nicola Hanger Head of Mathematics After completing my Maths degree at Oxford, I started teaching at Epsom College in Surrey. From there I moved to Godolphin and Latymer where I became a House Leader and then the Assistant to the Academic Deputy Head. I am enjoying my first year at Queen’s so far; it is such a friendly school and I am pleased to be able to share my love of Maths with the students.
In Memoriam: Richard Hills Richard was an inspirational teacher; many of his pupils were devoted to him and stayed in touch long after he left...”
Lucy MacPhee Head of Classics I read Classics at Durham University and then obtained a PGCE in teaching Classics at the University of Cambridge. My first teaching job was at the Stephen Perse Foundation in Cambridge. Next, I moved to City of London School and more recently, I worked at Streatham and Clapham High School. Alongside teaching Classics, I took on the role of Lead in Extended Learning and responsibility for Learning 2 Learn, a programme designed to develop learning habits such as critical thinking and metacognition in pupils at Key Stage 3. Now I am delighted to be leading the Classics Department at Queen’s. I have very much enjoyed working with and getting to know pupils, staff and parents this year.
George Wheeler Head of Computer Science I began teaching Computer Science at a state school in Kent, where I completed my teacher training. I later joined Royal Russell School, where in addition to my subject teaching, I held the roles of Deputy Housemaster and Resident Boarding Tutor. I am passionate about Computer Science and thoroughly enjoy teaching the subject. Advances in technology have changed the world we live in and the way we live our lives. This highlights the importance of the subject and why I feel it necessary to know how technology is developed and how it may be used. I have enjoyed my time at Queen’s so far this academic year and look forward to many more years to come. We’re looking forward to welcoming back Lauren Robinson in September. Lauren worked at Queen’s from 2010-2019 and returns as Head of Science and Teacher of Psychology. 1
Shortly after the publication of the summer issue of Queen’s Today, we received the sad news that Richard Hills, former English teacher at Queen’s in the 1980s and 1990s, had passed away peacefully. Emily Azis, QCL English department, writes: “Richard was an inspirational teacher; many of his pupils were devoted to him and stayed in touch long after he left. He shared his fathomless knowledge and love of literature with real generosity. I taught ‘Paradise Lost’ for the first time to the IIS at Queen’s with him and his shared enthusiasm and excitement made it a joy to teach. The photograph shows Richard and his grandchildren at Westwood, the National Trust house where we live, and was used on the back of the recently published book of his poems.”
Although my soul to bliss be blown By trumpet, drum, and loud trombone,
I do not note with deep regret
Their absence in a string quartet. Epigram on Jane Austen, by Richard Hills
Contents 3
Foreword
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Events at Queen’s
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Queen’s College Preparatory School: Autumn Update
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OQ Connect
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175th Anniversary Bursary Appeal
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The Aftermath of the Beirut Blast: Interview with Soraya
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Reading & Viewing to Broaden the Mind
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Learning at Queen’s
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Learning at Queen’s College Preparatory School
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How to Cope at Online University
The Development Office, Queen’s College, London, 43-49 Harley Street, W1G 8BT 020 7291 7000 development@qcl.org.uk
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Interview with Kieran Hughes, Director of Music at Queen’s
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Stories from the Archive: Is that Mrs Bach?
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OQ in Photography, Art & Medicine
www.qcl.org.uk www.qcps.org.uk Please send stories for Queen’s Today to Mrs Josie Baker, Editor, jbaker@qcl.org.uk Queen’s College, London is a registered charity No.312726 Design by Morango Creative LTD, ananda@morangocreative.co.uk
Queen’s Today |
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Foreword
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he theme of this edition of ‘Queen’s Today’ is community, which feels very timely as I write this in the midst of our second period of closure. I’ve been so impressed with how our whole community has come together during this pandemic; teachers, pupils and parents have coped so wonderfully with lockdown and the trials of remote learning. It’s also been fantastic to see so many of our alumnae reconnect with former classmates, teachers and the College through the launch of our new online platform for Old Queens, oqconnect.com. While we are all physically apart at the moment, in some ways as a community we have never felt closer, as perhaps demonstrated by the fact that this edition of Queen’s Today includes contributions from a pupil in Form II at QCPS and an Old Queen who began writing her diary in the middle of the Second World War. One of the unifying (and most uplifting) threads throughout this difficult year has been the efforts of our fantastic Music department, led by Kieran Hughes, to ensure that pupils and teachers can keep making music together, despite often not being able to meet in person. They have managed to livestream beautiful concerts and produce some exceptional remote orchestra and ensemble performances. Music has always been a huge strength at Queen’s, of course, and you can read more about Mr Hughes and one of his most illustrious predecessors on page 19. Another bright spot, which has united the whole Queen’s community, is the new Diversity Action Group, established in response to the Black Lives Matter movement. This group brings together staff, pupils,
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alumnae and governors to effect meaningful change and deliver a more diverse curriculum at Queen’s. If you’re interested in ensuring your own reading is as broad and diverse as possible, do take a look at the selection of recommended books which have helped members of our community think differently and more diversely on pages 15 and 16. Finally, I’ve been extremely heartened that so many people in our community donated to our Bursary Appeal to enable us to help around 30 Queen’s families who saw their businesses close overnight or their livelihoods essentially disappear due to the pandemic. Thanks to your generosity, no pupil has had to leave Queen’s because of financial hardship. Despite this success, we still have a fundraising mountain to climb, if we’re to meet our goal of having 10% of all pupils on full bursaries by the time we celebrate our 175th Anniversary in 2023. So, you’ll see that Laura Hall, our fantastic new Headmistress at QCPS, has bravely volunteered to overcome her fear of heights and be strapped to the roof of a plane, to ‘wing walk’, while I will be freefall abseiling from the tallest sculpture in the UK – all to raise money for our Bursary Appeal. You can read more about these crazy stunts on page 8 and I do hope some of you will consider sponsoring us!
