The Eaglet 2018

The Eaglet 2018

Artwork

Front cover: Felix Forsberg (aged 9) Back cover: Alexandra Dunton (aged 11) Child-led Learning, page: 19 Henrietta Allpress (aged 9) Humanities, page: 33 Arthur Woodhull, Tabitha Pearson (both aged 10),

Felix Forsberg and Florrie Douglas (both aged 9) Wonder Afternoons, page: 41 Alice Tomlinson (aged 8) Design Technology, pages: 56 James Chesterfield (aged 10), Ed Kirker and Evie Marchant-Lane (both aged 12),

Angus Macdonald (aged 10) and Paloma Bargh (aged 9) 57 Alisha Brown, Kit Denison Smith

and Ella Davidson (all aged 10) 60 Henrietta Newble, Electra Reeves, Laura Galbraith

and Emily Shrimpton (all aged 11) 61 Jasper Macdonald, Inigo Cunningham-Reid,

Laura Altmann, John Standley

and Rosie Stevenson (all aged 10) 62 Alice Tomlinson, Isla Ridley and Eliza Robson Brown

(both aged 8) and Leah Schut (aged 6) Art, pages: 72 Alice Sutcliffe (aged 7) 73 Eleanor Anderson (aged 8) 74 Ophelia Wright (aged 7) 75 Ella Davidson (aged 10), Jamo Morrill (aged 11),

Form 5 clay goose and Form 4 jug etching (unsigned)

Inspiration, pages: 76 Beatrice Salmon (aged 12) 78 Form 6 Blue Planet project (unsigned) 79 Charlotte Mann (aged 12) 80 Beatrice Salmon (aged 12) 81 Eloise Cross (aged 7) 82 Beatrice Salmon (aged 12) 83 Ella Davidson (aged 10) 84 Vera Edgington (aged 11) 85 Flora Smith and Vera Edgington (both aged 11) 86 Jessica Neville (aged 11) and Form 4 Trees in a Landscape (unsigned) 87 Form 5 Gustav Klimt project (unsigned) 88 Freddie Fish (aged 10) 89 Maxim Pullan (aged 8) and Zac Navarro (aged 9) 90 Joseph Srouji and Flora Smith (both aged 11) 91 Polly Casey (aged 10) 92 Jesse Rainey (aged 10) 93 Beatrice Salmon (aged 12) 94 James Hume (aged 10) and Gaia Greenwood (aged 12) 95 Tomas Fernandez Bruna (aged 10) 96 Anna Dunton (aged 10) 97 Florence Parker (aged 10) 98 Gabriel James (aged 12) and Jesse Rainey (aged 10) 99 Evie Marchant-Lane (aged 12) 100 Liliana French (aged 12) 101 David Edgington (aged 9) 102 Caitlin Blakesley and Amelia Hughes (both aged 9) 103 Jessica Neville (aged 11) 104 Isobel Standley (aged 12) 105 Isobel Salmon (aged 11) 106 Isobel Standley (aged 12) 107 Yee Yee Ma (aged 12)

Artwork photography by Josh Murfitt, www.joshmurfitt.co.uk

www.sjcs.co.uk - admissions@sjcs.co.uk - 63-75 Grange Road, Cambridge CB3 9AB

The Eaglet 2018 Headmaster’s Introduction 2 SJCS International 4 Parents’ Association 6 Sustainability 8 10 Compassionate Outreach 11 Mindfulness Outreach Mindfulness 12 13 Mindset for Learning Tai Chi & Philosophy 14 Emotions for Learning (E4L) 16 Child-Led Learning 18 English 22 Humanities 28 Charities & Community Links 36 40 Wonder Afternoons Forest Garden & Byron House Library 42 Computing & Digitally Enhanced Learning 44

Maths 48 Science & STEM 50 56 Design Technology Classics 64 Modern Foreign Languages 65 66 Boarders Choristers 68 Art 72 76 Inspiration Music 108 Drama 120 Activity Week 136 140 Sport Kindergarten 158 160 New Faces Awards 164 Leavers 166

© St John’s College School 2018

Headmaster’s Introduction 2017 – 2018 was another eventful, fun and exciting academic year packed full of achievements by individual children as well as groups, forms and teams. At Speech Day it was wonderful to celebrate these achievements and I mentioned in particular the development and progress of our Pre-Prep children which is so marked over the course of just 12 months. Again, our Form 6 leavers moved on to excellent senior schools and achieved an impressive number of scholarships. Speech Day was also the occasion to thank all in the school community, staff, parents and the Parents’ Association, as well as governors and the Master and Fellows of St John’s who give such valuable support. We also said some farewells to departing staff and their names are recorded later in the Eaglet. I’d like to highlight, though, the extraordinary service of Mary Skinner, who worked at the school for 36 years, and Dr Sarah Maxwell who gave 38 years to the school as a teacher of Religious Studies.

Our primary focus as a school is to give our children the best educational foundation from which to move on to not only their next schools but also into adulthood. This means considering the whole child and not just their academic needs. As I reflected on the year, I felt increasingly concerned about what I see as a growing degree of anxiety in society as a whole. This inevitably has an effect on parents and I worry how this impacts on our children who in turn become anxious. I’m not sure I can put my finger on exactly why this is happening; there are many triggers that can be identified and the way in which we use technology and digital devices undoubtedly play their part. I was struck by an article I came across when considering this. It comes from the Washington Post and, for those who wish to look it up, was called ‘6 ways good parents contribute to their child’s anxiety’, written by Karen Banes. For me, the article gives some timely and wise advice. Here are just three of the points from which you will get the gist of what is being said:

We all want to stand up for our kids, but our eagerness to advocate can sometimes actually raise anxiety levels. If your child shares a school problem with you, your first instinct is often to march into the school and try and resolve it. This tells your child two things. Firstly, he can’t tell you something in confidence, and secondly you don’t have faith in him to fix his own problems.

Make sure your children know you will only advocate on their behalf with their full knowledge and consent. Your first priority should be to help them find a solution they can implement without your help, every time.

Compensating for weaknesses We all want to help our children with the things they struggle with. One bad grade in maths and we engage a tutor. One issue with a bully and we buy them a book about dealing with bullies.

Unintentionally, though, we’re encouraging them to focus on the negative. Most of us get our confidence not from compensating for weaknesses, but on playing to our strengths. Those of us who are truly happy with our adult lives have learned to do the things we’re good at and not stress about the rest. We probably delegate or outsource the things we’re really bad at.

Children can’t always avoid their weak areas, but by focusing on strengths we build self-efficacy and confidence. Next time you’re tempted to spend the weekend researching maths tutors because your child is doing poorly in maths, consider instead spending all weekend doing things he’s good at. His sense of confidence and competence will return. It may even carry over to his next maths class.

I know as a parent I can be part of the problem or part of the solution. And more often than I care to admit, I’m in the wrong camp.

From September 2018, I take on the role of Chair of the Choir Schools’ Association. This is a small organisation of about 40 schools across the country and abroad who educate choristers in Cathedral and College foundations. I invited the MP David Lammy to speak at our conference in May 2018 and it was inspiring to hear him talk about how gaining a choristership to Peterborough Cathedral, having been brought up in a deprived area of Tottenham, transformed his life. The opportunity to touch excellence, as he put it, has never left him and, of course, he wishes some of his constituents who spend their time in gangs and fighting each other with knives could have an opportunity to aspire to excellence in an area which is more productive and for which they have a passion.

Your child’s anxiety is not your fault, but it’s possible that some of the parenting practices you’re most proud of are actually making things worse.

Our choristers at St John’s are so fortunate to have such an excellent musical education and my hope is that this excellence is something the whole school aspires to in every area.

Caring too much

As a school, we want our children to be their best selves without feeling the wrong type of pressure which leads to low selfesteem and confidence. We want them to be the best thinkers they can; to be kind, honest, creative, independent, thoughtful and mindful. We passionately believe that we will get the best out of children if we nurture them, make the school environment a safe place to make mistakes (and make no mistake, learning comes through making mistakes, not by getting everything right the whole time) and a place to find the joys of learning. We don’t believe that they will fulfil their potential by continually being assessed and examined and pressurised into achieving particular levels at certain times which fit some ill-considered timeline.

Twenty-first century living is taking its toll, and many kids are finding it hard to cope.

The number of children dealing with anxiety has been increasing steadily for decades, with up to 25 percent of teenagers now suffering from diagnosable anxiety disorders.

When your child comes home from school with tales of mean girls, aggressive boys and insensitive teachers, you feel for her, and often you let it show, but maybe you shouldn’t. Our kids feed off our emotions and get more distressed when we’re distressed.

When my daughter communicates her worries to me, only to have me start worrying too, it definitely makes things worse.

She needs me to be strong, but instead I inadvertently send the message that anxiety is the ‘right’ reaction to her problems.

Difficult though it is, we need to keep our own anxiety in check while sympathizing with theirs. We have to be the emotional rock: the person who understands, supports and (if asked) advises, without ever showing that their problems make us feel anxious too.

