The 1557, Student Magazine, Issue Two

The

1557 SPRING 2022

Have you considered the "alternative pathway" of degree apprenticeships?

Celebrating Oxbridge achievements Spring issues subject spotlight: Physics

LGBTQ+ at Sir John Deane's

the pride issue

In This Issue 03

Editor's Welcome

04

Degree Apprenticeships

05

Off to Oxbridge

07

LGBTQ+ History Month

09

Cathy Jain Willis

10

Staff Spotlight

13

Subject Spotlight

15

Co-Curricular Spotlight

17

Jazz Evening Review

18

Sports Co-Curricular

19

Meet the Football Team

EDITOR'S

WELCOME

Welcome

It takes two to tango. And so, of course, we’re back for our Second edition of The 1557. As you’ll see, this is an edition celebrating Pride.

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In dictionary terms Pride is ‘a feeling of deep pleasure or satisfaction derived from one's own achievements’, whether that’s pride held by the communities here in the college and wider society, or pride held by those who have received academic, sporting and artistic success this year. We can all relate to the importance that pride has. Even if you haven’t realised it yet!

Last term, we spoke of the Diversitas group at Sir John Deane’s which has been great at celebrating race and religion in the college. This time round, in the spirit of LGBTQ+ History month, we sought to talk to some of the LGBTQ+ representatives in SJD.

Having so many students in one college allows for ourselves and journalists, Lizzie Hayselden and Izzie Sanders to explore with students and teachers what Pride means to them. Like always, as a team, we value sharing the knowledge we have learnt on our journey this last term, as well as the valuable opportunities provided by college and how Pride can be immersed with life outside of college.

The team have really killed two birds with one stone – learning even more about what goes on at SJD and celebrating this on paper.

We hope you enjoy this issue, Eva and Henry Eva Barton and Henry Noble Co-Editors in Chief

Above The 1557 Editors-In-Chief, Henry Noble and Eva Barton.

Pride is ‘a feeling of deep pleasure or satisfaction derived from one's own achievements’,

The Golden ticket to a degree apprenticeship Written by Eva Barton

“I think its useful for all students to look at all pathways before making a decision, keep your options open” This is the handy advice that Danielle gave to me. For everyone its different what they decide to do after A-Levels, the overwhelming pressure could make you go down a route because you think it’s the default option. But what I learnt from Danielle was the amazing opportunities in degree apprenticeships that are available to everyone regardless of skills, interests and aspirations.

You might be asking, what is a degree apprenticeship, in all honesty, I said the same thing when I sat down with Danielle. She summarised it understandingly as “an alternative pathway for students after college” believing that the common pathway after Sir John Deane's is full-time university education. However, every year we see an increase in student's applying for alternatives such as degree apprenticeships. She states its “vital to inform students, mainly year 12s, of the overall experience and expectations”. The main difference being for a degree apprenticeship is that instead of studying full-time, you will most likely be working four days of the week with a final day studying a university, which I may add is paid for by your employer. Though this structure will differ depending on who you work with and the type of industry you’re entering in. This therefore means your degree will last longer, between 4-5 years instead of the average 3-4, again depending on what you want to do. On top of this, you will have vital experience within a specialised industry that will be attractive to future employers and you will be receiving an apprentice salary and the same qualifications as someone in full-time education, doesn’t sound too shabby.

Even though there is a sense of glitz and glamour of degree

Danielle’s advice: The degree apprenticeship field is competitive and unlike UCAS there is no set application time and structure, this means you need to be engaged and motivated in the process. If you are considering degree apprenticeships and you would like to find out more, book a careers appointment with me”

apprenticeships, what Danielle reinforced to me is that they’re less degree apprenticeship opportunities, consequently meaning they’re harder to get into. When discussing where previous

The Careers Hub can be located in the Library, and can offer support

students have applied and been successful, Danielle stated that "We are fortunate to have local employers looking for degree apprenticeship applicants such as Bentley and Barclays. But it

degree apprenticeship or a police constable degree apprenticeship, computer science - the list goes on”.