Mr Richard Tillett, Principal of Queen’s College, London
Events at Queen’s September 2020 – February 2021 “The presentation made a challenging topic accessible to students”
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ueen’s has been busier than ever during the Michaelmas and Lent terms. We’ve run events on Zoom and Teams where people can take part from their own homes; workshops streamed into school, so the students are there in person and the speaker is at home; assemblies and clubs in year group bubbles; and live concerts where the audience joins remotely. Although we have had the occasional technical glitch, events can easily be recorded to enjoy a second time and early evening lectures are more accessible for students, staff and parents who would normally commute. So, we would like to thank our magnificent IT team for supporting all this and also introducing us to a new word: simulcasting!
Gertrude Bell (OQ) wearing a Queen’s branded face mask
The first in our series of ‘Lockdown Lectures’ took place in January 2021, with two very different but equally compelling speakers. Firstly, the Annual Socratic Club Lecture was given by Ben Gumpert, QC, who was a Senior Trial Attorney at the International Criminal Court (ICC).
We learned about the specific issues raised in the trial of a man called Dominic Ongwen which Uganda asked the ICC to conduct and in which Ben was lead prosecutor. The presentation made a challenging topic accessible to students. We learnt about the important work of this court which I had not been aware of before. It was really interesting to learn that the ICC can only investigate individuals and that these individuals have to belong to one of the current 123 member states or must have committed crimes on the territory of one of the member states.”
and was the first disabled model to feature in a high profile advertising campaign. She is also a qualified solicitor.
Ben Gumpert QC
Shannon Murray
On a more day to day level, student clubs ran throughout the Michaelmas term in their bubbles and have continued during the lockdown. Students have been able to participate in a range of activities online together, from dance cardio to yoga and Tae Kwon-Do, and can join in discussions on topics from Feminism to Zoology.
Beatrice, IS, subject representative for Philosophy, Theology and Ethics In ‘A Different Path - Navigating & Accepting Unexpected Change’, Shannon Murray (Old Queen 1987-1991) joined us virtually to share her life and career. Shannon was left paralysed from the waist down after a diving accident when she was 14 years old and received international media attention a few years after her injury when she won the first ever national search for a disabled model. She has since campaigned for the better representation of disability in the media for 20 years, has acted in a number of successful dramas for the BBC and Channel 4,
Class 3 bubble enjoying Walking Club Queen’s Today |
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Queen’s College Preparatory School: Autumn Update
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ovid rules have meant pupils having to socially distance from other year groups, but Form VI, undeterred, welcomed Reception pupils to school with real bubbles. Here are some pictures of events and activities held in school during the Michaelmas term, as well as giving a flavour of what pupils have been doing in lockdown to complement their online lessons.
Virtual Harvest Festival This past October, there were strange sounds coming from the Hall and music rooms at QCPS. Rumours of frogs and toads seen in the passages and on the stairs were rife. This is because this year’s Harvest Concert was all about the plight of the frogs and toads throughout the world, where population numbers are plummeting due to habitat loss, pollution, and roads. The whole school got on board, writing poems, painting, drawing pictures, singing songs, making sets, voice-overs, stop-frame animation and origami puppets to produce our first virtual Harvest Concert - CROAK! by Sarah Baker. Over £1,000 was raised in aid of Froglife, who will be using this to help build a new frog pond, so that we all can enjoy the sound of the frogs and toads once more in central London. 5
Heroine Dress Up Day Before half term, we held a Heroine Dress Up day, where we encouraged our pupils to come into school dressed up as someone who they considered to be a real-life heroine. We were so impressed by the girls eloquently explaining why they had chosen their depicted heroine. It was a truly joyous and informative day, celebrating heroic women, both past and present, from all around the world.
“It was a truly joyous and informative day, celebrating heroic women, both past and present, from all around the world”
Sports Award We are absolutely delighted that QCPS won the ‘Active Westminster Award for School Sports & PE’ at the end of the Michaelmas Term. This award is a testament to the dedication and enthusiasm of our PE staff who, despite limited access to facilities in lockdown, provided many opportunities for outdoor and physical pursuits for our pupils. The staff worked incredibly hard to provide both live and pre-recorded lessons, which inspired pupils to make their own equipment so that they could continue to get the most out of PE. Queen’s Today |
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OQ Connect BY AFIYAH ALIM, ALUMNAE AND DEVELOPMENT OFFICER
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Q Connect is our brand new, bespoke alumnae platform for Old Queens. This online community has been designed especially for you to re-connect and stay in touch with former classmates and teachers. We already have well over 300 Old Queens who have registered with OQ Connect so we hope you will consider joining up, if you haven’t already! It also should provide a useful platform for networking, careers advice and mentoring. We currently have over 80 registered mentors in 21 different industries, ready to share careers advice, CV tips and more with the Queen’s community. As we have spent so much time indoors over lockdown, OQ Connect has already enabled many Old Queens to find their classmates, share personal updates and career milestones. Since our launch, the platform has hosted virtual events (read more about our ‘Lockdown Lecture’ series on page 4); interviewed Mr Willows and Mrs Azis to hear about their teaching highlights over their many years at Queen’s; and seen our Club membership grow. Our Clubs page allows you to connect with Old Queens who attended your university, or who work in similar professions or industries. While we sadly cannot welcome you back to the College in person at the moment, we would love to stay in touch through OQ Connect in the meantime!