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Advocating too hard

The Eaglet 2018 ~ Headmaster’s Introduction

We know that all children are different, just as we adults are all different; they will flourish at different stages of their lives; and that education will involve times of difficulty as well as those eureka moments. Our leavers yet again are shining examples of what can be achieved when you get education right. They have taken exams in their stride and achieved so much besides. And it is the memories of those other achievements which I venture to suggest will remain with them for the rest of their lives.

Our project in China (overleaf) has been quite an eye-opener for me. Who would have believed that a country which in the past has prided itself on its position in international league tables is looking at education in a very different way? I would never have thought that I would have a conversation with the Head of Early Years in a Chinese province about the importance of learning through play rather than children being schooled in numeracy and literacy as soon as they start talking and walking. This came from him and not from me. The Chinese are concerned about mental health issues and the suicide rate amongst their young people and they understand from where these problem originate.

At St John’s we understand the value of play-based learning when the children are young and we also believe in the value of child-led learning for years after. Our children’s childhood and their mental health are too valuable to ruin by putting the wrong pressure on children at the wrong time. We are not in the business of turning out robots but valued and valuable human beings. Don’t misunderstand me, there is nothing wishy washy about this. As the children get older we hope they will understand the virtue of hard work and the fact that anything worth doing doesn’t come without a degree of graft and sacrifice. The choristers and their parents will tell you all about that. We want children to achieve their potential but they will have got there by a carefully considered and caring route which aims to instil a lifelong love of learning.

So, looking to the future, we have four areas of focus as a school. First is the pastoral care and well-being of the children: to help them navigate the ups and downs of childhood and those moments where things don’t go quite so well and the world doesn’t seem quite so black and white anymore, as well as equipping them with the resilience they will need in later life. Secondly, teaching and learning: we want a school where children can be philosophical and curious in their studies, be inspired by creative and passionate teachers and build foundations which will encourage them to continue learning for the rest of their lives. Thirdly, sustainability and outreach: we want our children to understand the world around them and our impact on it. We want to hear their ideas about how to be more environmentally friendly and put their words into action.

And we want them to have the opportunity to look out and see the world beyond the four walls of their school. Fourthly, we want them to be able to have the experience of a St John’s education in surroundings and buildings which are conducive to the best education today.

“It’s OK to be stressed, scared and sad, I certainly have been throughout my 66 years. I’ve confronted my biggest fears time and time again. I’ve cheated death on many adventures, seen loved ones pass away, failed in business, minced my words in front of tough audiences, and had my heart broken.

I know I’m fortunate to live an extraordinary life, and that most people would assume my business success, and the wealth that comes with it, have brought me happiness. But they haven’t; in fact it’s the reverse. I am successful, wealthy and connected because I am happy.

So many people get caught up in doing what they think will make them happy but, in my opinion, this is where they fail. Happiness is not about doing, it’s about being. In order to be happy, you need to think consciously about it. Don’t forget the to-do list, but remember to write a to-be list too.

Kids are often asked: ‘What do you want to be when you grow up?’ The world expects grandiose aspirations: ‘I want to be a writer, a doctor, the prime minister.’ They’re told: go to school, go to college, get a job, get married, and then you’ll be happy.

But that’s all about doing, not being – and while doing will bring you moments of joy, it won’t necessarily reward you with lasting happiness.

Stop and breathe. Be healthy. Be around your friends and family.

Be there for someone, and let someone be there for you. Be bold. Just be for a minute. If you allow yourself to be in the moment, and appreciate the moment, happiness will follow. I speak from experience. We’ve built a business empire, joined conversations about the future of our planet, attended many memorable parties and met many unforgettable people. And while these things have brought me great joy, it’s the moments that I stopped just to be, rather than do, that have given me true happiness. Why? Because allowing yourself just to be, puts things into perspective. Try it. Be still. Be present.

There’s a reason we’re called human beings and not human doings. As human beings we have the ability to think, move and communicate in a heightened way. We can cooperate, understand, reconcile and love, that’s what sets us apart from most other species.

But don’t just seek happiness when you’re down. Happiness shouldn’t be a goal, it should be a habit. Take the focus off doing, and start being every day. Be loving, be grateful, be helpful, and be a spectator to your own thoughts.

Allow yourself to be in the moment, and appreciate the moment.

Take the focus off everything you think you need to do, and start being – I promise you, happiness will follow.

Happy regards, Richard Branson” Neil Chippington Headmaster

Finally, Mindfulness has played an important part in the school’s ethos for several years now and will continue to do so. We hear much about it and there is a growing amount of literature surrounding it, but I am often struck by how far ahead we are in its practice compared to many other places who are beginning to understand its virtues. A colleague recently sent me this reflection by a well-known business man who was not regarded for his attainment levels at school. It has been spread widely but I have quoted a small part of it here:

The Eaglet 2018 ~ Headmaster’s Introduction

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SJCS Nanjing A new nursery to share the St John’s ethos abroad The school has embarked on an exciting project with a Chinese partner to open a nursery school (ages 3 – 6) in Nanjing, China.

This has been 18 months in the planning and with the blessing of the St John’s College Council and the school’s Governing Body, we launched this new school in May and it will open in November 2018. There is a high demand for nurseries in China since the abolition of the ‘one child only’ law. The Chinese are looking for the very best in nursery education and are very open to the more holistic approach to education we have in this country and particularly in the pre-prep education at St John’s. St John’s College School, Nanjing, will be founded on our ethos, with the Emotions for Learning curriculum at its core. There will be an emphasis on an holistic and playful approach to education.

From the outset we have seen the potential of the project to create cross-cultural links for the children here in the UK and in China. It will contribute to our outreach programme which aims to share our philosophy with others and which we believe gives children such a good start to their educational journey. The income generated will go towards financing bursary support for children in the UK and will also help to fund the extension of our outreach programme in this country. We hope that our partnership with China will have a positive impact on our children and give them a link to another culture where both sides can learn from each other.

We have already seen the benefits of this with the school we are supporting in Ghana. We want our children to be outward looking and prepare them for the interconnected global environment in which they live; this can only be beneficial to all of us in the future.

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The Eaglet 2018 ~ SJCS International

Staff from the new nursery visiting Cambridge for training

Architects’ visualisations of the new nursery

The Eaglet 2018 ~ SJCS International

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The Parents’ Association Year This year has been marked by high attendance with all events sold out way in advance. It was lovely to see how many new parents and families joined us as well as long- serving loyal families. We have seen an expansion in volunteer numbers and it’s been pleasing to see how many parent helpers came forward to work on art, baking, ticket selling and organising. Also there have been some fun year group socials at pubs and cafes. We hope many more get involved next year and see what fun it is to be a St John’s parent!

Aside from the social aspect of the PA, we once again raised a healthy amount for various causes. The main charity to benefit from our fundraising was the Cambridge Children’s Charity Week. We ran an art project in aid of the charity, which saw the children at St John’s create stunning canvases which were then in an exhibition on Fun Day and at the auspicious Byard Art gallery in central Cambridge. With this project alone we have raised a very respectable amount, just over £6,500 and this money will go to small and very worthwhile children’s charities in Cambridge.

The first wonderful event of the year is always held at the beautiful Master’s Lodge. It is very special and this year it was as popular as ever, with new and existing parents. Everyone who came produced bake-off quality cakes and these were enjoyed with a cup of coffee and a raffle, raising over £1,000.

The fireworks were held on a lovely autumn evening with yet another amazing display from Kimbolton fireworks. We are very privileged to use the St John’s College playing fields for what is probably the best vantage point for fireworks in Cambridge. Once again hot chocolate and hot dogs went down well thanks to Richard Goldby and the catering team. LED glow bracelets blinked in the dark air just as the sky was lit up by blue, orange and red. The very young are always excited to be out ‘late’ and it proved again to be a lively family event.

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The Eaglet 2018 ~ The Parents’ Association Year

Opposite page (top left) and this page: Fun Day; opposite page top right: Summer Garden Party and below: Fireworks Night.

All PA photos courtesy of Lucie Milton

Despite a heavy fall of snow the Lent Event was well attended. A big thank you to all those who braved challenging weather to be there. This year we were in The Plough at Coton for a race and pub night, minus the racing as the race man was snowed in! However it felt full, warm and buzzing. There were excellent pies and desserts with a fun raffle. Most importantly Cambridge Children’s Charity raised lots of money by selling art canvases for children to paint.

For Fun Day, we were blessed in May on the Playing Field as there was torrential rain until 11pm the night before and then the skies cleared and, once again, we enjoyed a Fun Day in the sun. 650 people came through the gates and made for a party atmosphere.

Lots of folk ran a lap of the field, Fitzbillies judged beautiful bakes, children bounced, wrestled Sumos, kicked footballs and charged around with an ice cream. Luckily the adults could stand back with a Pimms in their hand and quietly browse the book, clothes and plant stall. Of course none of this would have been possible without 60 willing volunteers to run all the activities as the Fun Day is a mighty team event.

