The Focus- Issue 3

THE FOCUS

A READING SCHOOL MAGAZINE PRODUCED BY 1SUYASH SINGH

‘You mustn’t live so lightly, Spin your stories, tell your tales, Let them dance across the oceans And set the wind upon your sails.

For every truth found on your travels And in the pits of your despair, Is a shout into forever Of I ‘EXISTED’, and ‘I CARED.’’ -Erin Hanson-

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ISSUE 3 03.07.20

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CONTENTS A CAPTAIN’S WELCOME

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SIXTH FORM

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THE HOUSES - INTRODUCTIONS AND FAREWELLS

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STUDENT PRODUCTIVITY AND SUCCESSES

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A UK LOCKDOWN JOURNAL IN FRENCH

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LIFE IN LOCKDOWN:

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Challenge and Optimism

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Notes from the Bunker of a 21st Century Luddite

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The Stages of Lockdown

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A New Mother’s Perspective

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Languages in Lockdown - The Pains, Joys and Struggles

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European Culture in Lockdown - As Seen From a Sofa…

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CLUBS DURING LOCKDOWN

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DIFFERENT, YET THE SAME - ‘THE ASSISTANT’ AND ‘THE LIGHTHOUSE’

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STUDENT COUNCIL - THE CLOSING OF A CHAPTER

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THE COUNCIL’S VISION

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‘RIDING THE WINDS OF INSTITUTIONAL RACISM’

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A CIVIL RIGHTS SEQUENCE

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HOLLYWOOD COMES TO READING

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THE PUZZLE SOCIETY’S CRYPTIC CROSSWORD

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NOTE: I ask forgiveness for the solemnity of my upcoming, opening words (I can promise they get a lot lighter, but the storm must be braved, a little like a certain bird you will come across in this piece). I see no reason to shy away from the harsh reality and struggles faced by a few of our peers and perhaps also by members of our Reading School family. Depression, anxiety and other such mental health issues are the cancer of the modern world, posing a very real threat to our youth. As a single element in the framework of our society, I can do little more than just provide some comfort through presenting the irrefutable fact that there is light at the end of what seems like the longest tunnel in the world.

There is hope and consolation to be found in the company of our families, as well as in the virtual, online presence of our friends and teachers. It is only through the united efforts and optimism of humanity that we may truly make a change, though the physical distances between us have made this a little difficult at times.

Dear Reader, This Solitude is deafening.

It permeates through the cracks. It seeps through the crevices of the mind, smothers the body, subdues the spirit. It creates a cocoon which envelops our senses and it is in these moments during which thoughts may wander, probing into much darker regions. And, perhaps unfortunately, Solitude has clung to the very fabric of our lives, lurking down the paths we have taken these past few months.

It has accompanied this ‘lockdown journey’ we have found ourselves on, which in itself has been marred by fear, angst and a barrage of global crises. For many, Solitude may provide a certain bliss and present itself as a form of escapism - an exit from the incessant bustle of the 21st century. However, for those lonely souls on this planet of ours, and for those already struggling with the very real burden of mental health issues, it can be a curse. It becomes the predator - and makes us its prey.

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In addition to this, the passing of George Floyd has provided a rude awakening for many, highlighting the prevalence of inequality and the travesties of justice present within the machinations of our Western philosophies and ideals. Just recently, our wounds were deepened by the Forbury attack and by the other dismaying reports heard from across the world, a prime example being the famine in Yemen, which the UN has described as the “world’s worst humanitarian crisis”. 17 million people remain at risk, with 3.3 million children and pregnant women suffering from acute malnutrition. Covid-19 has diverted the world’s attention away from this disaster, and so Yemen has been left stranded. Discarded to mourn its death in isolation. Every student at this school has, or else will come across, the poem ‘What Were They Like?’ in their English lessons. Perhaps we too will be left to tell the story of Yemen, and quote that “after their children were killed there were no more buds”. For quite some time, it has seemed as though the world has been spiralling out of control, and it is with certainty I may comment that this is a year that shall remain ingrained in our memories - a journey awaiting its narration to the children of tomorrow.

And what a journey it has been! Certainly, it has been the strangest period of my life, as well as that of my friends. Moments of extreme productivity and effective revision, compounded with moments of carefree procrastination, have created two extremes of excess and deficiency - in line with the statutes of Aristotelian philosophy. It is on this scale that I flit between the two limits, attempting to find the ‘golden mean’. With so much more time on their hands, Reading School students have been thriving by throwing themselves at a variety of tasks. I invite you to read about a few of the outstanding projects that have arisen during lockdown, in this magazine. If we may discern some good out of this period, it is the imprisoned freedom we have been lucky enough to receive and make use of.

Personally, I find it almost impossible to encapsulate in words the gratefulness I feel towards my wonderful teachers and the 6

excellent staff members who support, nurture and grow our intellects, a sentiment I know is shared by all students. It has been a source of motivation, as well as great inspiration to see, hear and learn from them on a daily basis. Their dedication and enthusiasm are things I will value for the rest of my life.

As this is the third and final issue of ‘The Focus’ for this academic year, I would also like to take this opportunity to express my utmost thanks to Mr Baldock for his undying enthusiasm and valued assistance. I would also like to thank Hugo Rompani, whose successful tenure as School Captain has sadly drawn to a close, for his constant support. To all teachers and students who have contributed to the the publications, you have my gratitude.

The Arctic Tern is a petite bird, crowned with a crest of sable darkness, and coated in a plumage of white and grey. It weighs in at a meagre 100g, yet, despite its size, it is a creature which embarks on one of the greatest annual migrations in the natural world. This tiny bird conquers a vast and an arduous journey, travelling an exceptional distance of around 90,000 km a year. Its flight spans the two hemispheres, with its route extending from Europe all the way to Antarctica and back. It soars through the buffeting winds, and it succeeds in travelling further than any other animal. Often we look towards nature for a source of inspiration and, although this is rather cliched, there is something about this marvellous bird from which we may garner some inspiration, and perhaps implement a thing or two in own journeys.

Let the winds of change spread your wings. Rise above it all.

Best wishes, Suyash The Editor

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A CAPTAIN’S WELCOME D . NICOLL

too well. In my role, I will attempt to represent the entirety of the student body, so a resource such as the student magazine is beneficial in allowing my fellow members of the Captaincy Team and I, to communicate the excellent work and ideas of our team.

Something that I have learnt in my first few weeks as School Captain is that communication is vital. The ability to directly address the wonderful cohorts of Reading School students, is something unique and only made possible by this student-run magazine. I am very thankful for the brilliant work put into its production.

Although I have tried to get to know as many students as possible since joining in September last year, I imagine there are still many of you who do not know me

One of the corner stones of our School’s ethos is Community, something I have felt very strongly about in my experience at Reading School. A real ambition of the student leadership team and I this year, is to build upon this aspect, both in and around the school. Due to the current circumstances we find ourselves in, there is risk that our community 8

spirit may diminish.

However, the tenacity of you boys is outstanding, and some of the bright and unique ideas produced in this lockdown period are wonderful. One issue we may come across this year, is the challenge of hosting live events put on by the School, for example the historic House Music competition, which is a showcase of our diverse abilities in the performing arts. To eliminate this event from the school calendar would be devastating, and the work of our prefects, such as Aditya Krishna and Rohan Chikkam, may entail alternative online solutions, which would still allow us to showcase our students’ skills.

positions, and should aim to maximise the help and charity we may provide to our community; the collective effort of the boys can result in great change.

Our ideas involve the continuation and improvement of last year’s House Charity events, food bank collections, donations and efforts to provide care for the elderly population of Reading. Although this may have been a tough year for us all, there must always remain a place for generosity in our hearts.

I am looking forward to the year ahead and am excited for what it may hold. I am surrounded by the excellent individuals of Reading School and am always amazed by the work and achievements of my peers. Finally, I would like to display my gratitude of being chosen for this position, and display my thanks to all who have helped the Prefect Team thus far, and all who will be involved in our future endeavours.