Register here: www.oqconnect.com Follow us on social media and stay up to date with exciting things happening at Queen’s.
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QCL Instagram: @queenscollegew_1
QCL Twitter: @QueensCollegeW1
QCPS Instagram: @qcpslondon
QCPS Twitter: @QCPSLondon
Laura Hall Instagram: @ qcpsheadmistress
Richard Tillett Twitter: @QCL_Principal
175 Anniversary Bursary Appeal th
BY ALEXANDRA HORNER, DIRECTOR OF COMMUNICATIONS & DEVELOPMENT
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t Queen’s, we are passionate about widening access to talented students who otherwise would be unable to benefit from a Queen’s education. Mr Tillett has set an ambitious goal, which is to have 10% of all Queen’s pupils on full bursaries by our 175th Anniversary in 2023. We are making great progress so far, but we still need to raise a significant sum to hit this target. This year alone we have granted an additional 30 ‘Covid’ bursaries, as so many families in our community have sadly seen their livelihoods shattered by the pandemic. We are very proud that, thanks to the generosity of donors from across our community, no pupil has had to leave Queen’s because of her parents’ financial difficulties. Thank you to everyone who has supported our Bursary Appeal during this time of crisis – it really is very much appreciated.
I was so inspired by stories of the life-changing impact a bursary can have on young people who wouldn’t otherwise have access to a Queen’s education, that I wanted to do something really big. I have a life-long fear of heights so undertaking a wing walk essentially being strapped on the roof of an airborne plane - is my basic nightmare. But I’m also fond of telling our pupils at QCPS that it’s important to take risks in life and challenge ourselves to go outside our comfort zones - so I’m really putting my money where my mouth is on this one!” Mrs Hall, Headmistress of QCPS
If you would like more information on our Bursary Fund or any aspects of giving please contact development@qcl.org.uk. Fundraising during a global pandemic is obviously hard, however, as we have discovered along with many other charities this year. In an effort to boost our fundraising efforts, this term we launched ‘High-Flying Headmistress & Plummeting Principal’ where Mrs Hall, Headmistress of QCPS, will ‘wing walk’ strapped to the roof of a plane and Mr Tillett, Principal of QCL, will abseil down the tallest sculpture in the UK to raise money for our Bursary Appeal. Please do sponsor them and support this fantastic cause on www.justgiving.com/campaign/bursaryappealchallenge.
My goal is to have at least 10% of pupils on full bursaries by the time we celebrate our 175th Anniversary in 2023. I’m delighted that we are well on track to achieve this figure, but to meet our target we do need to raise a considerable amount of money this year. I hope these - frankly terrifying - stunts will capture our community’s imagination and help us raise vital funds to support our bursaries. I also hope both Laura and I survive in one piece!”
If that wasn’t enough, our Senior Leadership Team will also embark on the National Three Peaks Challenge this summer to raise money for our Bursary Appeal. Dr Abbott (Deputy Head - Pastoral), Mr Wilkins (Deputy Head - Operations), Mr Wardrop (Senior Deputy Head - Academic) and Mr Tillett will attempt to climb the highest mountains of England, Scotland and Wales, all within 24 hours. Please do follow the College and the Prep on social media to learn more about these fantastic fundraising efforts!
Mr Tillett, Principal of QCL Queen’s Today |
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The Aftermath of the Beirut Blast Interview with Soraya Soraya (IS) was in Beirut last summer when a devasting explosion rocked the city. I sat down with Soraya as she shared what she witnessed and how her family stayed to help those affected by the disaster. INTERVIEW BY AFIYAH ALIM, ALUMNAE AND DEVELOPMENT OFFICER
Vases fell off the shelf, the ground shook, chairs were thrown about the room, lights flickered, glass shattered, and the front door burst open. I heard sirens roaring and people screaming in the street. My mum grabbed my brother and me and dragged us into the hallway away from the window. I was confused and we did not know what was happening. We thought it was an earthquake or a bomb, but then when we looked through the window, we saw a large cloud of pink chemical smoke.”
Can you describe to us what you and your family experienced? The day after the explosion my family and I were eager to visit the affected areas to see how we could help. We were really lucky as our house is in West Beirut and the port, where the explosion happened, is in the East of the city. Our door blew off and our windows shattered but compared to what we saw, we counted ourselves very lucky.
Soraya talking to Linda, a 90 year old woman who lives near the site of the explosion
social media had a massive influence on our fundraising. Our page was shared on Twitter by newsreaders Mishal Hussein and Emily Maitlis and coupled with our friends and family, we were able to raise even more money. This is what spurred us on. We started by creating food parcels — people did not have water or electricity and needed to eat. We set up a tent to distribute these and people saw our efforts and joined in, with the whole community helping where they could. A man who needed food parcels as his house was destroyed offered the use of his pickup truck, which was vital in transporting the 450 gallons of water and food we were distributing every day.
“Vases fell off the shelf, the ground shook, chairs were thrown about the room, glass shattered...”
There was talk of international aid coming but little immediate emergency relief. We feared that this would be seen as just more political turmoil in the Middle East but in fact, this was a mammoth humanitarian disaster. My family and I wanted to do something. With the help of my aunt in London, we set up a GoFundMe page with an initial target of £1,000. We reached our goal in less than 24 hours and then it just grew from there. The power of 9
Donations from our GoFundMe page allowed us to offer food parcels, water and other essential supplies, but some people just wanted to talk — we were providing emotional support where we could. There are also so many other vital things that they needed like nappies, and we also collected and delivered prescriptions and medication to the elderly who couldn’t leave their homes – we tried to do as much as we possibly could.