The PA Evensong was a lovely evening as always and served as a reminder to go to listen to the Choristers more often. The Master at St John’s College was most accommodating as, due to rain, we set up drinks and eats in the Lodge. A thank you to all St John’s College staff for helping and allowing parents and children in. The PA worked hard, serving canapés and drinks to parents and children. Luckily the rain stopped enough at the end to allow us all to go outside and admire the beautiful summer garden. You really can’t beat strawberries on the lawn of a Cambridge College! The collection was generously donated to Youth Music.

The final event of the year, the Summer Garden Party, was a chance to say farewell to four members of staff and to thank everyone that works at the school for all their hard work over the year. Under the willow tree parents and staff socialised happily in the sun with a glass of fizz and delicious home-cooked canapés created by our catering team. Ollie Lepage-Dean treated us to the joys of the Rednotes – what talent; it was a very special treat. The chatter was interrupted by speeches from the Headmaster, the CoChairs Emma Anderson and Claire Mackenzie, and the four departing teaching staff; Katharine Russell, Barbara Lonergan, Mary Skinner and Sarah Maxwell. It was a joy to hear some lovely stories from their years at the school, from 1 to 38 years, and to learn that we have such talented and enthusiastic staff teaching our children. The grand finale was Sarah Maxwell’s solo Art is Calling for Me (I want to be a Prima Donna), which was utterly spellbinding.

Thank you to everyone who has supported the events and made each and every one memorable. The PA really looks forward to another year full of entertaining events and to getting even more parents involved in the organisation of the year group socials.

PA Co-Chairs - Claire Mackenzie and Emma Anderson

The Eaglet 2018 ~ The Parents’ Association Year

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Sustainability At St John’s we aim to foster the aptitudes and nurture the growth of each child so that they can become their best selves. To be one’s best self involves being compassionate and aware of the world so that one has the skills, ability and courage to re-envision the world and take action to right what is wrong. We want to encourage our children to find their ‘voice’ and to understand that they can make a difference. This is the aim of our sustainability development, which is a long-term development over the next five years and beyond.

‘Sustainability’ is used in its ‘integralist’ sense to include environmental issues as well as humanitarian concerns (social awareness) – care for the world and for each other.

In addition to our ongoing support for the work the Humanitas charity does in Ghana and raising environmental awareness amongst the children through the Recycling/Upcycling club, carbon management and the United Nations’ Global Goals, the outreach element of our sustainability programme has been launched including pupil-led activities such as Compassionate Action in the local community and sharing our Emotions for Learning and Mindfulness programmes with local schools. Through the Pupil Forum we encourage the children to find their voice and learn the skills necessary to affect change in their own community.

Sustainability & Carbon Management

Global Goals

We worked on sustainability and carbon management. We were split up into three groups: transport, reducing emissions, and green energy.

Each group was given a task to handle, such as solar panels, feasibility, and grants. My group was assigned the task of the overall project of solar panels. I enjoyed every bit of it, from helping reduce our carbon footprint, to finding out better ways to create and use energy. By the end of term (and after a lot of hard work), two pupils out of each class were chosen to present in front of the Governors, I was so excited when I was one of them. I thought we all worked wonderfully together in creating our slides and proposing to the Governors, and I would love to undertake an assignment with them again. On the day we finally presented, I was fairly nervous but the experience was so exhilarating and enjoyable that | nearly forgot. It is not like everyday I would get the opportunity to present to Governors and for that I am thankful.

I really enjoyed all of the Global Goals posters around the school, I felt that they reminded everybody about all of the children who needed our help. Whenever I see someone throwing crackers away in the bin, I always think about how much we aren’t appreciating our food. It’s truly shocking the way that we treat food waste, imagine how much the homeless people would appreciate theirs. In 2030 there is estimated to be more plastic in the sea than fish, which is shocking and ridiculous. We also want to tackle issues like poverty, gender inequality and quality education. These are all important things that we can hopefully achieve by 2030.

There are a lot of other things that are also important. Don’t forget to throw away your wrappers at break and put back your reusable leftovers.

Amelie Matthews (aged 11)

Scarlett El Refaie (aged 11) Everyone has really benefitted from learning about sustainability and carbon management. The aim of the lessons were, in groups of 4 or 5, to work on projects which would be presented to the Governors. We were given around 5 hours, spaced out throughout the summer term, to work on our presentations, and then we were to pick three main proposals. I was lucky enough to be one of our groups two people proposing every group’s main proposals to the Governors. It was an amazing experience, and I think that sustainability is essential in our school.

Vera Edgington (aged 11)

We learnt about the Global Goals. They are twenty seven aims the UN wants to achieve by 2030 to make the world a better place. They tackle things like climate change, poverty and inequality. We focused on food waste and what we could do to stop it. We reviewed a few ordinary meals and linked them to other Global Goals. In school as well, the teachers have been encouraging us to eat all the food on our plate so as not waste food.

Hannah Wicks (aged 11) Form 6 researching environmental issues such as plastic pollution

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The Eaglet 2018 ~ Sustainability

Recycling Club

Gardening Club

We started a recycling club and we meet up every Thursday lunch. In recycling club we think about specific Global Goals and how we can make our school better environmentally. Right now we are focusing on how we can reduce food waste with composting but to help it could be something as simple as getting smaller portions of food at school or not asking for something you don’t like. We are in the process of getting recycling bins for glass and cans as well as our paper bins. We our also doing a presentation to the Byron House children about how to recycle effectively and how they can help us with recycling every day. In future we are hoping to get a composting machine to get rid of some of our food waste and to sort the waste into different compartments, such as paper, plastics and leftover food.

“It takes a long time to grow the plants but afterwards it’s rewarding.”

Tess Woodhull (aged 11)

Theo Pafitis (aged 10)

“It’s fun, enjoyable and therapeutic. I like growing the potatoes.”

Isla Thompson & Eleanor Pottle (both aged 10)

“We spend time weeding and taking out the nettles and caring for the Forest Garden.”

James Gleadle & Amelie Brown (both aged 8)

Pupil Forum Miss Pipe runs Pupil Forum at Senior House and we meet once a week and everyone gives suggestions of how to make the school better and change or add any clubs. There is also another Pupil Forum at Byron House so the whole school is represented with what changes might be a good idea. We select who is representing each class at the start of each term with votes for who wants to be in Pupil Forum.

We have a chairperson for each term too and this person helps run each meeting.

The first topic that we came up was ‘Bring your pet to school day’ and when we started discussing it nearly everyone wanted to have a day like it, but at last we decided not to have this kind of day. We have discussed how to improve the school uniform, having library monitors, getting new resources for the Piazza and organising a Talent Show too. We have been busy!

Lily Gu (aged 9)

“We have got a brand new climbing wall at Byron House, all thanks to our ideas at Pupil Forum, and we have playground clocks too. We also have more choice of games at playtime.”

Hugo Rudd & Maks-Eamon Prempeh (both aged 8)

The Eaglet 2018 ~ Sustainability & Pupil Forum

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Compassionate Outreach One of our outreach projects for this year has been the Form 6 “Compassionate Action”. We have been teaching compassion in Form 3 for a number of years and the very definition of compassion, understood as the wish to relieve others’ suffering, led us naturally to the development of a plan for Form 6 children to take part in some action to improve an aspect of their local area. As one child said “Compassion is helping people and understanding their situations so later in life you can identify with these situations yourself”. Another child said “Compassion is the act of helping other people, being kind and being a generally good person”.

After some initial planning sessions and discussions around what Compassionate Action might look like, four groups of children formed. One group opted to paint a gazebo at a local school, another group decided to teach some Design Technology lessons to a group of Year 2 children at a local school and 2 groups went to visit some senior citizens at their local care homes. Some of these children helped to refresh a garden area whilst others performed music, poetry and spent time chatting and getting to know the residents. During and following the project the children evaluated their activities and made video diaries to record their learning.

“The most enjoyable part of talking to the people in the care home was when they sang along to ‘The White Cliffs of Dover’. We have bonded more through planning and experiencing this together.”

Yee Yee Ma (aged 12)

“When we chatted to the people in the care home and they related to what we were saying they started joining in with our songs.”

James Lewis (aged 12)

“It was so interesting learning all about their history and past and listening to their stories.”

Dhriti Popat (aged 12)

Form 6 painting a gazebo at Linton Infants School (above) and gardening at a local residential care home (below)

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The Eaglet 2018 ~ Compassionate Outreach

Mindfulness Outreach “I found finger breathing very useful and I think I might use this when I am doing a test.”

Coton School pupil

“It was a really fun experience teaching mindfulness to other children. I understand more about what it is like to be a teacher and how patient you have to be.”

Jemima White (aged 12)

“It was amazing to watch the reactions on the faces of the children as we were painting the gazebo at their school as part of our kindness and compassion project.”