Furthermore, we look to expand our work within the wider community of Reading, strengthening the bonds we hold with the NHS during this crisis, but also by having a greater involvement with the many great charities within Reading. We should be grateful for our societal 9

SIXTH FORM MR WHITEHORN A message from the Head of Year 12…

I think the thing that has defined this academic year has been change. There was change at the beginning of the year for myself, as I moved into a new role as Head of Year 12. It’s been a really challenging but also enjoyable year, that has definitely pushed me in ways that teaching hasn’t before. We also experienced change at Christmas, when Mr Nicholas left and Mr Lloyd stepped up to lead the Sixth Form students, providing outstanding leadership and great support to us all. And of course we’ve had to witness the biggest change of them all, due to Covid-19 and all that that it has entailed. It has meant new approaches to teaching, pastoral care and future planning. It’s also been a year of growth. It’s been great to see the year group grow and develop throughout the year. A wide range of students are stepping up and are serving the school community. This has been particularly apparent during the lockdown, as students have assisted in a myriad of different ways, whether through work in shops and care homes, supporting staff and their fellow students through initiatives in the school or just supporting each other through what are undoubtedly difficult times. The attitude of the vast majority of students has been excellent, and I have been impressed with those who have taken advantage of the opportunities offered in lockdown, and their perseverance in very difficult and uncertain times. I’m very excited about what the next year will bring, and particularly to work with our new prefect team, who have already been really proactive in getting started with their roles, despite the difficult circumstances.

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THE HOUSES INTRODUCTIONS AND FAREWELLS EASTLaurence Young, Appointed East House Captain “The flower that blooms in adversity is the most rare and beautiful of all”, or at least so says the Emperor in Disney’s classic, Mulan. And indeed, we have seen no end to adversity in East House, but now our pink blossom is flourishing. The School Captain, and all four Vice-Captains of the school (one of whom who actually creates this mighty magazine), are proud members of this great House, and are representing our colour of pink, at the highest levels of the student body. They prove that East is growing stronger every day. Of course, this all follows one of the most successful years in East’s recent history, sitting just a handful of points off the pole-position in the House Cup, after a record breaking House Music performance (emulating and surmounting the success we last felt when my team were just wee Year 7s belting out “Be a Man” in ultrasonic tones) and with growing strength in our sporting prowess (admittedly, primarily in the younger years). Tragically, our promising year was cut short and our dreams seemingly dashed, but it is the East way to persevere onward. With our strong leadership, extending downward from the French powerhouse, Mrs 11

Williams who, like Napoleon before her, is leading her men to success, and with our high-flying Sixth-Form team, our passionate younger years, and of course, Ray Qin (no more words required!), I have no doubt we can break all the records of this coming year.

However, such vain accolades are not what I ask of my House. Like every Eastie before me, the sense of community, vivacity and brotherhood that is unique to East House, is, and always has been, all I need. To see this age-old rule of East House to continue under my successors, would fulfil any and every goal I have of this House and of my position as Captain. And if we can, like a great pink rose, bloom in these difficult times, it will be as one – a House more united than ever, in these times of unparalleled adversity.

WESTMr Sanchez, Head of West House 2020 is a year that we all will remember. Some of you started a new adventure at Reading School, met fantastic people or discovered new passions.

2020 is the year in which we have all valued the high fives, the thank-yous and the coffees with friends.

2020 has shown how vulnerable we are and how much we need one another. This is a year in which our community has come together. Students, parents and staff have stood united.

2020 could be a year to forget, but I am sure there is something that is worth remembering forever. A conversation, a good match, a nice meal or a great lesson.

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2020 is definitely the year we could reflect upon. How often can you sit down and think for weeks and ask yourself; “what truly matters to me?”

What you end up missing, is what tends to matter. People make us better. Healthy relationships empower us. Acts of kindness empower our community.

If you are planning to forget 2020, don’t do it, but instead, learn from it.

I wish West House and the extended Reading School community a fantastic summer break.

Farewell from John Wellman, West House Captain, 2019-2020 I have loved every second of my tenure as West House Captain, and I am extremely proud of the achievements and progress that West House has made this year, and it undoubtedly would have been better if our year wasn't sadly cut short. It really is disappointing for, not only myself, but the whole of the house that we could not end the year together as intended.

For me personally, the high point of my time as House Captain was House Music. It was a fantastically well run event and every single one of the boys showed tremendous dedication, regardless of their own musical prowess. The teamwork and camaraderie that was shown, certainly exceeded my own expectations, and we would not have been as successful as we were without it. I would like to take this opportunity to thank Aryan Dixit (Vice-Captain), and the other West House prefects who have all exemplified the qualities of fantastic leaders, and have been a massive help to me this year. I would also like to extend my enormous gratitude to Mr Sanchez for selecting me as House Captain, and recognise the huge amount 13

of sacrifices he makes for the good of the house, and my time in West would definitely not have been as enjoyable without him as my Head of House.

Turning now to the next academic year, I am certain that West will go from strength to strength under the leadership of Lucas Kirby and his fantastic set of new prefects. It will be an extremely good team and I have no doubts that they will exceed our achievements from this year. West is in very safe hands for another year, and long may its reign continue. Finally, I would like to wish everyone, not just those in West, the best of luck and good health for the future in these uncertain times.

Lucas Kirby, Appointed West House Captain For those of you who do not know me, my name is Lucas, and I will be West House Captain for this coming year.

First of all, I would like to thank my predecessor, John Wellman, for his incredible job in leading the House last year, most notably his efforts in House Music, and I hope to continue this legacy of strong West House leaders. Also, I offer my thanks to all the people who trusted me to do this role. I hope I won’t let you down.

Throughout my life at Reading School, I have always enjoyed taking part in the many House events that are on offer during the year, and I am grateful for the many past leaders that made these competitions so special. It is with great honour, and some trepidation, that I now take the helm and lead these events myself.

I believe it is every House Captain’s duty to ignite the spirit of their House, and if there is one thing West House does not lack, it is 14

spirit. The embodiment of healthy competition through House events drives everyone to better themselves, and I cannot wait to push ourselves to the best of our ability this coming year.

Furthermore, I am keen to promote a culture of inclusion, regardless of year group, and I welcome any ideas on how we can improve West House for all. My door is always open, as they say.

Of course, I would not be able to fulfil this role by myself. I believe the new West House leadership team is one of the strongest yet, and together with our amazing Head of House Mr. Sánchez, I am sure we have a great year ahead of us.

SCHOOLMr Allen, Head of School House After a school year that has been so very different and short, I’d really like to thank every student and staff member that has been involved in School House activities, and contributed to our attempt of approaching everything in a positive and enthusiastic way in line with our motto, ‘Striving, Believing, Achieving.’ I’m so looking forward to seeing all the Reading School students again, and obviously working with School House students to do the best we possibly can in the House competitions. I’ve missed Reading School staff, students and parents so much, and I hope people have missed each other and look forward to people coming back with renewed positivity and appreciation for their peers. It’s really made me appreciate working at Reading School. I’m looking forward to seeing my form group every morning and having some weird and wonderful 15

conversations. For me, the best thing about being a teacher is seeing students progress through the school, learning as they go.

I’m looking forward to helping with that journey in anyway I can.

I’m looking forward to seeing recent year 13 leavers when they return for prize giving after a term at university. I’m looking forward to taking teams and trips when we finally can! But most of all I’m looking forward to the day I can shake someone’s hand in assembly when presenting an award, as again this will mean we are safely through this challenging time. Until then, I’m looking forward to taking on this challenge together as a whole school community, and not just a House!

Jamie Weir, Appointed School House Captain During lockdown, I’ve realised good habits are crucial. This year, I want everyone in School House to make a habit of seeking discomfort - actively finding opportunities outside of their comfort zone. Try out for that speaking role in House Eisteddfod, join a new club or sing at House Music. If we, as a house can make pushing ourselves a habit, success will come naturally.

LAUDMr Gunson, Head of Laud House With the 2019/20 academic year coming to a close, it is important to look back and reflect. Laud House experienced a very busy and entertaining year in house competitions and societal events. A huge thank you has to go out to our Leadership Team of Joel Baby (House Captain), Corin Bertrand (Vice-Captain) and the Prefect team 16

for their great commitment to the House and its students. There is no doubt that Reading School, our wider community and our global society faced massive challenges this year. More than ever, we now need to show resilience and togetherness to come out of this pandemic as stronger and more adaptable people. Â Looking forward, Laud House is in fantastic shape for the 2020/21 academic year. We are being led by the charismatic Hector Williams, our new House Captain. He is backed by the exceptional Timothy Hinckley and Sanskar Dasoondi, who are Vice Captains.

Laud House will, for the first time ever, be a full house and these young men, and their Prefect team, are determined to shake up the House Competitions and fight for victory.

Hector Williams, Appointed Laud House Captain As it is the first year that Laud will be a complete house, with pupils now present in every year group, the 2020/21 school year is promising to be a prosperous one. It is clear that Laud House is now a crucial cog within the school system, and it is up to the members of the house to ensure we achieve maximum participation and give our full efforts in order to be successful in the years to come. One of my goals as Laud House Captain, is to shift the perception of Laud House from the plucky underdog to a house which others are fearful to come up against, and this is certainly possible with the immensely talented and skilled students who wear the Laud colours. The future is looking extremely bright for Laud House, and my prefect team and I are thoroughly looking forward to seeing what we can achieve together. I am also thankful to Mr Gunson, who will be heading back to New Zealand at the end of the year, for everything he has done for the house, and we all wish him the best of luck in his future endeavours.