RIGHT: Soraya distributing emergency food parcels to those in need
A tent that was set up by volunteers in an affected area
Volunteers helping a large family to relocate to a safer area
One of the people who we helped was Fouad, a 40-yearold taxi driver, with a 12-year-old son and a wife. Fouad and his family were at home when the explosion happened. Their house is around 500 metres from the site of the blast. While Fouad suffered only minor cuts, his wife broke her back. She required an operation and stayed in hospital for over a month. We were able to cover the medical bills as well as rehousing them into a ground floor flat, as his wife was unable to walk unassisted. Donations to the fund also allowed us to repair Fouad’s taxi to allow him to continue to support his family. He was happy to be back at work and his family are now living in a safer and more comfortable home.
Soraya’s aunt handing out food to a little boy
Volunteers assessing damage to an elderly person’s house
work! I have had dyscalculia, a Maths related learning difficulty, for a long time and it was one of my teachers who transformed the way I thought about school and work. She pushed me on the right track and helped me understand Maths! I would see a bunch of random digits and she helped me through it – she was really inspiring, and this is why I want to become a teacher.
“When I look back at last summer, I realise just how lucky we are”
How has life changed after last summer and what are your plans for the future? I was traumatised and shaken after what I saw. Coming back to Queen’s has been really nice. My teachers and friends have been so caring and supportive and the response to our donation page has been amazing. After Queen’s I want to study education and become a primary school teacher; that’s my plan but I don’t really like Maths, so I don’t know how that’s going to
I’m also really interested in Middle Eastern politics and am doing my Extended Project Qualification on the Beirut explosion and the political situation in the region. I feel people just normalise tragedies, especially in the Middle East, but I want to make a big thing about this explosion — because it is! It shocked so many families and devastated a city that is very close to my heart and I want to do as much as I can. When I look back at last summer, I realise just how lucky we are. This experience has taught me that all of us, no matter who we are, can raise awareness. Anyone can make a real difference in people’s lives, especially in their hour of need. Visit Soraya’s GoFundMe page: https://uk.gofundme. com/f/sakaan-family-beirut-emergency-fund Queen’s Today | 10
Queen’s Diversity Action Group:
Reading & Viewing to Broaden the Mind There is a real sense of energy, determination and purpose to respond effectively to this historic moment.
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he Diversity Action Group was set up by Mr Tillett in response to events in America surrounding the death of George Floyd and soul-searching about the continued existence of racism within our societies. It reflected a widespread feeling among staff, pupils, alumnae, parents and Council members, that this was a historic moment to which we as a school community should respond. In the History department this has started with the rewriting of much of the School curriculum to include a more diverse range of histories; lectures from historians such as Miranda Kaufmann and Toby Green; and the establishment of a BAME History prize to encourage students to research diverse topics. The group is a forum in which all interested parties meet to explore and share ideas. Despite the lockdowns, it has already had several very productive meetings and there is a real sense of energy, determination and purpose to respond effectively to this historic moment.
Robin DiAngelo’s ‘White Fragility: Why It’s So Hard for White People to Talk About Racism’
is not an easy read but it is an essential one. In clear, crisp prose, it presents a powerful, challenging and ultimately convincing analysis of attitudes to race and racism in the USA; but it equally applies to Britain. “The simplistic idea that racism is limited to individual intentional acts committed by unkind people is at the root of virtually all white defensiveness on this topic.”
‘Black Spartacus’ by Sudhir Hazareesingh,
recounts the life of Toussaint Louverture in this magisterial biography of the key figure in the Haitian revolution – the only successful rebellion of the enslaved in the Caribbean. Determined to create a world free from enslavement and racism, there could hardly be a more relevant and compelling figure.
“Overall, I gained a new understanding of an important milestone in Black British history”
The reviews on these pages give a flavour of what students and staff have been reading and viewing.
Mr David Willows, Head of History, reviewed: David Olusoga’s ‘Black and British: A short, essential history’ was written specifically for young
readers. It begins: “When I was at school … I presumed … that there must not have been any Black people in British history.” Over the next 200 pages, Olusoga corrects that misconception. From the Aurelian Moors on Hadrian’s Wall to Henry VIII’s black trumpeter, John Blanke, and Jamaican, Sam King, who joined the RAF during World War Two, the fascinating stories of black Britons are told across 2,000 years. An excellent starting point for anyone interested in black British history. 11
Freya reviewed: ‘The Hate U Give’ by Angie Thomas is a young adult novel. It follows the life of teenager Scarr Carter who witnesses the murder of her best friend, Khalil, by a police officer. Throughout the novel you learn about the struggle Scarr is facing on whether to speak out, placing her in a dangerous position, or to stay quiet. Additionally, the book points out how common and detrimental racism is, particularly in the police force. One key idea is that even people who are closest to you can still be racist and should be held accountable for their words and actions. It is such an important book, and I would recommend it to everyone.
Maya reviewed: I’ve chosen Angela Davis’ ‘Freedom Is a Constant Struggle: Ferguson, Palestine, and the Foundations of a Movement’. It’s a collection of Davis’ own interviews, essays and speeches which explore race related issues such as black feminism, the Black Lives Matter movement, and the Israeli/Palestinian prison system. This was the first of Davis’ books that I read; it was a great introduction to learning the history of political movements and marginalised communities. One of my favourite quotes: “if we don’t take seriously the ways in which racism is embedded in structures of institutions, then we won’t ever succeed in eradicating racism.”