Imogen Beaton (aged 12)

“I have really enjoyed the compassionate actions we have done on Thursday afternoons and also visiting a local care home and chatting to and looking after the residents there. It was a unique opportunity.”

Adam Chillingworth (aged 12)

Form 6 teaching mindfulness at Coton Primary School

“Gaia, Jemima and I visited Coton Primary School to teach Year 6 children mindfulness. The children seemed to love it and so did we. It was a really good opportunity and I noticed how much we had actually learnt about mindfulness over the years at St John’s and how helpful and calming it is.”

Charles Dawes (aged 12)

The Eaglet 2018 ~ Mindfulness Outreach

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Mindfulness “As a class, we’re already really good at calming ourselves with mindfulness. Sometimes we don’t need the teacher to guide us!”

Ophelia Wright (aged 7)

“Sometimes my mind feels playful like a happy gazelle and I use mindfulness to help me focus.”

Wenqi Cui (aged 7)

“Chattering thoughts and big feelings can create a storm in our heads and cloud our minds. Then our minds can’t focus and we can’t think properly.”

Henry Roach (aged 7)

“In KG it was harder to calm down but now we have started to develop the skills of older children and can use finger breathing to help relax and calm our minds.”

Ethan Hayes-Fernandez (aged 6)

“Mindfulness has helped me get better sleep and my exams went better than I could ever imagine because of the techniques I used to relax me.”

Finlay Stevenson (aged 12)

Above: Mindfulness demonstration to parents, as part of the E4L (Emotions for Learning) Morning

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The Eaglet 2018 ~ Mindfulness

In our ‘My Mind’ sessions we learnt about focusing and using our prefrontal cortex which is very important because that is what you use to concentrate.

We watched a video of diver Tom Daley just before he dived at the Olympics.

You could see that he was concentrating really hard to get focused.

Jimmy Diggle (aged 7) Focusing on our breathing helps calm and still our bodies and mind.

Mindfulness is when we are thinking about what we are doing right now.

Ignoring the past or the future, we just think about the present. When our ‘puppy mind’ wanders, we notice and gently, kindly and firmly bring it back.

Thomas Rowstron, Asher Wild & Ozzie Denman (all aged 7)

“Slowing our breathing down calms our bodies and minds. It gives us something else to focus our attention on when our minds are upset.”

Jessica Tayabali (aged 7)

“Mindfulness helps me when I feel stressed and it allows me to be in the moment rather than worry about what it is to come. It calms my nerves when I feel nervous.”

Isobel Standley (aged 12)

Mindset for Learning Using a different mindset for learning when you are working really helps you to think carefully about what skill you need to focus on to help you in that particular lesson. It might be rigour, risk-taking, persevering, collaboration or another mindset. The mindsets also help you understand what kind of learner you are and how you learn best and also how you can improve too.

Lily Gu (aged 9)

“In English I looked back over my work and ‘reflected’ on what I had done.”

“I use ‘collaboration’ in nearly every lesson.”

“In Maths I use ‘risk-taking’ and try hard grids.”

Ilya Higginson (aged 9)

Harry Wood-Rubio (aged 9)

Matthew Chippington (aged 9)

The Eaglet 2018 ~ Mindfulness & Mindset for Learning

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Tai Chi We have had Tai Chi lessons with Cambridge Kung Fu. We have learnt to hold positions and keep that pose and we have also played really fun games too. The whole point of Tai Chi is to help focus our minds as well as our bodies and to stay healthy. I have learnt that the best I can be is actually better than I think which helps you to think positively, especially about new situations. Tai Chi has really helped me to concentrate more fully in class.

I have unlocked a lot of new skills and Tai Chi helps me calm my body down.

Archie Goodale (aged 8) In the Emotions for Learning Morning we showed our parents ‘hold sphere left’, which helps our focus and awareness; ‘push’, which allows us to push our thoughts away; and ‘roll out’ which helps us let go of stress.

Whenever we do Tai Chi it is always relaxing and time flies by. It helps you let go of all of your thoughts.

George Leslie (aged 8)

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“It helps me think about my worries which I sometimes find hard to do.”

“Tai Chi helps you to calm down and feel more aware of your surroundings.”

Matthew Chippington (aged 9)

Alexander Parkinson (aged 10)

The Eaglet 2018 ~ Tai Chi

“Tai Chi helps calm my mind down and relax in general.”

Emma David (aged 8)

Philosophy On our Philosophy Day we worked with ‘The Philosophy Man’, Jason Buckley and he asked us to think about what might be the best question ever, which was quite tricky as there are so many you could decide from. A really interesting part of the day was working in groups to write, make or create a representation of what ‘thinking’ looks like.

Alicia McDonnell & Isabel Keightley (both aged 8) My favourite discussion was the iClone. We discussed whether we should bring a cloning machine back to earth. I couldn’t make up my mind because in some situations it could be very helpful and in others it could be a dangerous and powerful weapon.

Ilya Higginson (aged 9) Philosophy in my brain is a question that nobody can answer, for it is a brain challenger and a wisdom test. It asks questions that not even the cleverest person can answer. I think philosophy is a good subject because you cannot get an incorrect answer but, at the same time, arguments are created because people don’t agree with each other.

Misha Kaminskiy (aged 9)

“Some of the questions I have particularly liked debating are ‘Is an apple alive or dead when it has come off the tree?’ and ‘What if aliens came to earth?’.”

Hugo McGurk (aged 9)

“Philosophy can be quite hard and complicated but it can also be easy and understandable. The exciting part is when we have an interesting discussion about things that could change humanity.”

Sam Clarke & Sutao Qiao (both aged 9)

“I like challenging my brain on superhard questions. Philosophy challenges the mind and creates new pathways in the brain.”

Zebedee Blackburn (aged 9)

The Eaglet 2018 ~ Philosophy

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Emotions for Learning (E4L) E4L has been developed by St John’s over many years to create a social and emotional curriculum from Kindergarten onwards, based on up-to-date research about how children’s minds and brains develop. It is designed to encourage the children to express their opinions and feelings and give them the knowledge, skills and understanding they will need to be able to think creatively and problem-solve effectively in all areas of their lives. Mindfulness teaching at St John’s builds upon the foundations laid by the E4L curriculum. The programme of lessons seeks to help the children to train their minds not to be distracted or follow thoughts that take them away from the present moment.

“We learnt the ‘Steps to Problem Solving’ and it’s brilliant to do with friends because you can really talk and sort out your own problems rather than asking an adult. It makes the school a nicer, happier place.”

Kasra Mohaddes (aged 5)

“E4L is great to use at home as well.

It calms you down and is good to use at bedtime.”

Elizabeth Dunton (aged 5)

“I like ‘Stillings’ because they are relaxing and calm.”

Alexander Holmes (aged 5)

“I like it when we talk about feelings because I like having feelings and using ‘turtle’ helps me.”

Barnaby Hill (aged 4)

Top left: KG ‘stilling’, bottom left: KG Action Story massages, right: KG turtle for E4L

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The Eaglet 2018 ~ Emotions for Learning (E4L)

Massage Course for Parents A five week massage course was open to parents with Pre-Prep children and was the perfect opportunity for parents and their children to enjoy some quiet time together. Parents had the chance to learn the Action Story massage strokes that are taught at school in E4L. Some of the benefits we have seen of massage at school include calmer, more empathetic children who are able to build up their reserves of physical and emotional well-being through touching and being touched kindly and gently. The course gave parents some ideas on how to bring a little bit of calm and nurturing touch into their daily lives with their children and also gave them some insight into how we teach peer to peer massage to the children.

“I like the massages because I feel like I’m going to sleep.”

Alice Lindsay Clark (aged 7)

“It was a great opportunity to learn the techniques which my children had already been using.

The massage is really helpful in calming the children before or in between studying time and we find the techniques useful at bed time as well.”

Current parent

“After break we do E4L and Action Story massages which helps us with our emotions by relaxing us. We can sometimes fall asleep! We taught our parents how to do the massages too, now we can all do these at home.”

Evie Oates (aged 6)

Above: Action Story massages, top: Massage course for parents

The Eaglet 2018 ~ Emotions for Learning (E4L)

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Child-Led Learning In Byron House, the children in each year group from T1 to Form 2 have continued to choose their own topic for one term each year. This year, these covered a diverse range of subjects including the Sea, Space, Sport, Films, Beaches and Oceans, Unsolved and Unexplained Mysteries, Australia and Robotics. The children are given the freedom within the topic to further their learning in areas that interest them and planning by teachers responds to this. As in previous years, high levels of motivation, engagement and involvement have been observed. The children take ownership of their learning

and can often be overheard chatting animatedly to each other about their topic outside of lessons. The child-led topics also provide opportunities to further embed the thinking skills that are taught in discrete lessons across Byron House, covering questioning, information skills, critical thinking, creative thinking, decision-making and memory skills. The purpose of these lessons is to foster higher level thinking and encourage independent, active thinking and learning skills, skills that will serve the children for life.