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COUNTYFarewell from Hugo Warner, County House Captain, 2019-2020 County House has won back the Cock House Cup. This was our goal for the past year. For us in County, the cup is not only a piece of silverware but also an object of pride for those who lift it high. Winning it back serves as evidence of the effectiveness of our cohesive unit. We are a house with much spirit.

We are the family that is County House. This year, winning the Cup was achieved with more all-round participation than ever before.

We started off the comeback campaign strong, with a Sports Day win at the beginning of the season.

7C made their mark in their debut year, winning both House Rugby and Football, showcasing their burgeoning talent. 8C’s lunchtime practice payed off, achieving victory in the notoriously unpredictable House Ghost competition. Triumphant in House Rugby, 9C jumped up from 3rd position last year – a testament to the determination the form possesses. In House Art, 10C played a role pivotal in the continuation of County’s winning streak from last year.

Finally, true to the form maintained since the days of South-Klein and Sutcliff, Seniors continued to dominate with walkovers in chess and basketball.

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Critically, close teamwork was not only present within the forms, but also across them. With the aim of raising funds for the charity ‘Together for Mental Wellbeing’, members from every year came together to plan fundraising ideas over several months. Executed in a single week, the initiative raised over £1800 through the sale of books, doughnuts and house-branded hoodies.

Looking forward, the fate of County House has never been in better hands. Incoming House Captain Rayaan Asghar and Vices Jake and George have already confidently taken the helm, organising an in-house FIFA tournament during this lockdown.

Rayaan Asghar, Appointed County House Captain As House Captain, I am looking forward to ensuring the continued success and smooth running of County House over the next year, along with my Vice Captains: Alex Tams, Jake Melhuish and George Lauchlan. I am also hoping to create a stronger sense of solidarity within the house through more integration between year groups, for a more well-knit and safer environment. Throughout my time at Reading School, I have had the privilege of working efficiently alongside my peers and teachers, which I hope to replicate under this role of leadership, whilst learning in the process.

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STUDENT PRODUCTIVITY AND SUCCESSES This section highlights and celebrates the wonderful initiatives students have undertaken, during their time in lockdown.

SCIO - by D. Goyal, R. Ambati, R. Chikkam, A. Sinha and S. Singh Every Reading School student, who has walked down its hallowed corridors and regularly marched up the drive since Year 7, has studied Latin, and must be familiar with, or most certainly has come across the term ‘SCIO’, which translates to, ‘I KNOW’. Our online platform serves only one purpose, which is to allow students from all walks of life, from across the world, to publish their literary work and articles to educate others, whilst also utilising the written word to express their views on major events. It is for this reason why we saw it fit to name the website ‘Scio’, for it aptly reflects on our aims of creating an extensive and universal ‘wealth of knowledge’. Scio is a student-run initiative with a mission to empower others to impart their legacies through their published work, which we hope will educate readers on current affairs and a variety of topics. We believe that the unique perspective of our student writers will enable the youth from around the world to better understand the 20

events that have shaped our past, and those that will undoubtedly shape our future. With sections covering Economics, Law, Maths, Technology, Medicine and History, we are building a library of information, published by our wonderful student writers, only recently surpassing 100 articles. Our team invites you to explore our sections on our beautiful website, which we both designed and programmed. We have been honoured to support our student writers, and provide our thousands of readers with high quality information.

Please view Scio at: https://scio.uk/

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MEDICAL MUSINGS - by S. De As a way to further expand my interests in medicine during lockdown, I began listening to a variety of medical podcasts - from research on the efficacy of anticoagulant drugs to the history of mental health treatment. After communicating with another prospective medical student across the country, we began to discuss the possibility of making our own one. Seeing the almost endless breadth of medical topics available for discussion, I came up with the idea for ordering podcasts alphabetically, in order to have some sort of framework.

This has somewhat come to fruition, as our first recorded podcast was on anaesthesia, and we look to produce another which will cover blood. In general, I believe that to maximise productivity, as so many other students have done, a large proportion of time needs to be spent on things that you enjoy, and also on tasks that will develop skills - doing this podcast will greatly improve my communication skills and ability to explain slightly more complex ideas.

For anyone wanting to listen, find the link here: SPOTIFYÂ https:// open.spotify.com/show/2jfjLtc48uKL8IsOysBHdT ANCHOR https://anchor.fm/swapnanil-de

COMMUNITY CONNECTIONS - by J. Spence In the lead-up to the 75th Anniversary of VE Day on the 8th of May, I worked to produce a podcast conducting interviews over the phone with local residents, about their wartime memories and also 22

with representatives of local organisations, in order to share with my local community how we could mark the occasion from the safety of our own homes. All those whom I interviewed for the podcast, now live very close to me, but they were originally living in different parts of the country during the war (Shropshire, Bristol, Coventry and Ireland), so I really enjoyed discovering and sharing their very diverse memories. Many members of my community may have been feeling lonely or isolated under lockdown, so I hope listening to the podcast may have been a means of staying connected for them at this difficult time. If you’d like to listen, you can find the podcast here: https://anchor.fm/ ox10communityconnections

PURELYMED - by A. Subramoni, S. Nerellakunta, B. Yu and Y. Sharma PurelyMed is a student-run, unbiased news source made for medical students, health enthusiasts and for all concerned with the latest and most interesting medical articles. It started off as a conversation between four students during a Biology lesson in B3 and thanks to our perseverance, we have been able to create this outlet. Our writers all aspire to pursue a medicine-related career and if this is something that appeals to you, check out our website and maybe you could even write for us! We are always on the search for ways in which we may develop our site, and a special thanks are in order to Mrs Kang, Mr Kenwrick and Mrs Pickering, as they helped us in getting this site off the ground. Something that my fellow peers and I firmly believe, is that everyone has an inner interest in how the human body works and this is the reason as to why we started this initiative. Our aim, as a newly emerging news platform, is to target knowledge-desiring individuals (which I’m sure you are!) with the 23

most interesting and relevant information. Here's the link: https:// www.purelymed.co.uk/ Have a look and let us know what you think!

YOUNG ECONOMIST - by H. Salman and N. Kolassery

Our project was a collaborative effort of a team consisting of talented, dedicated and intelligent students. All who share common ground in the passion for not only studying economics, but also exploring the subject with a deeper scrutiny. Our platform, Young Economist, has the sole aim of allowing student writers to express their analysis and unique views on economic issues, as well as theories, that form the core of our society. With a reach of over 20 thousand unique readers and a significant presence across three social media platforms, our articles don’t go unnoticed. In the future, we hope to continue to grow and form not only a thoughtprovoking community of like-minded students, but to leave a lasting legacy. Visit us and join our mission at https://www.youngeconomist.com/

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A UK LOCKDOWN JOURNAL IN FRENCH YEAR 9 FRENCH STUDENTS WITH SPECIAL THANKS TO MADAME FONDU

Our Y9 boys were very disappointed when the French exchange with our partner school, Les Chartreux Saint-Charles in Lyon, was cancelled due to the pandemic. So, being able to engage in a penpal project with the French students online was a great opportunity for them to share their experiences of life in the lockdown in the UK, with their French partners. Our boys really rose to the challenge and their work does justice to both the quality and complexity of their French, but also to their maturity and generosity in sharing their experiences with students in another country. They had to share different documents using simple English to illustrate the situation, and write a letter entirely in French detailing their personal experience of the lockdown.

Here are some particularly outstanding extracts. All boys who took part should be very proud of their hard work, which is a testimony to our boys’ academic excellence and caring character.

Aadith Chandra (9W) wrote a detailed account on his new routine: Pendant le confinement, je me réveille à huit heures. Avant le confinement, je me réveillais à six heures. Maintenant c’est relaxant mais très ennuyeux. Après que je me réveille, je me brosse les dents et je prends mon petit-déjeuner. Si c’est un jour de semaine, je me rends au collège en ligne. Après le collège, Je passe du temps avec ma famille. C’est vraiment marrant parce que nous 25

jouons beaucoup au Monopoly. Aussi, moi et mon père jouons au cricket dans le jardin. Maintenant c’est très difficile cependant je pense que nous pouvons battre le coronavirus. Je te souhaite bonne chance à l’avenir !