Sonia reviewed: Toni Morrison’s ‘Beloved’ is a moving and eye-opening account of slavery and motherhood, following the story of ex-slave Sethe and her daughter Denver. The arrival of Beloved, a mysterious and childlike girl, brings buried memories and hidden secrets to the surface. The book raises thought-provoking points about the past and the long-lasting effects of slavery, ending with the overriding message of the importance of the future and the prospect of tomorrow. Morrison’s writing is beautiful and poetic, and this, as well as the fact that it was loosely based on a true story, is what makes the novel so powerful and heart-breaking.
Sanaa reviewed: ‘Mangrove’, the first of Steve McQueen’s Small Axe series, tells the story of the trial of the Mangrove 9 and highlights the police brutality experienced by black people in the 1970s. The Mangrove 9 trial was the first time that a court acknowledged that the police’s treatment of the black community was unfair. McQueen effectively portrays the atmosphere within the Mangrove restaurant. The tension between the police and the Afro-Caribbean community is brought to life through immersive scenes of the restaurant raids, and lengthy courtroom scenes. Overall, I gained a new understanding of an important milestone in Black British history.
Arabella reviewed: Based on August Wilson’s play, the film ‘Ma Rainey’s Black Bottom’ follows a number of Blues musicians as they record a track. Levee, an ambitious horn player, finds his confidence puts him at odds with fellow bandmembers, while Ma Rainey is in a constant power struggle with her controlling white management. Although proud and assertive, she is aware, “they don’t care nothing about me, they just need my voice”. What was particularly enlightening was not just the descriptions of experiences of overt racism but also the subtler injustices. For example, upon a minor collision Ma in her car explains the situation, and the policeman responds: “we don’t know whose car that is”, insistent it can’t be hers. Overall, this film was thought-provoking and gripping to watch, with tension building constantly between Blues numbers.
“The book raises thoughtprovoking points about the past and the long-lasting effects of slavery” Read more about the group here: www.oqconnect.com/news/queens-collegenews/10/10-QCLs-New-Diversity-Action-Group
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Learning at Queen’s ...in school and remotely New tools for learning… and the benefits of reading
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e’ve been using the opportunity of remote teaching to experiment with a range of new tools, such as the virtual post-board www. padlet.com. This particularly beautiful example shows Philosophy, Theology and Ethics students considering ‘Christian beliefs about Jesus’. You can read more about the innovative ways in which the Music department have been continuing their work in the profile on page 19. However, the ancient technology of paper still has its place. Class 2 have been making flash cards to help learn their Mandarin characters. They say they find making them very therapeutic, relaxing and, most importantly, really useful for revising. Reading on paper makes a good change from screen time, and all students will take part in Queen’s Big Read this spring. See pages 11 and 12 for more on how students have been diversifying their reading. Christian beliefs about Jesus Padlet
Mandarin flashcards 13
The launch of Athena, the II Juniors and I Seniors enrichment programme (January – March 2021)
“We were really excited about the launch of the afterschool Athena programme. The sessions will allow us to learn beyond the parameters of the exam syllabuses, giving us opportunities to start thinking outside of the box. The inaugural talk which we attended was led by Dr Davies who explored the question, ‘Can science tell us everything worth knowing?’ We were asked to think about questions relating to the philosophy behind science, such as whether we would want to know everything through scientific exploration, if we could. In order to collaborate during the online session, we used Padlet. Seeing what others wrote in the Padlet, made us question our own views; we like to think that science will solve all of our issues and explain humanity, but this is obviously not true.” Bianca and Erin, IS
Pastoral care The Diana Award is a charity which believes that young people have the power to change the world. As part of this vision, they support schools nationwide to become Anti-Bullying experts and train pupils to become AntiBullying Ambassadors. Huge congratulations to our current Ambassadors for their continued efforts and enthusiasm in working to make Queen’s as inclusive and kind as possible. The team from the Diana Award, which awarded Queen’s their ‘wellbeing badge’, said: “ We were overwhelmed with how much thought and effort you’ve put into the Wellbeing-focused anti-bullying activities. It seems like all of the activities have had a great impact on the students in your school.”
“We were overwhelmed with how much thought and effort you’ve put into the Wellbeing-focused anti-bullying activities”
The rest of the Athena seminars for Junior and Senior students: Computer Science:
Will my future job be taken by a computer?
History:
Fukuyama and the End of History: why are we still waiting?
Maths:
To infinity and beyond (a look at the different types of infinity)
Geography:
Has social media created a new geography?
Modern Languages:
How did the Olympic Games change Barcelona?
Economics:
Keynes’ bombshell – Why was the ‘General Theory of Employment, Interest and Money’ so significant and how is it relevant to us today?
Politics:
‘An 18th century system for 21st century America’. How fit for purpose is the Electoral College?
History of Art:
Art must always be beautiful and never useful
Music:
Pieces of music that changed the world
Philosophy, Theology and Ethics: Dawkins, Freud and the challenges of secularism
English: PHOTOS: ROSY THOMPSON, ACADEMY OF DANCE.
Extracurricular activities We are often amazed at Queen’s by how busy our students are outside lessons. Daisy (IIS) and Coco (C3) not only passed their dance exams virtually, but were nominated for the International Dance Theatre Awards, a prestigious event where only 100 people from Grade 4 upwards are selected to compete, out of 7,500 exam candidates throughout the UK and Europe.
Original thought is dead: re-tellings in English Literature
Physical Education:
Will we ever be able to eradicate the gender pay gap in sport?