“I love being able to choose what you learn and how with our child-led topics. It makes learning even more fun.”

May Guttridge (aged 6)

Form 3 drawing at Wicken Fen Nature Reserve

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Form 2V flying a drone as part of their ‘Robotics’ topic

“With child-led topics you don’t just learn facts, you can find out things for yourself and figure it out.”

“I enjoyed finding out about mysteries especially UFOs, the lost city of Atlantis and the Bermuda Triangle. Learning this way is freedom.”

Edie Ayliffe (aged 8)

Vita Rainey (aged 7)

The Eaglet 2018 ~ Child-Led Learning

“I decided to sew and put bits and bobs on to create a picture of Jupiter. It worked really well and I was very happy with my creation as it features lots of different materials - thread, buttons, paint, clay, and painted masking tape.

I was inspired by my friend Toto who was painting a picture of Jupiter and I decided to sew it.

One day there were no more needles left so I decided to put other things on instead.”

Child-led Learning in Art Our child initiated learning topics have been extended this year to Art lessons in Form 3 at Senior House. Allowing the children to select the topic has generated more focused and creative work and both independent and collaborative learning has flourished.

The process of selecting the topic was democratic; proposals were debated and discussed, with common themes drawn together under unifying titles and mind maps and sketches used to flesh out concepts. Following a vote, the topics selected were Landscapes, Sculpture and Mythical Creatures. Trips to Wicken Fen, Churchill College Sculpture Garden and Kettle’s Yard helped to provide inspiration for the children’s work.

Sam Clarke (aged 9) The Eaglet 2018 ~ Child-Led Learning

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Robotics Workshop in Form 2V The children explored their topic of robotics using BBC micro:bits.

Micro:bits were introduced into the Computing curriculum last year and are pocket-sized codeable computers with motion detection, a built-in compass and Bluetooth technology, which are able to connect to a Raspberry Pi computer.

During the first activity the children created a simple sensor pad using wire, aluminium foil and a paper clip attached to a micro:bit.

They wrote an algorithm to run as soon as pressure was applied to the mat, triggering various visual and audible alarms. The children considered how this basic equipment might be improved and extrapolated for use in motion sensors to detect earthquakes.

Building on their skills, the second activity involved constructing a robotic creature where one body part had to move. The children used block code to programme the motor attached to their creations.

They filmed their efforts, using the footage to review their work

“We had robotics workshops, made and programmed Lego robots and I loved every second!”

Cosimo Cavaleri (aged 8)

“Did you know that robots were first mentioned in 320 BC by the famous philosopher Aristotle?”

Jack Borno (aged 8)

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The Eaglet 2018 ~ Child-Led Learning

‘Beach Clean’ & Royal National Lifeboat Institution Trip

“We went to the beach as part of our child-led topic. I enjoyed looking at the shark remains that we found when we were beach hunting. I found a fossil which I was happy about.”

Alyse Bains & Sulayman Jawaid (both aged 6)

“I love learning about our beaches and oceans and all the different species living inside them, like coral and tropical fishes. It is also fascinating how the RNLI saves lives at sea.”

Lucy Keightley (aged 7)

“I enjoyed the RNLI Centre because they told us how the boats got released and how much work it takes to drive the hovercraft.”

Imogen Youngman (aged 7)

The Eaglet 2018 ~ Child-Led Learning

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English Sixth Form Poetry Evening All of the choral poems were extremely funny and there was some beautiful poetry from all of the year. As the Owl, from The Owl And The Pussycat, I felt very slightly self-conscious but once it was over and people had stopped ‘awww-ing’, I felt completely fine. I think that the Colonel Fazackerley was the most hilarious poem of the evening. It is such a great evening and it’s really good that it gets to happen every year.

James Buttery (aged 12) Poetry Evening was a fun, enjoyable experience. It was very nerve racking but gave me more confidence in public speaking, which is quite a big part of life. My class poem was The Owl and the Pussycat and I loved this poem and especially how we performed it in such a fun and creative way.

Evie Marchant-Lane (aged 12)

“I liked Poetry Evening because I was on stage as myself. My favourite part was performing ‘The Owl and the Pussycat’ because it was fun to perform the poem with my friends. I also enjoyed learning about the different transitions in order to let go and receive the spotlight of the audience’s attention. It was a very relaxed evening which I particularly liked.”

Lucy Davies (aged 12)

“Poetry Evening was such a good experience because it was so nice to come together as a Sixth Form and perform something we wrote in such an informal way”.

Jemima White (aged 12)

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The Eaglet Eaglet 2017 2018 ~ ~ English English The

‘Mind’s Eye Prep’ Magazine Articles Extracts from St John’s College School pupils’ articles published in The King’s School, Canterbury’s ‘Mind’s Eye Prep’ magazine (Images and articles courtesy of Antony Lyons at The King’s School)

I first watched Formula One on TV when I was nine years old.

It was the Monaco Grand Prix. Fernando Alonso and Felipe Massa were racing for Scuderia Ferrari, the team I have supported ever since. The action overwhelmed me. Now, whenever I watch a race the excitement still sends a shiver down my spine, as if I am watching for the first time....but is a rubber-munching, fuel-guzzling sport really going to last in these environment-conscious times?

Extract from ‘In the Fast Lane’ by Adam Chillingworth (aged 12)

In The Fast 50

I have been fascinated by buildings for as long as I can remember. We are all surrounded by architecture, especially in a hodgepodge like my hometown of Cambridge. I remember moving here, from London, at six years old, and just standing on the street motionless. We had places to go, people to see, but compared to what I was used to - grey, dark and dirty block of flats after block of flats - I had never seen such strange houses.

I had no idea it was even possible to build things like that.

Lane

Mind’s Eye Prep | 2018

Extract from ‘Frozen Music’ by Imogen Beaton (aged 12) Cooking is my happy place. It makes me feel proud of myself, creative and imaginative. I was taught to enjoy cooking by my grandmother, Nonna, and being half-Italian helps. Nonna’s cooking is a work of art. She isn’t fixated on just one type of food or style of cooking: she is open to everything which makes her an even better cook....like me, she believes if you cook with passion you can disperse love, happiness and warmth to others.

Extract from ‘Buon Appetito’ by Gaia Greenwood (aged 12) Most people want to live forever when they can’t. But they can lengthen their lives. How? It’s called vegetarianism. I remember the first time I heard this word. I was eleven. ‘You should go vegan,’ my older sister told me. To me it was a crazy idea...I kept on giving my sister reasons why it was a ridiculous idea and I became angry and defensive. But every day she came to me with all sorts of new facts. Health benefits. Ethical benefits. Illegal footage taken by animal rights activists from slaughterhouses. So much so that I stopped being defensive. I started doing research.

Extract from ‘The Price of Life’ by Liliana French (aged 12)

The

P r i ocfe

Life

th and th to heal od the pa cently tr

ENCH re LILIANA FR a vegan e became : sh

happiness

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Mind’s Eye Prep | 2018

I remember being an 8-year old curled up on my sofa, reading the first of many ‘Diary of a Wimpy Kid’ books that would start my love affair with this series. I adored everything about the books, but nothing was more interesting that the main character, Greg Heffley. However, on closer inspection, there was something amiss about his personality. Greg is a sociopath.

Extract from ‘Ego Strip’ by Max Hitchin (aged 12) In the early 19th Century, Rock Climbing became a recreational activity. Alpine shepherds used to lead men up mountains with very little equipment- usually just an alpenstock (a metal-tipped walking stick), primitive crampons, which are metal boot grips for ice and snow, and a woodcutter’s axe, which the climber placed into cracks on the ascent. A thick rope would help a client climb, but if he or she fell it would probably break, so it was mostly taken for show.

Extract from ‘Going Up!’ by Henry Burbridge (aged 12)

The Eaglet 2018 ~ English

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500 Words Short Story Competition Final at Hampton Court I had the chance to go to the ‘500 Words’ Final at Hampton Court and I saw the winners being announced. My mum and I were surprised that at 6am in the morning Chris Evans, the presenter, was fully awake on the stage and making good jokes. The winners for the bronze and silver categories in the 5-9 and 10-13 age ranges were read out by Dara O’Briain, Jason Isaacs, Jim Broadbent and Amanda Abbington. The stories of the winners were read by David Walliams and Shobna Gulati. The 10-13 category winner’s story was about an Indian girl who sold tissues on the streets and who was controlled by her uncle to always give the money to him. Afterwards we saw all the winners go on to the Royal barge, then we went home and had a good sleep!

My lasting memory of attending the ‘500 Words’ Final will be seeing the Chitty Chitty Bang Bang car. The Duchess of Cornwall arrived on it and made a speech in front of everyone. I think the winners were chosen because they had such good and original ideas. They were all different types of stories and they were written with so much detail and precision. This national competition is important because it is free and anyone can enter and you can just put all your ideas on the page and do your best!