Thomas Leggett (9L) described how this situation is having an impact on family life: En ce moment, nous ne pouvons pas sortir dehors. Nous devons rester chez moi ce qui est vraiment ennuyeux. Dans le confinement, j’ai une routine. Je me réveille tous les jours à environ sept heures et je me lève à environ sept heures et demie.

Alors je prends mon petit-déjeuner avec ma mère. Je l’aime parce qu’on s’entend bien. Je ne peux pas jouer au foot avec mes amis ce qui est embêtant. Mon frère et moi passons plus de temps ensemble donc nous nous disputons beaucoup. Si je finis mes devoirs, l’après-midi ma famille et moi nous rendons au parc pour notre exercice. Quelquefois, on joue au foot cependant quelquefois on fait une longue promenade. Nous avons appelé tous les jours nos grands-parents depuis le début du confinement.

Pranav Arvind (9C), chose to share these photos:

Tom Silvester-Ratcliffe (9S) explained how different this Easter holiday was compared to the usual: Quand j’étais petit, on allait normalement en vacances à Somerset.

On restait dans un camping qui s’appelle Dornafield. J’aimais beaucoup y aller parce que je pouvais voir mon arrière-grand-mère qui habitait à côté. C’était toujours super. Aussi, j’aimais le foot. On 26

y jouait souvent. On nageait dans une piscine quand on voyait mon Oncle et ma Tante car ils avaient une petite piscine. Dans les dernières vacances, je n’ai pas pu aller à Somerset. J’ai dû rester à la maison et je suis sorti de la maison seulement une fois par jour.

C’était horrible !

Kavin Kodikara Arachchi (9W) gave his French partner some insight in the new school timetable: En confinement, je me réveille à huit heures, mais je me lève à huit heures et demie, bien que l’école en ligne commence à neuf heures moins vingt ! Aussi, je me lave et je m’habille à la première pause !

L’emploi de temps est différent maintenant : nous avons les cours normaux de neuf heures moins le quart à midi et demie, mais nous avons aussi le temps pour les clubs et les devoirs jusqu’à trois heures et demie.

Aryaan Anjed (9E) chose to share the following articles to explain how it all started in our country:

Yaman Entabi (9S) shared his hopes for the future: Après le confinement, je vais jouer au foot aussitôt parce que ça m’a extrêmement manqué. En plus, je ne peux pas attendre de 27

regarder un match de foot avec les fans qui sont là. Aussi, j’ai besoin d’aller dans un restaurant pour m’amuser. Cependant, plus important encore, je veux voir mes amis et ma famille parce que j’ai hâte de rire avec eux. En outre, je courrai aussi vite que possible chez le coiffeur parce que j’ai besoin d’une coupe de cheveux.

Abbas Javed (9S) expressed a wish we all have of reuniting with family: Quand le confinement sera fini, je voudrais aller voir mes grandsparents. Ils me manquent beaucoup parce que je ne les ai pas vus depuis le début du confinement. Je suis vraiment impatient de les voir. Je vais sortir avec eux pour le dîner.

He also decided to share these pictures to illustrate what was going on in the UK:

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LIFE IN LOCKDOWN: A COLLECTION OF ENTRIES RECORDING THE EXPERIENCES AND OUTLOOKS OF MEMBERS OF THE SCHOOL COMMUNITY, ON THE EVENTS OF 2020, AND LIFE DURING THIS EXTENDED LOCKDOWN.


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CHALLENGE AND OPTIMISM MRS KESTEVEN

Life can throw all sorts of strange and unexpected things at us, and the lockdown this year one was of them. My philosophy has always been to try to find the positive aspects from such experiences, even though I must say, sometimes this was not always easy. I am usually quite an active person, but my motivation took a tumble around the end of April. So, I decided to sign up for a number of virtual challenges. I completed: the 180mile Alps to Ocean Challenge, which follows a virtual route in New Zealand; a Spring 10K run and the Midsummer Run, which saw runners across Europe running at sunrise on the longest day of the year.

Photos of my virtual walking and running challenges

I have really enjoyed embracing new technologies and learning new skills. Running my first Teams meetings for Book Club and the Pupil Librarian Team were a little scary, and I probably still get 30

things wrong but it is amazing that we can run our regular weekly meetings from wherever we are in the world.

We have been able to collaborate on all sorts of exciting projects, such as the Pupil Librarian House Reading Quiz and the LRC Book Club Reading School Book Award. I have also really enjoyed playing Dungeons and Dragons every Friday afternoon. I have had a lot to learn, including how to run a campaign remotely, but there is nothing better than immersing yourself in a fantastical world of dragons, gnomes and elves at the end of the week.

I have also loved having more time to read and I have really appreciated the opportunity to participate in virtual literary festivals such as the Hay Festival Online. The YA Book Prize shortlist was a wonderful opportunity to explore new authors and genres.

My favourite Lockdown reads are ‘Deeplight’ by Frances Hardinge and ‘Crossfire’ by Malorie Blackman. I also loved The ‘Deathless Girls’ by Kiran Millwood Hargarve and ‘On the Come Up’ by Angie Thomas. These were all on this year’s fantastic YA Book Prize shortlist.

I hope I remember to take the time to sit outside, watch the birds, drink some tea and read a book once the hustle and bustle of everyday life starts up again.

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NOTES FROM THE BUNKER OF A 21ST CENTURY LUDDITE MRS SMITH

I am 100% sure that many students found the abrupt switch from face-to-face learning to sitting in front of a screen for all their education, an enormous challenge. Some clearly found it impossible to upload assignments for example, or to click on ‘like’ when asked.

I get it, I really do!

But just imagine how it felt for your grandma. Because unless you have a technowhizz for a grandma, she may only have had two apps on her phone – a pedometer to count her steps and the Marks and Spencers’ app so

she could buy her new nighties online, without having to look for her debit card every time (and she couldn’t read the number anyway without her reading glasses).

Now - imagine Grandma has been a teacher for over 30 years. She teaches in the same classroom every lesson.

On her desk, she has a special tray with everything she needs in it. It has taken her a few years but she knows how to use the remote to switch on the projector (albeit she calls it a ‘presser’), and on a good day 32

can play a video with sound coming out of the loud speaker. When she is feeling adventurous (which is not often) she may even try a Kahoot.

And now she is stuck at home with something called Teams, and a whole load of teaching materials that were designed over many years for students to complete in the classroom, that allow them to interact with her and each other, ask questions, discuss answers, with big and little whiteboards for when the words run out and the diagrams have to begin.

So my initial response was very much like a student when they are presented with something that they do not want to do, and that is hard for them (i.e. I sulked and made excuses). Then I asked my mates (they are good mates, my colleagues) and they kept explaining things many times in very patient voices, never tutting or sighing or rolling their eyes when I asked yet again, ‘Which button?’ I think I

have finally got there. I was truly gobsmacked (northern expression - look it up) when some student feedback claimed I had provided ‘excellent online lessons’ and that I made the ‘the transitioning to online learning smooth and stress free’. Thanks whoever you were, I owe you at least a Freddo Frog when we get back to school.

So how would I sum up my performance as an online teacher? I think I would say I have been a ‘disappointment’ and I would get a sad face emoji on my personal whiteboard. But I have (re) learnt something, and that is that sometimes we must do things that we didn’t choose, and that we are really not very good at. And even if we work as hard as we can at them, the best we can aspire to is average. So -probablythe only person who is proud of me as a ‘remote’ teacher is me. But I do now have 74 apps on my phone and what’s more I even know what they’re for (well most of them anyway!).

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THE STAGES OF LOCKDOWN MRS GERAGHTY GREEN

Stage one – the ‘virtual’ classroom.

until now. The second that I start a live lesson, he gets up and starts shouting at me.

Loudly. So very loudly. And it could be for any number of reasons. He wants to go out. He wants to come back in. He wants food. Or Water. Or milk. Or just to be walked back to his cat bed in the living room. Yes, you read that right – he likes to be escorted places around our house. I think he might be worried that something will spring out of a cupboard and attack him so he wants a personal bodyguard.

Now I say ‘virtual’ but actually it’s not. In reality it’s a console table in my living room that I’ve re-purposed into the teacher’s desk, like in Rm2. I’ve taken a chair from the kitchen to be my seat which is making the most horrendous divots in my carpet. I’ve also finally been able to realise my long held (not so secret) desire to be the crazy old cat lady that brings her pet into work with her. The living room is where my elderly cat Kato likes to hang out. If I teach you, then you’ll already know that because he clearly has a bit of a stage diva spirit inside of him, that was never realised

Stage two – keeping busy.