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competitive. Which is similar in a sense to university yet there are

really covers a vast appeal of that are accessible to students aren’t just business but healthcare (NHS and private health care), the police where you can do a detective

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OXBRIDGE SUCCESS Written by Lizzie Hayselden This year has seen a record number of offers for Sir John Deane's students from Oxford and Cambridge University.

To learn more about the college's Oxbridge programme, I sat down with Rob Palin, who runs the Oxbridge programme with the Assistant Principle, Chris Capey.

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The Sir John Deane's Oxbridge programme has been set up to help guide hopeful Oxbridge applicants on their journey learning beyond the confines of their A level courses.

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While the programme does not force students to complete tasks, it offers opportunities for students to get involved with, such as; reading books, completing online courses, partaking in discussion groups, and meeting with subject mentors. In particular, the programme hopes to encourage students to confidently communicate their ideas.

This prepares students for when they sit down with an interviewer, who is an expert in the field they wish to study, making them feel capable of holding an eloquent conversation surrounding their interest in the subject. Hence why Not only does this enrichment Rob believes that students who largely benefit the personal statement and interview process apply to Cambridge and Oxford required for the two Universities, University are not necessarily the programme also nurtures the more academic but instead, natural interest the students have happen to be devoted and naturally inquisitive about for their subject.

what they wish to study, which pushes them to engage in discourse above what is expected of A level students.

For students in year 12 who may be interested but have not yet already joined the programme, Rob would like to clarify that the programme is only starting now.

Since the Year 13 interviews have finished, year 12 students can still join the programme if they wish to.

Rob believes it is better to join sooner rather than later. If you are unsure whether the programme is the right fit for you, Rob emphasises that students are free to join and try it out because you can leave the programme if that is what you prefer.

Robert Foreman for Ancient and Modern History Joshua Piper for History Molly McCall for Mathematics Harrison Cartwright for Modern Languages (French and German) Emma Higginson for Economics and Management Thomas Barnes for Biochemistry Samuel Birch for Chemistry Eliza Harris for Materials Science Elliot Hepplewhite-Ford for Physics Jacob Williams for Physics Olivia Richardson for Classics and English Nathan Griffiths for Classics and English

CAMBRIDGE Claire Cooper for Computer Science Jasmine Hardy for Asian and Middle Eastern Studies Abbie Strain for Psychological and Behavioural Sciences Emily Braviner for Natural Sciences Susie Kirsten for Natural Sciences Dan Marquand for Natural Sciences Martha Wood for Physical Natural Sciences Juliette Gilchrist for English Literature

“Words cannot describe how proud I am of them.

Each and every one of them have just been so dedicated and devoted to their subjects and that’s the passion that has gotten them through this.

I am really proud of what they’ve achieved, and I’d like to congratulate them all on their success individually and collectively because a lot of them have worked together.

This cohort all know each other and have built this little community where they share ideas and know each other's passions.”

Rob Palin

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OXFORD

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LGBTQ+ History Month Written by Lizzie Hayselden In 2005, when many of us weren’t even walking, LGBTQ+ History Month was set up by Schools OUT UK, in response to Section 28.

I wouldn’t blame you if you haven’t got a clue what Section 28 is. Section 28 was introduced by Margaret Thatcher in 1988. The law prohibited the “promotion” of homosexuality by local authorities and schools which created a culture of silence and shame. While it was removed in 2003, the effects of the legislation could be felt for years after. This is why LGBTQ+ History Month intends to encourage honesty and openness about our identities. For the whole month of February, each year we have a chance to educate, explore, and celebrate the rich history of LGBTQ+ people, events, and activism.

When I spoke to Tom Donaldson, staff lead for the LGBTQ+ society, he revealed that during his time at school, he felt the effects of Section 28 were still around. In his GCSE and A Level subjects, discussions around, sexual orientation and gender identity was nowhere to be found. There was no mandate to discuss issues affecting the LGBTQ+ community, not even in PSHE lessons. Tom reckoned that teachers, having taught when Section 28 was still in action, were unsure of how to approach the topic.