Silas Smith (aged 9)

Debating

John Betjeman Poetry Competition

“Learning how to debate gives you skills like being able to ask questions well.”

I didn’t realise I’d entered the Betjeman Poetry Competition until my name was mentioned in Assembly. I wasn’t even there that day but my friends soon informed me that I had been short listed in the competition. Later that day, my English teacher confirmed it and my doubts disappeared. Then the excitement kicked in and the great feeling of being proud and astonished that I had done well was mixed in my head too! I was given five little orange books a few weeks later, containing the winner’s, runners-up and the short listed poems.

Ben Wigan (aged 10)

“You learn to put your point across confidently and argue successfully.”

Rohan Kainth (aged 10) The night before the debate we rehearsed and planned.

On the day we thought more about our tactics and rhetoric. The main tip I would give is to keep as calm as possible and to think about the philosophical side and not just the literal meaning of each statement.

Pippa Watkins (aged 12)

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The Eaglet 2018 ~ English

“I enjoyed reading all the poems and my heart jumped when I saw mine in there as well.”

Lucy Pettifer aged 11)

Young Shakespeare Company’s ‘Hamlet’

The Young Shakespeare Company came and performed Hamlet and did a workshop where we had the chance to perform it in front of each other, which was great, and it helped us understand the story line and the plot so we could know the play better when the actors performed it in the afternoon. The actors actually involved some of us which was fun and I thought that they were really inspiring.

Jasper Macdonald (aged 10) We got to act Hamlet with the actors and, if you weren’t acting, you still got to make noises and funny sounds and in one hour we made a fabulous play from scratch. After lunch they performed Hamlet to us and even then they gave us parts to play. They were amazing actors and their performance was excellent. It was just like watching a professional play.

James Chesterfield (aged 10)

“The image of Hamlet standing over Claudius with a dagger was very strong. Ophelia’s all-round happiness was excellent and, when her dad died, she smeared her lipstick and began to sing short snatches of songs. Hamlet was good at playing the guitar when he was mad!”

Caspar Emerson (aged 10)

“The person playing the ghost was amazing and a bit scary too. I never knew the story of ‘Hamlet’, and, like most of Shakespeare’s plays, it had a lot of deaths. It was fun though and I loved the day.”

Cordelia Bargh (aged 11)

The Eaglet 2018 ~ English

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Byron House Book Week & Senior House Literary Festival Julian Sedgwick was a very funny author. He had lots of energy in his voice, which made us intensely engaged. When he read from his first book, we really wanted to ask him to read on! We loved the fact that his stories were based on his own childhood. As a child the two things he wanted to be was in a circus act and an author.

Paloma Bargh (aged 9)

“I loved choosing books at the Book Fair and I loved the way all the books were set out so we could see them all clearly.”

Harriet Elend-Warner (aged 6)

“It’s not every day you get to meet an author and we got to meet three. Not all schools get to meet authors. We are very lucky.”

Federico Di Franco (aged 8)

“I loved listening to Lauren St John tell stories about her life. I loved the story about the python and how her father chased it around the sitting room.”

Alexa White (aged 8)

“Kevin Crossley-Holland really captured my imagination. He had done so much research into his story.”

Sebastian Parkinson (aged 8)

“I liked drawing my Sweetie Land for the James Mayhew ‘Katie’ front cover competition. It was so much fun and it also gave me the chance to make me really proud of something.”

Una Churchward (aged 6)

“All the authors had different stories to share, some olden day and some set in the present moment.”

Louis Wright (aged 9)

“I liked doing the sign language workshop and I enjoyed meeting Lauren St John the most because she was fascinating talking about her experiences with animals.”

Felix Forsberg (aged 9)

“I have read all of Lauren St John’s books so it was brilliant to hear her talk about them all.”

Jamie Kruppa (aged 9) Dress as a Book Character Day

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The Eaglet 2018 ~ English

Extreme Reading Competition

Humanities Life at Stibbington I loved how realistic it was when we went to Stibbingon as World War Two evacuees. I like the costumes and how we were assigned the name of an actual evacuee and their guardian for the day. The radio was really fascinating how, that long ago, they could broadcast across the country.

Mark Chesterfield (aged 8)

“In the bomb shelter, for a moment, I thought I was really there. It felt like real life. When I walked across the field I could see how far the children had to walk to school.”

Nico Clarke (aged 8) As we were studying the Victorian period in History we went to Stibbington to learn more about life as a Victorian school child. We all dressed up and were given the name of an actual child that was alive in the Victorian times for the day. We had a lesson with inkwells and ink pens and the Victorian teacher showed us all of the punishments that children who misbehave would have had to endure.

“It was very realistic. It made you believe it was actually happening.”

Harvey Parvin-Chambers (aged 8)

If a child wasn’t sitting up straight then the teacher would tie a plank of wood to their hands behind their backs so they would have to sit up straight. If a child was being silly then they would have to stand in a corner with the dunce hat on. If a child was not looking at the blackboard the teacher would draw a chalk circle on the board and make the child place his or her nose on the circle until the teacher was satisfied. I am really glad that they do not do that anymore!

Tamsin Loose (aged 10)

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The Eaglet 2018 ~ Humanities

Ancient Egypt at the Fitzwilliam Museum

“We visited the Fitzwilliam Museum because we were learning about Egyptians. The best bit about studying this period in history is learning about mummification and how their brains were taken out because they were pulled through the nose with a hook!”

Isabel Keightley (aged 8)

“It was interesting finding out about Ancient Egypt and learning about all their different gods.

Discovering how they lived was the best bit and seeing real Egyptian things in the Museum too.”

Cosimo Cavaleri (aged 8)

St John’s College Trip “I liked the bit where we got to stand where the Choristers sing because I saw lots of hymn books.

The Chapel had lovely, colourful stained glass windows and we saw a gigantic crown in one of them.”

Alice Manning & Lucy Sawtell (both aged 5)

“I liked looking around the College Chapel because there was a secret bat.”

Inese Khaled (aged 5)

The Eaglet 2018 ~ Humanities

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Tudors for the Day My favourite activity was the stitching because it was calming and quite relaxing. I think all schools should do some sewing in an art lesson or in an extra-curricular activity. I thought that Mistress Shaw made us feel like we were Tudor children.

I also liked the medicine-making stall because I like to grind and mix and then smell different herbs. I recommend having a Tudor Day instead of working out of a Tudor textbook in History.

Clover Cockburn (aged 9)

“Tudor Day was so much fun! We dressed up as Tudor people and did lots of different things, including painting miniatures and making lavender bags. After lunch we had a Tudor feast and there were jugglers and two plays which were very funny.”

Silas Smith (aged 9)

“I really enjoyed Tudor Day, as it made the Tudors come to life! We did lots of different activities throughout the day and some of us had special jobs, like servitors and stewards.

The lady in charge told us a really good story about a girl our age and really made us think about Tudor Life.”

Tess Warder (aged 9)

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The Eaglet 2018 ~ Humanities

Romans Invade

T2s at the Fitzwilliam

Most Romans went to the public baths every day to relax, exercise, meet friends and to get themselves clean. They would warm up in a hot steamy room called a caldarium and cool down in a frigidarium and a tepidarium is normal heat! They added olive oil to their bodies with a strigil to get their skin smooth.

“We felt the materials of Elizabeth Vernon’s dress and it was soft and velvety.”

Rollo Szembel & Nicholas Wright De La Cal (both aged 7)

Henrietta Tennant (aged 6)

“We saw the dresses of Elizabeth Vernon who was alive at the same time as Queen Elizabeth I and learnt that she had a necklace with white pearls all the same size. This meant that she was very rich because you don’t know what’s inside an oyster until you open them and she had to pay for lots to be opened!”

Benjamin Danesh (aged 6)

“We saw plates with pictures of people that were used for decoration and one had a centaur on. They were kept in a glass case.”

Alex Kuppen (aged 6)

The Eaglet 2018 ~ Humanities

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Epping Forest Field Trip At Epping Forest we studied the changes in river characteristics from the source to lower down the river; it was really fun because my friend kept falling in mud. I learnt many things such as how to measure the gradient of the river and that the river decreases in friction as it gets further towards the mouth. I impressed myself with the amount of the Geography I knew. The trip was really informative and I got to see a real meander and oxbow lake!

Pippa Watkins (aged 12)

“I loved the Epping Forest field trip! I loved being knee high in real, natural rivers.”

Charles Dawes (aged 12)

Wandlebury Country Park We learnt all about the park’s origins and what is being done to preserve it, whilst also making it a great place for people to visit. We discovered that one of the ditches was built to keep the cows in and the other to keep the enemy out! In the afternoon we went orienteering, using a compass and working in teams to read an Ordnance Survey map. We had to find co-ordinates around the grounds. It was great fun because we got to run around Wandlebury’s beautiful landscapes whilst getting some exercise and learning about map reading along the way!

Anna Dunton (aged 10)

Shimpling Park Farm We went to Shimpling Farm and had a lot of fun running about.