Drama:
Theatre and pandemics - the impact, past and present
Classics:
Ancient Love Magic
Art:
Art can evoke powerful feelings but can it do more? Queen’s Today | 14
Learning at Queen’s College Preparatory School Reception Forest School Reception visited Coldfall Wood in the Michaelmas term for their Forest School sessions. They have learnt so much and had a lot of fun, while climbing different size logs and playing a variety of new games such as ‘hibernating hedgehogs’. They found out why littering is bad for the forest, and the different types of manmade litter which can be found on the forest floor. They built different types of dens, and shelters based around the story of the ‘Three Little Pigs’. But most importantly they learnt how to keep themselves safe in a forest and enjoy themselves at the same time.
“The school was filled with rainbows of brightly coloured pebbles, wacky odd socks and a sea of Acts of Kindness”
Anti-Bullying Week
“They built dens and shelters based on ‘The Three Little Pigs’”
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Alongside QCL, the QCPS community participated in Anti-Bullying Week 2020. The school was filled with rainbows of brightly coloured pebbles, wacky odd socks and a sea of Acts of Kindness. The pupils fully embraced the challenge of completing as many acts of kindness as possible in a week. To spread kindness through the Queen’s community, we organised a Kindness Stone Exchange, where pupils at both schools decorated stones with words and images that related to being kind. At the end of the week, the stones were exchanged between our schools.
Learning in lockdown Here are Prep school pupils at home, learning about topics including space and climate change. We loved this ambitious set of New Year’s resolutions from Saskia in Form II: “My school resolution is to do more Nessy because it will help me with phonics. My planet resolution is to switch off the lights, so I don’t waste the electricity. I will read more because then I can learn more. My goal is to learn how to go on roller skates.”
Queen’s Today | 16
How to Cope at Online University (and in the workplace too) Colby Abomnes (left Queen’s 2020) I’m doing a Philosophy degree at the University of Edinburgh. I’ve also been taking English and Theology classes. If I’m being completely honest, online learning just isn’t fun when the days are all melting together. My main tip is: please don’t be too hard on yourself, but you also need a game plan and to maintain some sort of separation between work and play. No working from bed, no matter how badly you want to! I’ve loved the amount of individual research I’ve been allowed to do. More generally, I think I just love the freedom of it. It’s a big shift to really be able to engage with the content I’m learning. The most challenging thing so far has definitely been managing “The most challenging thing the workload. Whoever told me that the first year of so far has definitely been university was a breeze, lied through their teeth. Time management isn’t one of my strong suits, so that’s managing the workload” been tricky to navigate. I managed to get myself back to campus and I can’t wait to go to a proper lecture and meet the other people on my course.
Ariella Imerman (left Queen’s 2020) I’m at Georgetown University’s McDonough School of Business doing a BSc in Business Administration remotely. It’s definitely been a change from the UK style of learning: classes and interactions with professors are more casual. Working remotely hasn’t been easy, especially with the 5 hour time difference. However, with organisation and a good workspace it has been manageable. My top tips would be keep on top of your notes, attend and actively participate in all classes, ask when you need help (from professors and classmates), and do all the reading before your class. I’ve still managed to meet other students from my university (virtually), including others working from “It was comforting to know London. It was comforting to know that there were a few of us in the same boat. My favourite course so far has been that there were a few of us in working with a non-profit called Hope Worldwide, based the same boat” in South Africa, and pitching our ideas to their board. I’m looking forward to my writing class next semester because literature was something I particularly enjoyed at A-level. 17
Bea Johnson (left Queen’s 2020) I’m in my first year of a Degree Apprenticeship at the Bank of England. I’m working on credit risk, which is the risk that borrowers are not able to pay the money back, and recently I have taken up a new role of renumeration management. It’s very interesting and a friendly working environment. I haven’t actually been into the Bank of England, yet I’ve met so many new people online. Alongside my work, I’m studying a BSc in Economics programme at the University of Kent especially for apprentices. My top tip for students is to seek feedback from your lecturers so you know how you can improve. In terms of your study, enjoy it – you have (hopefully!) chosen a subject you want to know more about. “Decide what you’re doing, In terms of wellbeing, I’m living at home, so I’ve benefitted fully concentrate on that from having my family about. I’ve continued my dance classes. Have down time – it’s tempting to check your emails at 10pm and give it your all” and before you know it it’s midnight. Decide what you’re doing, fully concentrate on that and give it your all.
Arielle Neuhaus Gold (left Queen’s 2019) I’m in the second year of a four-year degree course in English Literature at the University of Edinburgh. We’re studying modern American literature next, which I’m looking forward to. I can take four electives, and I’m currently writing a short film for a screenwriting course. Some of the courses have had to change in format. For instance, I’m also taking a course called ‘Drawn from the City’ which involves drawing different monuments around Edinburgh. Normally that would be something we’d do in a group, but instead it’s been a guided WhatsApp group, where we walk at the same time. “A low point was accidentally During the first lockdown, my younger sister loved being at home and I was at home too, so I was made setting my sister’s pirate map captain of all Art-related projects. A low point was on fire. The house was fine, accidentally setting her pirate map on fire. I’d spent hours on it… The house was fine, fortunately. My fortunately…” advice is you do have to do some work at uni! Oh, and if you buy wraps, you can put anything from the fridge in them. That’s been a game-changer.
Clara Treherne (left Queen’s 2020) I’m at Cambridge studying Classics, a course with relatively few contact hours, so for the most part the academic side of my terms are carrying on as usual, with all supervisions on Zoom. Philosophy has been the most intriguing course so far, but I am choosing between Art & Archaeology and History during my second term. I’m carrying on with both until I make my decision, which is proving to be a difficult sacrifice to make. While last term there was a mix of in-person and online teaching, this term everything will be online, which I am apprehensive but not too worried about, after spending my last term and a half at Queen’s all online, in preparation. By far the biggest difficulty for online studying is the access to reading lists. However, events are more easily rescheduled when missed, and there “Social media prevents us from is no need to travel to get to lectures. Luckily being further isolated from each my household is a group of people I have found myself very close to. Thankfully, social media other than we already are, and prevents us from being further isolated from each the situation is always changing” other than we already are, and the situation is always changing.