That is why when I asked Tom what more could be done at Sir John Deanes, he was happy to say that he believes the college has improved at supporting LGBTQ+ students. Still, he emphasised that the college is always doing more behind the scenes to improve its

NewNew s s

status as an ally of the LGBTQ+ community.

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He pointed out to me that one area the college is

Fortunately, the college hopes to build in more conversations as

focusing on is ensuring that staff and students feel

time goes on. I asked Tom what Sir John Deanes students could do

confident to use appropriate language, using staff

to better themselves as an ally. Speaking freely, Tom told me that

training to be proactive. Additionally, as Year 13 already

being an ally is “more of an action than a label”, emphasising having

know, tutorial sessions this year have covered gender

open-minded conversations with people in the community and

and sexual orientation. Year 12 will be having a similar

asking questions when you don’t know something because it’s okay

tutorial later this year too. Hopefully, by opening up a

not to know everything!

discussion, misconceptions can be challenged and students can ask questions if they feel a bit lost.

Still, conversations around what is left to be done are equally as important. During our chat, Tom said that “People assume that there is equality - but there isn’t equity, which people don’t consider”.

For those of you that are confused, I’ll give you this analogy. Equality is sort of like giving everyone an equal slice of cake whereas equity is recognising that some of us are full from having already eaten and others haven’t eaten yet and so, giving out differently sized slices so that everyone can be full.

This lets people reach equal outcomes.

This is why Sir John Deane's aims to not only celebrate progress and diversity but consider the work to be done and ask themselves and students who aren’t a part of the community, how can you actively be an ally? Speaking freely, Tom told me that being an ally is “more of an action than a label”, emphasising having open-minded conversations with people in the community and asking questions when you don’t know something because it’s okay not to know everything!

If you hadn’t heard, Sir John Deanes has its own LGBTQ+ society, led by Tom Donaldson. His role is to create a safe space in which students can trust they have someone knowledgeable and empathetic that they can confide in. The society is never about forcing conversation but giving students a chance to access support and a community who understand them. Tom describes his role as “being a facilitator of conversations”. One week the society will discuss a particular issue and the next, they will spend the week chatting to one another. When asked what he hopes the society will achieve, Tom confided that he wants students to have the space to discuss issues affecting their community. But also, to give students the chance to get to know one another because he

the progress that the LGBTQ+ community has made over time. In fact, this year the LGBTQ+ History Month is using the tagline “the arc is long”, shortened from Dr Martin Luther King Jr’s quote “the arc of the moral universe is long but it bends

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towards justice”, to reflect the fact that the road to true equality is a continuing and winding journey.

understands how hard it can be for LGBTQ+ students to find their tribe within life.

Finally, Tom would like to add that if students don’t know who to speak to, any member of staff will be happy to have a chat. He wants you to know that you shouldn’t feel afraid to speak up about what you’re feeling.

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During this month, the college waned to reflect on

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CATHY JAIN WILLIS Written by Eva Barton Being prevalent in the music industry is something that only seems realistic to young children; dressing in parents' clothes with a hairbrush perfectly placed in front of you in the mirror. Yet for rising star Cathy Jain this dream is becoming her reality: performing at Latitude festival, songs featuring on Radio 1 at peak time plus many more career changing developments all heading her way. I love speaking to Cathy as a friend and getting her insight into the music industry, and she has the perfect mix of a humble and unique personality.

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Who would you say has been your inspiration within the music industry?

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Lyrically, I would say I'm most inspired by Phoebe Bridges and Taylor Swift, as both women have made a positive impact in the music industry. Artists like Frank Ocean and Joji I am a huge fan of and I love what they have to offer.

Spotify: Cathy Jain

What does your music mean to you?

I would say it’s an escape from schoolwork or any concerns I might be facing in the moment. I can create a character in my own version of reality – it’s like a form of therapy, to be in a place where I can write and make my emotions come alive.

What has been the reaction from family and friends of your growing music career.

Personally, I've always wanted to do music and be in this industry, but I don’t think my parents took it as seriously as I did at the time. But now I believe in myself, my family and friends have been so supportive, but definitely surprised too.

How did you juggle college as well as producing and promoting your own music?