I’m a person who thinks fast, walks fast, talks fast. With nowhere to go, I’ve had a 34

surfeit of energy so I’ve had to keep busy in other ways. I know that it’s hard to tell under all the black clothes and cardigans, but I’m actually a creative sort. Art in all its forms are products of the time and environment of the creator. Seeing as this is an unprecedented time, it seemed like a nobrainer to try to establish a community where staff and students can share creations or discuss / explore works as a means of dealing with this lockdown. Check it out some time. Mr Baldock takes us on a virtual tour of tremendous works of art in the National Gallery; Mrs Hall shares baking tutorials; Mr Lloyd the world of sports journalism; Mr Tunsill and Mr Sandiford share exceptional performances and Miss Creegan and Mrs Coates have explored different artists and genres.

Personally, I could listen to Dr Matthews talk about

American theatre all day long and I can on the creative collective.

In addition, I’ve read more, watched more theatre from my living room than I’ve managed to see in London for the last two years 35

combined and annoyed more neighbours with impromptu concerts, by singing with the windows open.

teaching but doesn’t come close to the real thing. I just ask for one favour when we do meet again in class – just pretend that you can’t hear an elderly cat meowing loudly from the corner of Rm2…

Stage three – re-emergence And so here we are already at stage three. We’ve reached the moment of reemergence as we start to come out from our bunkers and cautiously dip our toes in the sea of socialising and shopping.

It’s a bit odd to not be able to hug those you love, but so awesome to see people in 3D rather than just on a screen. So far I have managed to see both current and former colleagues for walks and talks, as well as experiencing my own virtual birthday celebration complete with a harmonised (I expect no less from my family) version of happy birthday via Google Meet.

I’m even looking forward to seeing you lovely lot back in Rm2. Virtual teaching is better than no

The Recommended Fiction Reading List

36

A NEW MOTHER’S PERSPECTIVE MISS AYRES

As a teacher, I have frequently joked with classes that they put me off having children! Despite this, our delightful daughter Robyn arrived early in October of 2019. Teaching certainly prepared me well for parenthood, and I have a newfound respect for parents! It is so exhausting, emotional and the hardest thing I’ve ever done. But my goodness our little girl is so worth it.

and long walks along the river, when lockdown began.

Whilst mourning for the times Robyn would miss with our extended families and friends (she has lots of cousins who were excited to teach her naughty things!), I was grateful of the time my new family would get to spend together, just us at home, with my husband landscaping the garden – our final finish to renovating our home.

We were very much getting into the rhythm of activities swimming and sensory classes, going for too many cups of coffee (justifiable with no sleep!)

In that time, I’ve been lucky enough to really appreciate watching this little girl become more tenacious, more curious and more 37

independent. We’ve found joy in the small things in life.

It really is incredible watching such a small being work out how the world fits together, and supporting her to become more conscious and engaged with nature and people. Our highlight of each day was the hour of exercise in the park where Robyn would giggle away at any dog that dashed by.

I know that we have been incredibly lucky. I’m fortunate enough to not feel too much anxiety about the virus, I’m fortunate enough to have supportive family and friends I’ve kept in touch with in all sorts of ways and I’m fortunate enough to have a space big enough to not feel too overwhelmed by being at home for so long.

Counting these blessings really made me wonder about other people, and encouraged me to connect with them in a variety of ways. My sister-in-law, who works on a respiratory ward, regularly received silly texts just to add some light and humour to her day, and my

newborn nephew received some goodies in the post.

What would we have done without technology and post?!

I hope it is this lesson that we take from lockdown. I hope we support more. I hope we judge less. I hope we celebrate together and pick those up that need it. I hope we share more and I hope we fight for what is right and I hope we learn more.

This is all the more pertinent of late. Robyn’s cousins are of mixed heritage and they are already taking pride in being able to educate her on the history of black lives, so that she can take a stand for what is right. Character, integrity and community are what truly matter.

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LANGUAGES IN LOCKDOWN - THE PAINS, JOYS AND STRUGGLES

K. COLDWELL

have been even more of an issue than they are for every other subject in the school. Learning a language is difficult enough when you aren’t talking to the class over an intermittent internet connection, while trying to string together a sentence using the subjunctive without being interrupted by your family, and, frankly, I can’t say I ever wished for that to be a part of my Spanish learning experience (the interruptions and the failing signal, not the subjunctive). These problems pester us on a daily basis, in all subjects, I’m sure, but languages are uniquely challenging as they’re pretty much the only subjects where a back and forth conversation

I’m sure this magazine is crammed full of articles about the quarantine, and its every possible angle, so when I was asked to write one, I thought I’d pick a topic many could relate to – the struggles of studying A-level languages in lockdown.

In a subject which essentially revolves around communication, the communication barriers introduced by online learning 39

with the teacher is actually a part of the assessment.

My Spanish class is small – I believe it’s one of the smallest classes in the school. There’s only three of us, which you could consider to be a blessing or a curse, and that goes for our online learning too. Having a small meeting of four people is the only way any sort of speaking practice would even be feasible – if I was in a Spanish meeting the size of my Geography classes, for example, most people would struggle to get a word in edgeways.

However, when someone in the class has some sort of an issue, be it microphones, connection issues, or their dad having a very loud conversation right next to them (no names mentioned), it leaves only two of you to answer any questions.

This leads to some very, very long awkward silences when neither of the two surviving students can think of the answer.

The lack of face to face contact and the awkwardness are just two minor issues I personally have with a subject which is full of benefits. I do genuinely enjoy studying Spanish. Having a small class to just talk about a

variety of subjects is a great way to break up the day. The reasons I’ve struggled with online Spanish, are the exact same reasons why I find real life Spanish enjoyable; the small class size; the casual, face to face conversations and even the awkward silences when no one wants to speak. However, it is not a format that can be used online very well, especially during a global crisis.

The transition to online learning has been difficult, I think we can all agree, for every student, teacher and department. It may have been difficult to different extents, but I am yet to meet someone who has not had some sort of an issue during the last three months. I know I have personally had my ups and downs, especially when it comes to schoolwork. I hope that everyone has managed to get through these rapidly changing times without too much of a struggle, but, at least, when the going gets rough, you can always find comfort in the fact it could always get worse, since you (probably) don’t do a language at A-level.

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EUROPEAN CULTURE IN LOCKDOWN - AS SEEN FROM A SOFA… J. SPENCE

Highlights of European Theatre The closure of theatres as a result of the coronavirus pandemic has had a huge impact on the arts sector, and has made many of us realise just how much we cherish the opportunity to experience live performance, surrounded by others who are equally captivated by the action on stage. Theatre has always been very much a collective experience, and as lockdowns were imposed across Europe earlier this year, and it became clear that it would be impossible to experience theatre together for quite some time, venues worked tirelessly to continue broadcasting

quality drama, dance and music to the masses. Although something of the charm of live theatre is undoubtedly lost in it being filmed, the release of these performances captured on video has certainly helped to bring the joy of theatre to theatre-addicts and also to newcomers. I for one could never have guessed that I would be able to dart from The Royal Opera House, Covent Garden, to the Bolshoi Theatre, Moscow, to the Opéra Bastille, Paris, all in the space of a weekend under lockdown!

Theatre should be accessible to all, and the effort of theatres across Europe and beyond, to 41

get theatre to the masses in recent months, despite the hugely difficult situation they face with no box office income, is worthy of enormous praise.

Here are just a few of the virtual theatrical experiences I’ve most enjoyed from my sitting room…

their own diagnosis and cures.

Whilst the king (excellently played by Mark Gatiss) has recovered from his illness by the end of the play, we are left with a poignant image of the fine line between a king and a man – beneath all the regal splendour, Bennett reveals a man just as human as any of us, and one just as susceptible to being thrown off balance by change, illness and the pressures of the outside world.

The play which stood out the most for me, from the Comédie Française’s offering, was Christian Hecq and Valerie Lesort’s adaptation for the stage of Jules Verne’s novel, Vingt Mille Lieues sous les mers. This tale of life deep beneath the sea aboard a submarine, with a very eccentric captain, was brought to life by the use of some very expressive puppets which, to often hilarious effect, embodied the diverse sea-life

Drama The ‘National Theatre At Home’ scheme has seen a new play from the National Theatre Live archive, released every Thursday evening to watch on YouTube, and it was through this scheme that I was able to watch Alan Bennett’s The Madness of King George III. The play traces the rapid deterioration of the king’s mental state as he grapples to keep up the illusion of being a capable ruler, and is treated (to varying degrees of success) by three doctors, each with 42

visible through the porthole of the submarine. In fact, as soon as an actor left the stage, he went around behind the backdrop and became a puppeteer. It goes to show just how much can be conveyed to an audience without the use of language, and thus how easy it is to appreciate and enjoy a piece of theatre in a foreign language, even if you don’t understand every single word which is said!

in the first century BC (cue some very impressive solos for Spartacus, with his hands bound in handcuffs, or even with a dagger in each hand).