Queen’s Today | 18
Interview with Mr Kieran Hughes, Director of Music at Queen’s INTERVIEW BY JOSIE BAKER, EDITOR, QUEEN’S TODAY
What were your aims to develop music at Queen’s when you first arrived? I arrived at Queen’s in 2018 and India (Miss D’Arcy) had been here for a year already. I felt lucky as I arrived at a well-established department. I wanted to build on that, maximise student involvement and involve staff, generating a sense of community and making music a central part of the school. India arranges music which helps involve everyone. We have a team of 14 visiting teachers too, and we’ve started new ensemble groups such as Crescendo Strings, Top Wind and the Cello Ensemble. The cellos have increased from 2-3 members to 12 and Brass Ensemble now has 12 members.
The pandemic has been so challenging for music! How have you kept going? We’ve been doing virtual projects to maintain community. To put these together, we rely on Miss Emily Mitchell, one of our visiting teachers, who is really gifted with technology as well as being a fabulous brass player. The various Queen arrangements such as ‘I Want to Break Free’ were a highlight and it was really good for the pupils to have that opportunity and also helps staff wellbeing. Our concerts this year have been livestreamed from school, with students social distancing within their bubbles. And the one-to-one teaching has continued. Planning remote lessons is a challenge as we can’t assume students have instruments, so we use software called Soundtrap. It provides ‘loops’ to explore. Pupils who are less confident composing can use it to be creative. We give them options, for example, Class 3 learnt to play the pentatonic scale. Then they could use their instruments, or we gave them the link to a free keyboard app to record and upload what they played.
What has made you most proud so far? Perhaps the Come and Sing events – ‘A Night at the Opera’ and ‘A Night at the Movies’. It’s seeing so many people come together – students, staff, parents, wider family members. The Gala concert that launched our 175th Bursary Appeal in 2019 was a highlight too. There were so many pupils taking part; I felt really proud of them. We had the Royal Philharmonic Orchestra and four talented student soloists with incredible maturity; they were undaunted. Gospel choir singing ‘Feelin’ Good’ in Assembly last October for Black History Month was a 19
great moment. There are also less high profile but equally significant moments, such as when a student who suffers with nerves performs in a concert or assembly. And of course, moments in the classroom are also important.
What are you enjoying listening to at the moment? I’ve been listening to Aretha Franklin and Bill Withers. I’ve loved Anouska Shankar’s music for a long time. It’s a fusion of different styles with Indian classical music and very meditative. I listen to everything from Post Modern Jukebox, to Brahms and Mahler symphonies and Clara Schumann’s songs. It’s exciting to broaden and expand your musical experience.
Stories from the Archive William Sterndale Bennett and Helen Johnston: The College’s contribution to the Bach revival in England
sense that made her look older, another attender at rehearsals even asked: “Is that Mrs Bach?” Bennett and Johnston’s hard work was eventually rewarded by a first performance on 6th April 1854 of this monumental and much-loved work, arguably the greatest piece of choral music ever written.
Is that Mrs Bach?
Bennett later became Professor of Music at Cambridge, Principal of the Royal Academy of Music (where he taught both Parry and Sullivan), received a knighthood and was buried at Westminster Abbey. But Helen Johnston’s work also lives on. Opera singer Neil Jenkins comments: “As long as singers continue to sing ‘Commit thy ways to Jesus’ and ‘Jesus, Saviour, I am thine’, they will be honouring the durability of her pioneering translation.” This might have pleased Bennett, who once remarked, “There is no doubt: the only purpose of a good teacher is to see his student becoming better than him.”
W
illiam Sterndale Bennett was born in Sheffield in 1816, orphaned as a toddler, and by the age of ten, was studying at the Royal Academy of Music. There, at seventeen, he was discovered by Mendelssohn, who invited him to Germany, ‘not as my pupil but as my friend’. Accepting this invitation, he was made much of at Leipzig by the Mendelssohn-Schumann circle. In 1848, he helped found Queen’s College, London. He taught at Queen’s, alongside his private teaching and work at the Royal Academy of Music. Clara Schumann noted that Bennett spent too much time giving private lessons to keep up with changing trends in music: “His only chance of learning new music is in the carriage on the way from one lesson to another.” Bennett, however, a rather modest man, was evidently a really gifted educator. He wrote his ‘Thirty Preludes and Lessons’, Op. 33, for his piano students at Queen’s. Published in 1853, they remained in widespread use well into the twentieth century. It was Mendelssohn who had rediscovered Bach’s ‘St Matthew Passion’ in 1829, a work that had been lost for a century. Bennett’s close friendship with Mendelssohn inspired him to introduce the work to a rather sceptical English public. One of the big challenges was to translate the text from German without distorting the biblical words, original music and vowel colours for singing. For this difficult task, he turned to 18-year-old Helen Johnston, a student at Queen’s from 1849-51. She translated Bach’s texts into English (learning German in order to do so), then copied the vocal parts on a lithograph machine that she purchased. With a dress
Grateful thanks to Barry Sterndale-Bennett, the composer’s great-great-grandson, for his contribution to this article. Readers who are interested in how challenging it is to translate words so they are both faithful to the original and can be sung effectively, are recommended to explore Neil Jenkins’ notes (see link below). http://www.neiljenkins.info/prefaces
Bennett in the uniform of a student of the Royal Academy of Music, by James Warren Childe, c. 1832
William Sterndale Bennett - engraving after a portrait by John Everett Millais, 1873 Queen’s Today | 20
OQ in Photography & Art Pat O’Byrne (née Bray):
Patricia Rennie (née Watson):
I was a bit of an outsider when I arrived at Queen’s in 1944. My father had sent me to Australia during the war. He was an eminent Harley Street physician who attended to the Royal Family and worked during the Blitz treating the wounded, with a mattress on top of his car.