It was definitely easier in year 12. I've found

year 13 to be a last push before our exams so I've put music on the side temporarily and am only doing a couple of gigs. Music has always been a hobby more than anything, and then I put it over socializing with friends, but I know now how important A levels are.

What has been the highlight of your music career so far?

100% performing at festivals, latitude being my favorite. Although the performers had to camp as well, which meant I was slightly sleep deprived, seeing Declan McKenna queueing for the toilet in the morning made up for that.

Interview with, Dan Griffiths Teacher of Media Studies. Written by Eva Barton and Lizzie Hayselden

I know Dan as a media teacher and staff-lead for the college magazine.

What I didn’t know was his contribution to the LGBTQ+ community, his political involvement in a campaign to ban LGBTQ+ conversion therapy and his career starting in public relations. Our college journalist Lizzie Hayselden speaks to Dan on his past careers ad what led him to go from his participation in parliament to teach at Sir John Deanes.

My mum has always been my main role model and I would even say that because I saw her achieve success in this area. I felt like that was the natural career path for me and focused on gaining as much work experience as possible.

From this work experience, I soon learned that the area of marketing which really interested me was around how branding; how brands are created, managed and how companies reach and engage their audience.

Before teaching media studies at Sir John Deane's you fittingly working in marketing and public relations. What made you switch to a career in education?

While a Sir John Deane’s, I took two weeks work experience at McCann Manchester, which is the largest integrated advertising agency in the country, which allowed me to apply the theory I learned in my media studies lessons.

Marketing and public relations careers has always been in my family, as my mum trained as a journalist and has spent most of her career working at a senior level within the area.

During my time in industry, I was fortunate to work on a rage of different accounts, my favourite campaign was when Aldi sponsored Team GB in the 2016 Rio Olympics,

although I didn’t get a free trip to Rio like some of my colleagues did. It was really daunting leaving a stable career to start from scratch, but it was the most rewarding thing ever.

What has it been like coming back to Sir John Deane's but as a teacher?

Media Studies was my favourite subject (Sorry Rebeccah, Paul and Andy and Sarah!) as a student.

When I saw the job advertised, I felt that I had to apply. It is lovely to be back in college. For me it is a full circle moment and I feel very privileged to be in a position where I can give something back to a place which gave me so much. I am fortunate to teach such amazing students and to which I feel privileged to play a part in their education.

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STAFF SPOTLIGHT

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Aside from your role as a teacher at Sir John Deanes,

You founded a business before you came into

you seem to do a lot of activism in your spare time.

teaching? Again, what was the driving factor behind this decision?

I want to echo what Bruce said in the last issue, take every opportunity that comes to you. In university I

During my final marketing role, I experienced a

was able to take part in a global business competition,

homophobic comment by a work colleague, the

ran by the Clinton Foundation which saw me complete

colleague in question was completely unaware that

with some of the best universities in the world in order

she has said something out of line. Similar to how my

to win a million dollar price to start a new social

campaign started, it got me thinking about how more

enterprise. While we didn’t win the competition, my

needed to be done around LGBTQ+ awareness.

business plan was implemented by the United Nations and I was able to have a glass of Chardonnay with

From that comment I founded the company with a

Hillary Clinton - she gives very good hugs.

former colleague, who is a mental health counsellor. In which we worked with businesses across the UK

"It was really daunting leaving a stable career to start from scratch, but it was the most rewarding thing ever"

helping them to become more inclusive, this included

As detailed in the article in Cheshire Live, you set up

I had a meeting with Sarah, my former business

the Love Can’t be Cured campaign in opposition to

partner and we decided to make all of our resources

conversation therapy being legal.

free on an online website. We launched the Stomp

writing strategies, shaping policies and delivering a series of training and workshops.

I sold my shares in the company when I started my teaching career, however when the pandemic hit I saw many businesses having to make cutbacks in order to survive and the detrimental impact that was having on people’s mental health.