We visited the Education Barn and played a couple of farming games about how seeds germinate and grow, as well as going on a scavenger hunt. We got to feed chickens in the orchard and we ran around trying to find as many different types of trees as possible. I really loved feeding the chickens because I love animals and after that I asked my Mum if we could get chickens!

Clover Cockburn (aged 9) At first, we talked about the importance of farming and seeds.

Then we went outside and did some things with clay soil, like moulding it into a ball and putting it in a jar of water. We learnt about grain, different machines, and what happens at different times in the year on the farm. They also had sheep and chickens, and we got to feed the chickens. It was a really fun day. My favourite part was feeding the chickens and seeing the sheep.

Flora Harrison (aged 9)

“Shimpling Park was a great experience and some of us have even started wanting to become farmers. We learnt about growing crops and that farming is a very important thing in our lives. I found it fascinating that everything had a job on the farm.”

Louis Wright (aged 9)

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Form 4 Shanty Towns

Form 3 Water Cycle Dioramas

This year I have really enjoyed doing a microclimate investigation and we had the chance to measure statistics around the school, such as wind speed, light and temperature. I enjoyed making shanty houses because we could be as creative as we liked, using any materials, whilst learning at the same time.

I think Geography is interesting because you get to learn about lots of different countries that you may or may not have been to before. There are so many facts and things to discover about the world, that I never knew about before and I do now!

Joseph Moshtagh-Kahnamoui & Nicholas Whitehouse (aged 11 & aged 9)

“We learnt how a puddle can turn into a cloud!

It was really fun designing our own weather symbols. We used play dough to create the water cycle. Producing the diorama was great because we had to get creative.”

Oli Tayabali & Amelia Hughes (both aged 9)

“I like Geography because you learn about the good and bad things about the world.”

Michael Altmann (aged 12)

“Geography is one of my favourite subjects because I’ve learnt that it isn’t just maps and compasses but diseases, lifestyles and debts around the globe.”

Polly Casey (aged 10)

Freya Cameron (aged 10)

“You find out about a large range of different subjects from weather and climate to population, all within the one lesson.

Geography is a fun and physical subject and we often learn outside in real life.”

Isobel Salmon & Joseph Hill (both aged 11)

“We have learnt about so many different things in the world. We have learnt about diseases and slums and that problems around the globe are happening right now.”

Archie McEwan (aged 10)

“I liked making shanty houses in Geography because I had seen them before in real life and it is important to remember how lucky we are.”

Catriona Beaton (aged 10)

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Cambridge Synagogue Form Four were lucky to be able to visit the Cambridge Synagogue where a man named Samuel talked to us about Judaism and what it was like to be a Jewish person. First we were allowed to look around the Synagogue and pick up some objects that had been laid out on little tables. Some of us went to a small library that was full of books on the 613 Jewish laws. After this we asked Samuel lots of questions about the things that we had seen. Then we were shown and told about some Jewish traditions like bar mitzvah and bat mitzvah (a celebration where a 13 year old boy or 12 year old girl becomes an adult Jew), tefillin (boxes with leather straps that men have to wear) and tallits (prayer shawls). Finally we were lucky enough to get to see and hear some of the Torah which was a massive beautifully decorated scroll that contained the five books of Moses. We had an amazing time and learnt many new facts about Judaism.

Ella Davidson (aged 10)

Cambridge Gurdwara In Form Four we study other religions aside from Christianity such as Hinduism, Judaism, Buddhism and Islam. We also studied Sikhism and visited their religious meeting place and where they practise their religious beliefs. Known as Gurdwaras, these buildings can be grand or just converted from older buildings. At the Cambridge Gurdwara we took off our shoes and washed our hands and covered our heads with a scarf. We sat on the floor and the Sikhs gave us a very interesting introduction about their religion.

All of us got to walk around the takht where the Guru Granth Sahib was being read and, treated like a person, the book even had its own bed! Sikhism being a very friendly religion, Sikhs are always ready to offer food and hospitality to everyone and we were given snacks. We had a more in depth learning session where everyone saw a presentation about the history of Sikhism and famous people from the religion. After that all the Sikhs tied turbans around some people from our year and we had a competition to see who could tie the best turban. Some were really terrible but it was still very fun.

Charlie Hall (aged 10)

Cambridge Buddhist Centre As a sign of respect we took our shoes off as we entered the Centre. Firstly they showed us how they prepare the shrine by lighting candles and burning incense. We listened to the story of how they became Buddhists and some of our own questions about Buddhism were answered. After that, we cleared our thoughts with some walking meditation where we walked in a big circle whilst calming our minds. We then did some loving kindness meditation where we sent kindness to our friends and family and also people beyond that. It was a very fun and interesting trip.

Gus Macpherson (aged 10)

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The Eaglet 2018 ~ Humanities

Cambridge Mosque At the Mosque we had to take our shoes off when entering because Muslims believe the mosque is the house of God (Allah) and they have to keep it clean. We walked past the Ablutions area, the washing area, and before prayer time Muslims will wash themselves very thoroughly. They wash their feet up to their knees and in between the toes. They do this three times on each leg and the same with their hands up to their elbows.

They also wash their face, hair, ears and nostrils several times. We entered the prayer hall where Muslims pray and the Qibla Wall and the Mihrab were situated straight in front of us. The Mihrab is an indent in the Qibla wall, facing Mecca. Mecca is the Islamic holy city. It was where Islam was founded by the prophet Mohammed. A Muslim will pray five times a day.

On the Qibla wall, there were six clocks, five showing the prayer times, the last showing the actual time. We found out that the Quran is put on a small stand to pay respect to this holy book. It was such a fascinating trip.

Inigo Cunningham-Reid (aged 10)

St Giles’ Church It was a brilliant experience to visit St Giles’ Church just down the road from school. We had been doing some work on different parts of a church so we were able to identify them easily. It was also very fun to draw some of our favourite parts such as the pulpit, the altar, the lectern and many more (although we weren’t allowed to draw the sunglasses that were just lying on a table!) I was very pleased with my drawing and I hope it was the same for Dr Maxwell. She was very helpful telling us more specific things about St Giles’ Church, like some of the parts were built a very long ago.

Everyone enjoyed it and, just to make it better, we didn’t lose anybody on the walks there and back.

Harry L’Estrange (aged 9)

Stowe School Humanities Competition We went to the Humanities Competition at Stowe School. We were in a group called ‘Propaganda’ and we had to answer all sorts of questions about ‘fake news’. In the first session we looked at various stories to see if they were real or not and had to give our reasons why. Then we went to the Geography session which was all about climate change. Later, we had different sessions including: History of Art, History, Philosophy and Religion. In Philosophy and Religion we had five minutes to answer the question, ‘What is the truth?’.

We did really well and came third out of around 25 groups. We had so much fun and hope we can do something like this again.

Tamsin Loose & Catriona Beaton (both aged 10) The Eaglet 2018 ~ Humanities

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Charities & Community Links Form 2 Enterprise Week My most enjoyable moment of the Summer Fair was when our first customer came after all our hard work planning all the stalls.

The best part about actually planning was putting together the display board. The most successful part was that we made a lot more money than we thought we would, everyone was happy that their plan went well and I got to know the people I was working with better.

Vincent Knight (aged 8) We were divided into groups and given £10 for each group to start a business for the ‘RhinosUp’ charity. It took a long time to think but our groups decided on ‘Wishing Well’. We got lots more customers than we predicted and we raised over £1000.

It was amazing, I really enjoyed this challenge and seeing all the other stalls and our ideas for how to raise money.

Alice Tomlinson (aged 8)

“We needed to buy the things for our stall, think of ways to advertise and, most importantly, work together as a team.”

Mercy Milton & Felix Emerson (both aged 8)

“We got to experience what it was like to be in a business and work with people that we don’t normally work with and find out their strengths so that we could use them in our designing.”

Poppy McEwan (aged 8)

Hadrian’s Wall Walk for Charity This holiday we walked across England. We did it as a challenge, for charity and for fun. Jimmy’s is a shelter and support centre which has helped so many homeless people, but it is not enough.

There are barely enough beds as we learned from a homeless man who goes to Jimmy’s and is still living on the streets. This is how we walked Hadrian’s Wall path. We walked between 20 and 26 kilometres a day and by the end we’d covered a distance of 153km between Wallsend (near Newcastle) and Bowness on Soloway (near Carlisle). That’s like doing a half marathon each day for 7 days. We were hot and sticky. My feet felt like mush, Lucas kept saying his thighs felt like blocks but somehow we kept going. We walked miles on end, tirelessly trying to catch a glimpse of our next stop. The closer we came, the more time seemed to slow and on a few days the more agonising it became.

The middle days we were up high and the scenery was amazing!