I left Queen’s in 1950. I was very impressed by the spirit of independence I had encountered there, which has stood me in good stead, throughout my life. I found I had a great flair for botanical drawing, and embarked on a course at Kew. It sounded lovely on paper, but I soon found I was working in a powerful male-dominated institution. I encountered a good deal of criticism, and little encouragement. When I was told my work was well below average, and that I was too pretty to paint flowers, I walked out in indignation.
Queen’s in the 1940s and a life in photography
Miss Kynaston was Headmistress of Queen’s at the time and Mrs Fierz was my teacher, and later became Headmistress. A pleasant memory is of having bread and dripping at 11 o’clock. I’ve asked at my care home if I can have some, but I don’t think they know what it is!
A long life of painting, design and poetry
Now I was in control of my career. The RHS awarded me a Silver Medal, the Royal Academy hung two of my paintings in its Summer Exhibition in 1959, Asprey’s in Bond Street bought twelve paintings, exhibiting them in their Christmas windows and the Hunt Institute for Botanical Documentation in Pittsburgh bought five paintings for their collection.
“My father had been friends with Alexander Fleming – I was a “guinea pig” for penicillin in fact”
We used to play tennis and lacrosse at Regent’s Park and swim at Seymour Street Public Baths. I won the diving cup with a back dive. I’d never done one before. I love challenges. I was at Queen’s until I matriculated with my School Certificate. It was the qualification to go to university, although sadly, I never went. My father had been friends with Alexander Fleming – I was a “guinea pig” for penicillin in fact – and I had wanted to work in Fleming’s lab. Instead, I married a photographer, Peter O’Byrne and we had a wonderful life together. We had our own photographic business and were official photographers to the Conservative Party while Margaret Thatcher was Prime Minister. Two great memories are going up in a helicopter doing aerial photography, and attending the first NATO gathering, at Arundel Castle. We retired when digital came in. I love my care home – it’s comfortable and I enjoy the company.
I started my own tile business, and sold my tiles to Liberty’s for some years. I then moved on to landscape painting and poetry writing. Since 1982, and learning how to work a computer, I have written, and had published on the internet, six books, with another two on the way. In my new care home, I have been Patricia Rennie on her wedding day lucky enough to create my fourth, and last garden, just with flowerpots. That has helped me through lockdown. In winter, I am keeping myself busy and mentally stimulated by writing poems on the weather – darkness and light, and continuing my diary, started in 1942.
Pat O’Byrne in 2020 21
Pat O’Byrne dressed up to celebrate her 90th birthday
OQ in Medicine Martina Neunie,
OQ medical student and member of Queen’s Diversity Action Group (left Queen’s 2016) I’m at Cardiff University and I love being able to walk everywhere. I am unsure of when I decided on medicine definitively, but after engaging in charity work with Medicins sans Frontières throughout my time at Queen’s, I realised medicine gave me the opportunity to work for and support an amazing charity. At the moment I’m on placement in the Brecon Beacons, in rural Wales. There is such a sense of community. I went to a GP conference in Liverpool and some GPs from Wales took us out for dinner and drinks to thank us for representing their part of the world. The Diversity Action Group is a new initiative at Queen’s and we’re discussing how we can diversify the curriculum. I cried after the last meeting because I was so happy and jealous of how included a lot of students are going to feel. While at Queen’s I never had a conversation about race, and that was great in some ways, but also, I had differences that needed to be addressed. This is important for students; they are going to interact with people of colour and if they only see them in low paid roles such as cleaners and bus drivers, it has a subconscious effect. The students need to see that people of colour can be academics and creatives. “I cried after the last meeting Teaching about these issues makes a difference.
because I was so happy and jealous of how included a lot of students are going to feel”
In terms of going to university, it’s important to take your time. Figuring out what’s right for you and being open to other options is valuable and the path doesn’t have to be linear. I wish someone had said that to me.
Emily Neale,
OQ doctor (left Queen’s 2011) I have lots of memories of Queen’s, but I will always remember the term my class was allowed to trial hockey. Apparently, we were too aggressive with our hockey sticks! After Queen’s, I studied Biology at Tufts University, Boston. I then moved to Nashville and worked in research for a year before returning to England. I then did the fouryear accelerated graduate medical degree from Southampton, graduating last April. I was working in a hospital in Cape Town as part of my training when everything was cancelled, and I had to fly back. I started working in my current hospital in May. It has been a year of very new experiences. I’ve learnt how to use a ventilator and guided people through some of the toughest parts of their lives, as well as supporting my colleagues as we grieve for our patients. There have been many low points and I have had some very difficult days. But I live with two other doctors and we have lifted each other up in these hard times. We have probably made enemies of our neighbours with dance parties.
“Some of the best doctors I know aren’t the smartest, they are the most empathetic”
My A-levels seem very far away now. My advice for students who are interested in medicine is to not worry so much about grades. Some of the best doctors I know aren’t the smartest, they are the most empathetic and they have learnt how to actively listen to their patients. Queen’s Today | 22
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