Portal last year as a place to access some top-line free The campaign started after I was targeted on social

mental health and LGBTQ+ support when they need it.

media by a company claiming to cure my sexuality - it

Since the website launched, I ran a series of free

really stuck with me as I assumed that surely, in 2020

mental health workshops both online and around

companies can’t actively promote that they claim to

greater Manchester and am looking at the possibility of

‘cure’ someone’s sexuality. I felt horrified to think that

doing something similar closer to home.

this practice was still ongoing and wanted to do something to make this come to an end.

I know there is a lot of amazing charities, campaigners and companies which do some amazing work, however I started my campaign as I wanted to do something. I spent a lot of time working with trade unions, gaining support from the Labour Party which lead to a key

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research report being commissioned by the

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government. There were many times I had to pinch myself, as I was just a teacher from Cheshire in a meeting with key government minister.

There is a lot of people to this day who are still fighting for a legal ban, however I feel really proud to say that I have contributed to it.

Interview with Head of Physics and Electronics, Garry Brawn. Written by Izzie Sanders.

In this year's spring issue, we have chosen to feature physics in our ‘Subject Spotlight’ article. Gary Brawn, head of the Physics and Electronics department at Sir John Deane’s, answered some questions about his background and the advice that he has for students considering a future in physics.

Firstly, I asked Gary some questions so that students can get more of an insight into his background and role as head of department

Obviously, teachers have a life before they become teachers. Whether it is in education or in a different career, could you explain a bit of your background before you began teaching at Sir John Deane’s?

Before teaching at Sir John Deane's I spent 5 years teaching A level Maths,

Further Maths and Physics at another sixth form college in the north west.

Prior to that I had spent 8 years at university: 4 years studying for a master's degree in Theoretical Physics, 3 years research resulting in a PhD in High Energy Particle Physics and Cosmology, and then a year of teaching training.

When you were younger, was there a moment which ignited your passion for physics?

I think I had always been interested in how things work and had an aptitude for problem solving, but it was when I started my A levels that Physics became the subject I enjoyed the most. I remember my mathematical skills increasing quite rapidly and that allowed me further and further into Physics, both the A level content and beyond.

What does a day in the life of the head of physics look like?

Most of the day is still spent teaching, but organising, preparing and planning are also key parts of the time to make sure everything can run as smoothly as possible and that everything is in place for all of the students across the entire department so as to maximise their learning and experience.

This includes things like preparing and developing practicals, refining course materials, making sure new content is added to the VLE and putting on A*, A and B sessions for students to come back and continue their work in Physics when not in lesson.

Using your experience as a teacher, do you have any tips for physics students on how best to revise for exams?

For subjects like physics, there is simply no replacement for working through exam questions (initially

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SUBJECT SPOTLIGHT

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with notes and then without) and then looking through our model solutions or the mark scheme, seeing what you got correct (to reinforce that knowledge) and, perhaps more importantly, seeing where marks were lost (either through more methods or lack of knowledge) and making sure that those marks are gained next time. Whilst making notes is comfortable (and necessary earlier in the course), answering questions is king. How does anyone ever become good at something? By doing that something again and again, making small improvements over the weeks, months and years until it becomes second nature.

Gary also told me a bit about physics, to help students who do not study it at A Level but who have an interest in the subject understand what the course involves: A level Physics is broadly split into two parts: mechanics, the study of motion, and applications of physics. The mechanics part focuses on forces and energy to begin with, then explores some ideas from material science. This then progresses on to thermodynamics and the study of gases, and then gravitational fields, astrophysics and cosmology (the study of the universe's creation and subsequent evolution). The applications of physics are quite widespread, ranging from simple electrical circuits right through to quantum physics, nuclear physics and

and maths and learning the actual science and

the uses of physics in medicine, such as imaging

problem solving skills. This is not the same as

techniques using X-rays and radioactive sources.

enjoying watching documentaries on physics; a lot of people enjoy the popular science aspect to physics,

Are there any A Level subjects, other than physics, that

but there are a much smaller number of people who

you would recommend a Year 11 student to take who

can actually explain the physics, and fewer again who

has an interest in pursuing a career in physics?

can perform the calculations.