Set to Khachaturian’s sweeping score, which balances the infectious energy of rebellion with some more tender moments like the Adagio of Spartacus and Phrygia (you’ll definitely have heard it somewhere before!), there seemed to be something very fitting about watching this ballet being performed in the country in which it was born.

Indeed, there are those who argue that the story of the rebellion in the ballet is an allegory for an uprising of the Russian people against their own Soviet oppressors – but however deeply you choose to read into it, the ballet remains a masterpiece, and an excellent exposition of the incredible technical skill and flair of the dancers performing it.

Dance

It was a real treat to watch Spartacus as part of the Bolshoi Theatre’s streaming programme. This ballet premiered in 1956, and was thereafter rarely performed outside the Soviet Union; it follows the story of Spartacus, the leader of a slave uprising against their Roman oppressors 43

I enjoyed watching a ballet which I was new to, from the Royal Opera House in Covent Garden – Kenneth MacMillan’s Mayerling. The 1974 ballet centres around the 1889 Mayerling incident, in which Rudolf, the Crown Prince of Austria, was found dead along with his lover Baroness Mary Vetsera, at his hunting lodge in the village of Mayerling, in Austria. The events leading up to this apparent murdersuicide, are explored through the ballet as we see Rudolf becoming increasingly agitated, depressed and unloved at court – it is when he meets and falls in love with Mary Vetsera, who shares his fascination with death, that Rudolf really comes alive. They make a suicide pact and the wheels are set in motion to drive the ballet to its dramatic end. MacMillan was a strong believer that ballet should be used to mirror and explore human emotion in its rawest form – far from the fairy-tale worlds of Sleeping Beauty and The Nutcracker. Such gripping drama was excellently created

by Steven McRae and Sarah Lamb in the lead roles, neither of them appearing at all to tire

in their journey together towards a tragic end, despite their hugely emotionally and physically demanding roles.

Music Whilst BBC Radio 3 has been unable to broadcast its usual live concerts from around the UK each evening, the station has been delving into its archives to put together its own unique concerts. One such performance which stood out for me, presented as part of the ‘World Environment Day

Concert’, was An Alpine Symphony by Richard Strauss, recorded live by the Bavarian Radio Symphony Orchestra and conducted by Mariss Jansons.

This tone poem tells the story of the ascent of an alpine summit, from the calm beginnings at sunrise, through 44

pasture (complete with cow bells), into the thicket, where the walker becomes lost for a time, and across a glacier to the summit. No sooner has the climax been reached however, that a storm starts brewing, and the walker must descend in a hurry as the wind howls and the rain beats down around him; as he reaches safety at the bottom of the mountain, the storm calms and the piece ends as the sun sets. Strauss wrote for an orchestra of huge proportions – the onstage brass number eighteen, with a further sixteen offstage in the wings, who play for only a few minutes within the whole piece to imitate the sound of a hunt in the distance, whilst the percussion section includes both a wind and a thunder machine. The sheer expense of gathering such a large orchestra is undoubtedly justified by the vast soundworld created when this piece is played well, though – in this recording, we are swept seamlessly from the precarious moments on the ascent to the euphoric arrival at the summit, and from the tumult of the storm into the peace of the night. Press play, close your

eyes, and you’ll be taken on this incredible journey.

Finally, one of my biggest cultural highlights of lockdown was watching Il barbiere di Siviglia from the Paris Opéra Bastille. This farcical love story sees the Count Almaviva try to gain access to Rosina’s (his lover’s) house, against the wishes of Rosina’s overprotective guardian, Bartolo. In order to do so, he enlists the help of Figaro, (the barber of Seville) and the Count, in a range of disguises, attempts to see Rosina. The rotating set of this production was a feast for the eyes, and really brought Seville into the theatre as we saw the intricate plot unfold. There were points when I just sat back and thought how absurd this all was – opera singers singing in Italian, pretending to be Spaniards, and subtitled in French! But then again, I suppose that’s opera for you…

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CLUBS DURING LOCKDOWN A. LABANA

Starting after the Easter holidays, clubs and societies began to transfer to Teams so we could still stay in touch with one another. We have many new clubs, which I personally hope will carry on at school in September.

After all, we must stay together if we are to stay safe and sane during this peculiar time. I, like others, were beginning to get bored and needed some extracurricular activities. So in this article, I will explain how the clubs operate and give reasons to join them, if you haven’t already.

using Microsoft Teams. And now we have clubs on Teams! Most subjects have a club of their own or a club which uses techniques from that subject (e.g. The English Team will send us things to do with the Reading School’s Creative Collective club).

They will usually show you what the code is to join them on the information about the club. However, if you’d just like to have a look at a few clubs that you might want to choose from, you can simply click/tap on ‘Browse Teams’, where it will take you to a selection of different club teams you can join.

How clubs operate Why should I join a club?

During the lockdown, we have been learning online 46

much because of things that the older students have taught us.

Now, I’d like to end this newsletter with a few quotes from students in 7S, as I think that it might provide some motivation.

“I think that clubs during lockdown are a very good idea as they allow people to communicate about the things they like doing and helps keep us entertained.”

By Conor Kingston, 7s “Well I think the clubs are really fun and the teachers are doing their best to make them as interesting as possible. I like how that clubs that we used to do in school can be done at home virtually but also the introduction of some new clubs as well.” By Akash Ramesh, 7s

Joining a club is the ultimate way of making new friends with older students or younger students. But you may be asking why during lockdown? Many people I’ve spoken to have said they are getting really bored at home.

That’s not true for everyone, but still it’s a nice way of keeping the spirits up during lockdown. Plus, it keeps people from going insane! So please, I urge you to join at least one or two clubs now, as I can tell you from experience that it is one of the best things going on during lockdown, and it has also allowed me to learn so

Thank you for reading my newsletter and I hope that you and your family stay safe during this very strange time!

Have fun!

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DIFFERENT, YET THE SAME ‘THE ASSISTANT’ AND ‘THE LIGHTHOUSE’ R. SANDIFORD

For two films which would seem completely different, ‘The Assistant’, about the experiences of a woman in an exploitative workplace, and ‘The Lighthouse’, about two men trapped on an island driving one another insane, it is surprising that both films manage to conjure up a remarkably similar sense of dread, yet through completely different means.

‘The Assistant’ (released in January 2020 and directed by Kitty Green) opens with almost 10 minutes of near silence, as the titular assistant Jane (played by Julia Garner) makes her way to her deserted office building, the New York branch of a film production company, clearly based on Miramax and Harvey Weinstein. It’s through this silence that ‘The Assistant’

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tells a compelling story of exploitation of women in the film industry.

It explores a day in the life of a woman working in film production, and after she has wandered around the office in the twilight of the early morning setting various things up, Jane goes through her regular duties: setting up meeting rooms, printing scripts, greeting guests and higher-ups in the company, and so forth. Through these mundane actions Jane, as well as the audience, uncover a creeping suspicion that something is deeply wrong in this company, yet every other person in the company either treads around the subject or jokes about it as if it is completely normal and acceptable.

Everything, from even a discarded earring on the table to other mundane items, makes it clear that there is a seedy underbelly to what goes on at this company.

We never actually see the boss of the company, and indeed hardly ever hear him. He is not even named, yet his influence is present in every scene. He is powerful without needing to demonstrate it by even appearing on screen. Almost everyone in the company knows what he does, and yet nobody points it out as being unacceptable, a clear demonstration of the power that men like this unnamed boss and Harvey Weinstein hold over those that work for them, as well as shining a light on the culture that allows this repetitive abuse to go unpunished for so long.

Throughout the film, the audience feels a mounting sense of dread as you begin to question what Jane is going to do with this information. It’s a testament to the skills of Julia Garner, that we can almost see her thought process in every single scene, despite her saying very little, the dominant sound being not her but the jovial chatter of her colleagues, or else silence. You almost feel absorbed into this stifling 49

atmosphere, as it becomes more and more obvious that there is something deeply wrong, yet Jane is powerless to stop it.

Instead, she still continues to perform her silent and thankless grunt work.

Perhaps the most important scene is the interaction between Jane and the human resources manager (Matthew Macfayden), in which she tries to explain why she thinks something is wrong in the company. Both actors are absolutely amazing in this scene, and the dread/tension that has been present throughout the film, becomes unbearable.