For a career in Physics it is essential to also study A

What sort of careers Sir John Deane’s alumni have

level Mathematics. Take it from me, someone who has

gone into within the field of physics, and which

both a physics degree and a maths degree (two

universities have Sir John Deane’s physics students

separate degrees, not a joint honours degree), degree-

gone to?

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level physics is every bit as mathematical as degreelevel maths. If A level Further Maths is an option, that

We have a broad range of careers, such as PhDs in

would be extremely beneficial for the future study of

particle physics, research into medical physics,

Physics, as would A level Electronics.

teaching, all different disciplines of engineering, as well as numerate professions such as banking and

Do you have any tips for students who are thinking

finance. There are also a great many different

about going into a career in physics?

universities, including UK and USA. The UK universities typically include Manchester, Liverpool, Durham,

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You need to have 100% dedication to studying physics

Imperial, Oxford, Lancaster, Warwick and Leeds.

CO CURRICULAR SPOTLIGHT

The Environmental Society

Above An Environmental Society meeting

Written by Izzie Sanders

What is the Environmental Society?

At the society, I was welcomed by a group of students and staff who gave me a taster of a variety of the many issues which are discussed. These ranged from the amount of carbon dioxide which is being released into our atmosphere, to how we can create a more circular economy at college. If you, as a reader, haven’t heard the term circular economy before (as I hadn’'t), it refers to an environment where people waste and buy less in order to help preserve the environment.

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I was amazed by the students’ passion for finding a variety of ways in which we can reduce our environmental impact whilst at college. They believe that these steps will not only help the environment, but also help to improve the wellbeing of students and staff at Sir John Deane’s.

How can Sir John Deane’s students and staff get involved with the society and protecting the environment?

Here are some steps that the society recommends for college students and staff which may help to reduce your environmental impact whilst you are at college. These include: Using reusable masks instead of disposable plastic ones Using a reusable cup when purchasing drinks from college’s Starbucks cafes Students and Staff would also benefit from using reusable cups, as you are able to save 20p per drink if you download the Caterlink App. Plant sale project When I met with the society, they told me about the work of the local pressure group Transition Northwich, who have come into college to speak to students. Transition’s talk has inspired students to start a plant sale: students are aiming to sell plants to staff for classrooms. This will aim to bring benefits to students and staff at college. The idea for this project came when Transition made the students aware of the illegal concentration of carbon dioxide in many classrooms across the country. After looking into this, students have found that levels of carbon dioxide in UK classrooms can be over 2.5 times higher than recommended if they are poorly ventilated.

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For our spring issues co-curricular spotlight article, we have chosen to feature the Environmental Society. I sat in on one of their regular meetings on 26 January to learn more about the society, what advice they would give and what they have been doing in college recently.

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Above Some members of The Environmental Society

When potted plants, however, are located in busy

This will help to lower the carbon footprint of the food served

classrooms the carbon dioxide concentration has been

at college, as produce won’t have to travel on boats and lorries

proven to halve. These reduced levels of carbon

to the canteen. This will mean that fewer greenhouse gases

dioxide will help both staff and students to be healthy,

are released into the atmosphere from this transportation.

as high concentrations of carbon dioxide have been

Vegetables and the other plants located in the garden will also

proven to slow down cognitive functions by up to 80%

be able to be used by the rest of the college community.

in classrooms. The students, therefore, are hopeful that when there are more plants in classrooms, students

The first 2 vegetable beds of the garden should be built by

will find it easier to think. They also hope that the

after half term.

green foliage of the plants will add colour to classrooms, making them more joyful places to be.

The college garden project One of the main focuses of the society’s recent meetings has been the creation of the college garden.

The students have planned to create their garden by the bike racks at the back of college. They want the

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garden to provide a space for environmental education

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which will help to encourage biodiversity in the local area. An important part of the planned design are the vegetable patches, which the society hope will provide students with an opportunity to learn gardening skills

Above - The initial plans for the society's garden project

as they grow fresh fruits and vegetables. The students

Environmental society meet at 1pm on Wednesdays in 4F08.

want this produce to be used by canteen staff as part

For more information, email Laura Price (Price_L@sjd.ac.uk).

of their regular menu.

A night of pure sophistocation, as Sir John Deane's hosts its Jazz and Soul evening Written by Henry Noble As I drove through the golf courses towards Tarporley’s Macdonald Portal Hotel on a windy Thursday, I couldn’t help but feel that I was in for a night of brilliance. It was of course the colleges ‘Evening of Jazz and Soul’ that I was attending, which as the show’s conductor Liam Murray mentioned, was the first to commence since the coronavirus outbreak began. The night therefore felt extra special for performers and attendees alike.

After entering the Hotels Castle Suite (and being met with an appropriately long queue for the bar) I took my

but when I asked him how he felt everything was

seat. The venue was arranged with round tables

going, he responded with the simple answer “It’s

surrounded by chairs, which to me was far better than

sublime”. He reaffirmed how significant this was for

orderly, admittedly solemn rows of seats. It just gave

everyone involved given the context of the pandemic,

the event a nice intimacy.

also proud of the “jovial atmosphere” the students had created. I couldn’t agree more with what he said.

The show was opened by a few words by Liam. He

Shortly, he was back on stage and continuing with his

was great and (aside from his terrible jazz related puns

accordingly poor puns.

- sorry Liam) was on top form as conductor. You could really feel his passion for putting on a good show.

The second half shone just as much as the first. One

Later, it surprised me to hear that this was his first

teeny thing I haven’t mentioned was the

time taking on the role!

instrumentalists themselves. Each section was superb – I particularly loved the little solos that would pop up

The first half consisted of some classics (take your

every now and then, which would add that bit more

Fitzgerald’s, Sinatra’s and… Bublé?). That’s right. There

exhilaration. I enjoyed the cover of Nina Simone’s ‘My

were also some modern tracks ‘jazzed up’, so to speak.

Baby Just Cares for Me’ in particular, which featured a

A personal highlight for me was ‘Ain’t That a Kick in the

worthy piano part by Owen Hughes.

the vocalists that night were fantastic. What I also

A shameful plug for my rival college band came

loved was the response following each song. Everyone

(whose name I don’t care to mention), but my

including myself cheered and applauded the

discontent was quickly lifted by the promise of an

performers on stage.

encore! What better way to end the evening than a Stevie Wonder track. All 7 vocalists came on in unison,

A short interval followed, which allowed me to have a

with the audience participation also perfectly rounding

short catch up with Liam Murray himself. He was

off the night.

clearly the man of the hour,

Events

Head’, sung by the charismatic Archie Pytches, but all

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Sports

SPORTING CO CURRICULAR

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SPORTSMANSHIP, OPPORTUNITY EVERYTHING YOU CAN EXPECT FROM SJD FOOTBALL. As stated in the last edition of the college magazine when talking to James Harthill (year 13), I do not know much about sport. But here I am again, still questioning what the off-side rule actually is and why you have to pass backwards in rugby. Thankfully I had Josh Tully (year 12) to explain it to me when I interviewed him on playing football for Sir John Deane’s. He informed me that he plays central defence and mid-field, which doesn’t really mean that much to me but i assume its somewhere in the middle of the pitch.

Like a lot of people Josh has been playing since childhood, for about 10-12 years now and it’s something he’s always known. He now plays for Cuddington and Sandiway outside of college hours along with the Sir John Deane's Boys team, with the intention of continuing football at university the childhood dream of playing professionally was more realistic and oblivious to the extreme lengths you have to go to in order to make it a career.

What I see a lot from talking to people who are involved in sports, and what Josh reiterated, is the overwhelming sense of sportsmen ship that is embedded in playing a team sport. There is also opportunities to meet new people, Josh stating “it’s crucial to my college experience”.

I have also seen this echoed by our principal Chris, who is passionate towards the extra-curricular prospects that are offered to all students.

Sports

WRITTEN BY EVA BARTON

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JOIN OUR TEAM To ensure the future success of The 1557, the editors are looking to appoint a new team to take the magazine into its next chapter. If you would like to get involved, email Daniel Griffiths (griffiths_d@sjd.ac.uk)