So real are the performances here, that you cannot help but be sucked into the plot.

What makes this film truly exceptional, is the omnipresent silence. It’s not exactly what Jane says that matters, but what she doesn’t say, and while a film in which ostensibly little happens, the silence is captivating and gives such an insight into the culture of film production and the reality of what goes on in these companies. It’s easy to hear stories such as that of Harvey Weinstein, and think, ‘how could nobody have spoken up about this’, but 'The Assistant’ illuminates precisely how these abuses are dismissed and swept under the rug.

On the contrary, ‘The Lighthouse’ (released in October of 2019 and directed by Robert Eggers) is filled with constant, inescapable noise. Be it the crashing of the waves against the solitary island, the howling winds or the long-winded tales of Willem Dafoe’s Thomas Wake, there is hardly ever a calm moment in the film.

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The constant sound is far from the only thing that eats away at the audience throughout this great film. From its first moments, one feels trapped by this film, the 1:19 aspect ratio creating a strong sense of claustrophobia, making it clear that neither the characters nor the viewer can escape this island.

This is only made more effective when the insanity of both characters, but especially Willem Dafoe, begins to reveal itself, highlighted by the closeup shots of his manic grin, dominating the entire frame, trapping you with this madman whether you like it or not.

Much of the film goes through the hard labour of Ephraim, (played by Robert Pattinson) interspersed with primordial visions and often uncomfortable discussions with his superior, Thomas Wake. It becomes clear early on that life on the isolated rock will not go smoothly, with both men descending into madness and alcoholism. The passage of time becomes unclear, and an approaching storm means that they won’t be able to receive any relief or additional supplies. Thomas and Ephraim form a strange relationship with one another, flitting between violence and love as Ephraim’s visions become more horrific, and tensions rise.

As the morals of both men become more and more corrupted, the cancer seems to spread through the island as well and the film progresses with the sense that both Ephraim and Thomas will inevitably be destroyed by their actions/obsessions, and yet it is impossible to look away. It is captivating in the same way footage of a terrible accident is. Both actors throw themselves into the roles completely, with Willem Dafoe fully committing to the persona of the old sea captain, a jolly character who quickly becomes hostile and Dafoe’s performance keeps the audience guessing as to whether he is just an infuriating person, or else a deranged maniac.

Pattinson is similarly excellent, embodying a tortured soul 51

who is gradually gnawed away at by the island, until he is very different to the man that arrived there initially.

Obsession is what lies at the heart of this film, with Ephraim becoming increasingly obsessed with what lies at the top of the lighthouse, which is a secret Thomas keeps from him. He also becomes obsessed with a piece of scrimshaw carved in the shape of a mermaid, which he finds soon after his arrival.

It’s these obsessions that drive his mental decline and the effectiveness of Pattinson’s performance is palpable in the dread that his descent causes, with the viewer understanding from his subtle yet powerful characterisation, that it is inevitable that he will fall further and further. Thomas and Ephraim, contrary to their hostile thoughts and actions, become obsessed with one another as well, adding nuance to what could have otherwise been a predictable story about the affects of solitude.

The culmination of these factors is a film in which the audience feels uncomfortable the vast majority of the time, but cannot tear themselves away from what is happening before them, as the performances and direction are so captivating. While the overall message of the film is not nearly as clear as that of ‘The Assistant', the dread it creates is almost overpowering, making it a psychological horror that is hard to stop thinking about, long after the film is over.

While ‘The Assistant' and ‘The Lighthouse’ take completely different paths, one focusing on silence and implication of an almost intangible horror, and the other exploring the terrors of solitude in a way that overpowers the viewer’s senses and thoughts, both end up at the same destination of completely seizing the attention of the viewer, and creating a strong unease which dominates both films.

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STUDENT COUNCIL - THE CLOSING OF A CHAPTER T. SHARKEY - STUDENT VOICE PREFECT across the year was exemplary, and clearly any work that the council did over this year would not have occurred without this initial dedication, so I hope everyone who was involved recognises the contributions they have made.

Probably the most significant result of the Student Council, has been the introduction of our wonderful Subject Prefects, who guide their departments in their quests to develop and improve.

At the conclusion of my tenure as prefect, I would like to take the time to thank all the councillors who attended meetings, over the course of the year, whose contributions and dedication to the body were always valuable, and I believe made a genuine difference to school life. The attendance

Furthermore, I would like to thank all the prefects who 53

attended, to both relate their perspective on their areas of responsibility, as well as take feedback from the Council. As I now know quite well, being a prefect is a busy job, and so I genuinely appreciated them taking the time to gain a greater awareness of the many areas of student life at the school, and I am pleased that the council were themselves able to reciprocate with suggestions, the most successful of which being suggestions for the way in which counselling referrals take place. Of equal note would be the times in which those outside of the student body came to deliver their thoughts to the council; though it would be fair to say that the visit of Mr Zakrzewski of Harrison's Catering was memorable in all aspects, I left feeling as if I finally understood what was going on with the system of catering, something that had eluded me for the previous six years of my education. That, I feel, is where the Student Council should focus - trying to uncover as many perspectives from around the school as possible, so as to ensure any decision is a considered one.

I must also express my gratitude for the work that Mr McGall put in, ensuring the Student Council was represented at the highest level, as well as for giving out information regarding the inner workings of the school to us mere mortals. It was much appreciated, and went quite a distance in achieving my own goal of cutting out unnecessary or unfortunately infeasible proposals from the Council. I hope his attendance and dedication will be replicated in the reign of my successor, as it was an incredible help. I would, however, like to float the idea, as I have heard it replicated at other schools, of allowing student council representation in certain senior leadership meetings.

However, I must also look back and say that there were many things that I failed to implement, chief among them being the method for registering clubs and societies, which was an excellent idea by Mr Evans. I'm afraid here I can only protest that the year I had was rather busy, so it wasn't always possible to implement them. I hope a solution to this 54

problem is found by my successor. I also would like to publicly call for a dress code for transgender students, who currently lack a means by which to square their desire to dress professionally, with dressing in accordance with their gender identity (which the great majority of us very much can do). I would also like to say that the school must do more in educating its student body on issues of racial and gender inequality, which is not to imply that the majority of the student body themselves hold objectionable views (truth be told, I don't know), but rather that the school should take a lead in promoting an outlook of which its senior leadership would be proud.

best, and I hope that everyone on the council next year continues its growth as an institution of student life.

Considering my first student council session, when taking over, was attended by just three people (of whom the previous prefect was not one), I take a small measure of credit for boosting the council's profile.

It's up to you now. 

To sum it all up, my own contribution to student life last year was rather minimal compared with that of the Student Council. I hope that, besides generating some change which may or may not be lasting, it helped students feel like they had a stake in the school's decision-making process, which is what I wished to impart at the start of the year. I wish my successor all the

M. El-Beik promoting recycling in school, on behalf of the Council.

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THE COUNCIL’S VISION P. SAUNDERS

A message from the newly appointed Student Voice Prefect The most important quality of any community is communication. The student council aims to provide a clear path of communication between the students and the school, so that everyone’s voice can be heard and affected into change. Thankfully, our student council has been excellently run and I hope that the extended absence from school will not interrupt its success in the new year, nor stop it from enacting meaningful improvements. I believe it is imperative that this point of contact between students and the school remains open and available to all; my main aim is merely to maintain the levels of participation and enthusiasm at the sessions. From these sessions, we will be able to benefit the school by making the discussed changes a reality. What those changes will be, remains to be decided by you, the school community.

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‘RIDING THE WINDS OF INSTITUTIONAL RACISM’ M. GUPTA

went viral as a result of modern technology and social media. From this, the BLM movement grew with protests taking place internationally, including in our town of Reading. Historical figures were condemned as statues were pulled down for the wrongs they represented.

Institutional racism or systemic racism, is racism that is embedded into a society or an organisation. In many cases, it leads to discrimination in work environments, the criminal justice system, in political structures, education and in employment.

Whilst the issue of racism is vast and emotive, this article focuses on the issue of institutional racism, and specifically, a recent issue

Covid-19 brought the whole world to a standstill. Yet, when people were coming to terms with these unprecedented times, the atrocity of the murder of George Floyd caused widespread shock and outrage, igniting anger, passion and fear once more. The resulting "Black lives matter" movement, brought to the forward the issues of race and prejudice.

Issues such as institutional racism, white privilege and supremacy were brought to light by a tragic incident that 57

within Britain that sparked outcry – ‘The Windrush Scandal’.

The ‘Windrush Scandal’ was the unlawful deportation of legal Caribbean immigrants that arrived in the UK from 1948 to 1971. I was inspired by a moving BBC dramatised documentary, called “Sitting in Limbo”, which brought the issue to my attention.

The main protagonist is Anthony Bryan. Anthony Bryan was eight when he came with his mother to England from Jamaica, in 1966. Anthony was part of a group that came known to be the ‘Windrush generation’. This name was given to the thousands of immigrants from areas of the Caribbean who arrived between 1948 and 1971 in Britain. The British Nationality Act of 1948 gave citizens of the United Kingdom and its colonies, status and the right of settlement in the UK. The reason behind this was to deploy labour, in order to aid the recovery of Britain, following the Second World War. So, in June 1948, the MV Empire Windrush docked in Tilbury, Essex, bringing nearly

https://www.bbc.co.uk/news/uk-43782241

500 Jamaican citizens to the UK. Lucille Thompson, Anthony’s mother, had worked as an NHS nurse for 30 years and Anthony had lived in Britain for over 50 years. Yet, for three horrendous years, Anthony’s identity and British citizenship were questioned and debated by the Home office, under new immigration laws put into effect by Theresa May, the then Home Secretary, as part of her "hostile environment policy".

For three years he was put into detention centres. For three years he lived without any pay as he was unable to legally work. For three years he was unable to claim any benefits, and for three years he was treated like a criminal by the immigration authorities.

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‘Sitting in Limbo’ is an emotive drama written by Anthony’s younger half-brother, the novelist Stephen Thompson.

With moving scenes that encapsulate the hardships faced

by Anthony and his family, the documentary addresses the issue of the Windrush scandal, and the injustice that was brought onto them.

A total of at least 83 people were wrongfully deported back to the Caribbean. One of the major problems faced by the Windrush generation was that many of the immigrants had arrived as children. As such, they arrived on their parent's passports. Although many had lived in Britain for decades like Anthony, paying taxes and insurance, they never formally became British citizens. Over time, the paper trails disappeared, and in an era which was not as technologically advanced as today, being able to produce the documentary evidence was difficult, if not impossible for many.

In 2012, Theresa May stated that her aim “was to create here in Britain a really hostile environment for illegal migration”. The policies

thereafter were subsequently called the "Hostile Environment" policies. The policy mainly consisted of ID requirements for banks, work and the NHS. Many individuals who were previously overlooked by the Home Office, were now put under pressure to provide documentation to prove their citizenship.

However, there was lots of controversy due to the belief that many of these policies were racist and targeted a particular group. In their entirety, the Hostile environment policy was a disaster. Innocent British citizens were deported and treated like criminals. Amid the tightening of the immigration rules, an estimated 50,000 long-term UK residents faced severe problems.

The Windrush Scandal raised racial issues, and many Caribbean diplomats called upon the UK to address the injustice. "I am dismayed that people who gave their all to Britain could be seemingly discarded so matter -of- factly," was a statement made by Guy Hewitt, Barbados High Commissioner to the UK.

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The government promised to compensate the victims for the unlawful actions, yet only a small portion of the victims were ever provided with a monetary payment. Anthony received a minimal award compared to what he lost. He stated in an interview, “ It cost me everything. It has cost me my job. It has cost me my home. It has cost me my freedom. It has cost me my identity.” This comment was made in the aftermath of the Windrush Scandal, when the government was questioned about this injustice. People who had contributed to the British community for decades were cast away from Britain, without a second glance, thus causing widespread criticism.

Racism has been heavily integrated into societies for centuries. Institutional racism is a current issue that is still affecting individuals.

This form of racism is often more subtle and can take place in many forms - from slight inferences, to injustice in a work environment, or in these circumstances, a government policy. The

crucial step now is to educate our future generations about its existence, and to try and address it in order to stimulate change.

"Sitting in Limbo" raises the question of what it means to be British. Does your skin or ethnicity define you, or is it what you as an individual stand for? Is it our values that matter, or else where we live, and where we have come from?

Ironically, Lucille Thompson, Anthony’s mother served the NHS for 30 years. Whilst on one hand we clap for the NHS workers, on the other hand large portions of essential workers are from ethnic minorities, and can be discriminated against by institutional racism present in British society. This must be addressed and it is our duty to act.

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A CIVIL RIGHTS SEQUENCE J. RAINFORD

I hate to say it, but it started off at slavery, But now it's going on with the cops' so called bravery.

Can’t walk down the streets, once your day is done, Without staring down the barrel of a racist's shotgun.

See a black man, get ready, shoot, FIRE. When his sister tells the story she is branded a liar.

Sisters losing brothers, mothers losing sons, Just another name on the list once the deed is done.

When is the murder and the hatred going to stop?

When's the time when a cop's knee won't be on top of a black mans neck outside the barbershop.

When innocent men won't fall asleep to the sound of POP, POP, POP. I'm so tired of seeing stories on the news, Another woman dead because the police abuse.

Tweets getting dug up so as to justify, despite the innocent man's outcry.

Eric Garner, George Floyd, saying I can't breathe, but the police held him down until he started to wheeze.

Mothers, fathers, futures they left behind, Sisters, brothers, friends, what's happening to humankind!

We're so lost, so stupid, so petty, Getting pulled over by the protectors, getting sweaty.

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Not knowing what to do, how to save your life, America, listen, they're tired with all this strife.

Their voices have got to be heard, Protest, fight, make them hear your words.

Not equal now, never were equal, So everyone tune in to the Civil Rights Sequel.

Black Lives Matter, a shameful statement, We shouldn't need to say this, there should be some abatement.

America the so called land of the Free; Well it wasn't free for them, victims to an institutional killing spree.

But now we rise, now we riot, now we fight: We are in darkness now but I see a light.

A future for our youth, our future stars, Where the government doesn’t just watch, eating caviar.

Up on their high stool, forming news hidden bans, More intricate ways to kill a black man.

A future where all lives matter, Not just a phrase from some selfish, white chatter.

A truth which needs to be solved , As a modern society, we should have evolved.

Their voices have got to be heard, Protest, fight, make them hear your words.

Not equal now, never were equal, So everyone tune in to the Civil Rights Sequel.

R.I.P. George Floyd

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HOLLYWOOD COMES TO READING A. BALAJI SUNDARAM

Blackhall Studios are a large film company in the USA, who have produced famous movies such as Venom, Godzilla: King of the Monsters and Jumanji: The Next Level, and are renowned film makers known across the world for their graphics and box-office successes. They have confirmed that they will be establishing a base in the UK, at Thames Valley Science Park, which is owned by the University of Reading.

This studio has not given away a lot of information regarding 63

to this project, but it has been said that it is going to be the "largest film studio" in the UK, and it will bring much development in our film industry.

The company has stated that ÂŁ500 million would be invested each year, and there would be around six movies produced annually. This project would create 1,500 jobs, which would be beneficial for the Reading community, as unemployment rates would plummet. Ryan Millsap, the chairman of Blackhall Studios, has said he is "excited" to be building a base in the UK. Not only will this new development be of the highest environmental standards, but it will also include a high-tech cinema. These plans depend on the agreement of the Wokingham Borough Council, and is expected to run smoothly. If the studio's plans go well, their aim is to open in 2022. This idea was formed by Nick Smith, Blackhall UK's president, who believes that Britain has an abundance of filmmaking talent, but the country is short of the technology for film production.

The studio hopes to form a long standing partnership with the University of Reading, benefiting students and, on a more obvious note, the economy of the country. Companies such as Disney, Universal and Sony are also reaching the point in which they will also expand in the UK. The problems that this development would solve would be unemployment rates in the Reading area, and also provide support to creative and digital businesses. Over the next twenty years, Thames Valley Science Park could grow this part of its site to include a variety of special companies. Of course, Reading School students also benefit from this. Who knows, maybe one of us will some day find ourselves in a movie‌  64

THE PUZZLE SOCIETY’S CRYPTIC CROSSWORD D . COOPER

A warm welcome from the Reading School Puzzle Society! We are a small but dedicated group centred around various puzzles such as sudoku, crosswords, star battles, and so much more. We meet Monday lunchtimes in room 17; feel free to come along upon the reopening of the school!

Please enjoy our homemade puzzle and join the Puzzle Society on Teams (use the code bqwv19g):

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‘THE FOCUS’

A READING SCHOOL STUDENT-RUN INITIATIVE

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PRODUCED AND EDITED BY SUYASH SINGH.

SPECIAL THANKS TO MR BALDOCK, MR WHITEHORN, MR LLOYD AND ALL TEACHERS, AS WELL AS STUDENTS, WHO CONTRIBUTED TO THIS ISSUE.

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