The cute lambs huddling round their mums, the baby calves and the endless hills rolling in the distance made us feel like we were walking through a postcard. We stopped at museums along the way and we learned how Emperor Hadrian built a wall to keep the northern barbarians out of the Roman province of Britannia. The wall was built in 122AD (over 1,890 years ago!) but now you can only see 10% of it. It was incredible to hear about the cramped and crowded conditions the soldiers lived in with their animals yet also fascinating to see the Roman baths which were quite sophisticated for the time with under-floor heating. It was an epic adventure made better knowing we had also helped the homeless.

Amelie Grace and Lucas Nair-Grepinet (aged 10 & aged 8)

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The Eaglet 2018 ~ Charities & Community Links

Charities Committee I have liked being in Charities Committee immensely because it is very important to be able to help other people as we are so lucky. I really enjoyed working together to make and decorate 100 bookmarks that we gave away as prizes at the Hook a Duck Stall at the Summer Fair. I loved that the Senior House Committee came to help us. It was a very busy afternoon for me as I had to perform my country dancing and then rush back to help on the Summer Fair stall. I would recommend joining the Committee if you have a chance to. I am really hoping I can join again in Senior House.

Isabella Bishop (aged 7)

“I have really enjoyed being on the Committee and it has been lovely to be able to help the younger members as I am in Form 2. I am hoping to join the Charities Committee in Senior House.”

Nico Clarke (aged 8)

“We both entered the ‘look-a-like’ Harvest competition with our pumpkins and came 2nd and 3rd! It was fun to enter.”

Isla & Chloe Ridley (aged 8 & aged 7)

Above: Byron House Harvest Competition entries

The Eaglet 2018 ~ Charities & Community Links

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Senior Citizens’ Parties Being on the Committee is rewarding because it gives you a lovely feeling to be able to help others. I have really enjoyed all the activities we have been involved with and especially serving tea and chatting to the Senior Citizens at their Tea Parties. I enjoyed helping on the Hook a Duck stall and helping people choose a book mark as a prize.

Esme Hall (aged 6)

“I liked talking to the Senior Citizens and helping them to their seats.”

Tighe Westfall (aged 8)

“I really enjoyed going around and chatting to the Senior Citizens and hearing their funny and interesting stories and serving them tea and cakes.”

Issy Drokov & Leah Schut (aged 8 & aged 6)

Senior Citizens’ Christmas and Summer parties

Form 1 country dancing at the Summer Fair

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The Eaglet 2018 ~ Charities & Community Links

“I have really loved being in the Charities Committee and I felt very proud on the day of the Summer Fair as I ran my own stall. It was called ‘Let’s build Lego’ and it was really busy. I had a lot of customers and felt so happy to be able to make money for other people.”

Charlie Wiles (aged 7)

‘RhinosUp’ Fundraising Project Me and the whole of T2 went to Coleridge Recreation Ground to plant my flower bed for ‘RhinosUp’. It is in the shape of a Northern White Rhino and will be full of native bee-friendly flowers. I planted red flowers in the heart before sprinkling seeds with my friends.

I named my charity ‘RhinosUp’ because I am trying to raise £48,000 after I found out there were only three of these rhinos left as they get killed for their horns. I also read a poem, part of it said, “We plant these seeds today in honour of Sudan – a rhino who was the last male standing of his species. A rhino who showed us what extinction looks like. We thank you for all the rhinos you’ve given us and for the example that Sudan was. He taught us not to give up. Today we plant seeds to show the world that we are all connected in the circle of life. We don’t want to see any other animals become extinct. We pray for a world that does not harm your creation.” It was a really memorable day.

Frankie Benstead (aged 7)

Frankie Benstead, ‘RhinosUp’ founder, planting seeds at Coleridge Recreation Ground

‘Grow A Pound’ for Humanitas Me, my brother and sister decided to make orange juice. My dad has an orange juice machine so we used that. On a hot Sunday we set out to London to Columbia Road where we would set up the machine and a stall. We came with five boxes of oranges and, at first, we were selling pretty slowly then it heated up and we had a queue of people. My sister also baked some cookies and they sold well. Soon we had sold all of the oranges and went to a shop and cleared the shelves there so we had soon completely sold out of oranges with a grand total of £195.

Joseph Moshtagh-Kahnamoui (aged 11)

“Some people came to my house and I sold cakes that I made with Mummy and Daddy. I did it for a charity in Ghana called Humanitas and raised lots of money. It was really fun!”

Lucas Koo (aged 4)

“I had a cake shop over two days and I raised £237 for the charity Humanitas.”

Momoka Varian (aged 5)

The Eaglet 2018 ~ Charities & Community Links

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Wonder Afternoons Visiting Speakers I really like the talks on Thursday afternoons. My favourite was the first one that Form 3 had which was the one about conservation. Fergus Beeley, the wildlife conservationist and filmmaker who gave the talk, had met and worked for David Attenborough! He talked about how, when he was eleven years old, he had written a letter to a magazine and it had been published. He told us about the time when he was in a boat on a lake just outside his house he saw a really rare bird. I also really found the Godolphin talk about thoroughbred horse racing fascinating. Godolphin racing is named after a really fast horse. Hugh Anderson told us how they would fly the horses over to racing tracks all around the world. The planes would be massive. There have been so many fun talks about ears, books and more but those were my two favourite.

Caitlin Blakesley (aged 9) I loved Mr Downer’s talk because it was so interesting and I learnt a lot about how Horatio Nelson did not have an education and had an uncle who was in the navy as a captain and helped Nelson go through the ranks. He started as just a midshipman and eventually became Admiral Lord Nelson.

It was fascinating hearing about the wars he fought in and the injuries he got, like when he lost his sight in his right eye because of a piece of rubble whilst invading a castle in Corsica. He lost his arm in his most important battle from a stab wound and he then died in his last battle of Trafalgar of a musket wound.

Otis Healy & Alexander Parkinson (aged 9 & aged 10) My favourite speaker was the children’s book author Paul Geraghty because he had such a range of voices! He talked in a high voice, low and sometimes creepy. During his talk he explained why he wrote books and the inspiration he got for his first novel, Pig. I found out that Paul Geraghty is not only an author but also an illustrator too, which I thought was quite amazing!

Tess Warder (aged 9)

“We have had many speakers but my firm favourite was when a French vet and charity founder came into school. She talked about the ‘Spay Sisters’, a charity she set up. The charity spays and neuters wild dogs to help the countries, as the population of dogs is growing out of control.”

Henrietta Newble (aged 11)

“The fact that the school has taken the time to arrange these enriching lectures shows that they really want to expand our minds and show us lots of opportunities. The talks are often very interesting and animated.”

Jamo Morrill (aged 11) Above: Ian Beaton’s talk about climbing Mount Everest and the North Pole Below: Dr Shafi Mussa’s talk about congenital cardiac surgery

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The Eaglet 2018 ~ Wonder Afternoons

Passchendaele Centenary Letter to an Unknown Soldier On the centenary of the Battle of Passchendaele we were asked to write a letter to a lost soldier. There is a statue in Paddington Station of the lost soldier. The statue shows a soldier looking down at a letter with a scarf around his neck. We thought about if the scarf was a gift and who gave him that scarf and if it was made by a relative or a friend. He also looked at his body language and facial expression and we noticed that the letter he was reading made him unhappy.

We then wrote a letter to the lost soldier but we could write it from anyone. I chose to write to him as his child and telling him that I am well and that my mother is well too. I then started to think about how people actually wrote letters to their friends and family in war and how one simple letter could mean so much to someone. I loved doing this project and I found it very interesting.

Charles Dawes (aged 12) We were given the task of writing a letter to ‘the unknown soldier’ and considered what we might say to him. We could take on the character of a close family member and write to him as a loved one would. Or we could think about the scarf he was wearing, for example, who made it for him, why? Or we could take him as a symbol for all those lost at war and think about what we would say to them all.

Lucy St Clair Holborn (aged 12)

Chinese New Year Workshop “We had a pair of chopsticks each on our table and the challenge was to get a string across the table, passing it to one another without dropping it, and we were in the lead until my team dropped it! We also learnt Chinese symbols and found out more about Chinese traditions.”

William MacLean & Ptolemy Gordon (both aged 9)

“We listened to an interesting talk about Chinese New Year. Some of these legends and myths were about the Chinese zodiac and the monster who tried to ruin Chinese New Year a long time ago.

Eventually the Chinese found out what it was afraid of: fire, loud noises and the colour red.”

Ilya Higginson & Peter Neville (aged 9 & aged 10)

The Eaglet 2018 ~ Wonder Afternoons

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Forest Garden I like the Forest Garden as it is more open and eco-friendly than the other playgrounds. I like bark instead of grass and I like sticks and all the equipment we can use to build dens.

Bertie Denison-Smith (aged 8)

“We use all of our senses in the Forest Garden. I love the fresh air. We play detectives and look for signs of spring. We also think about how the blossoms smell.”

London El Refaie & Hannah Gibson (both aged 6)

“It is green, beautiful and full of life. You can build dens, play in the mud kitchen and get really muddy!”

Melissa French & Isabella Bishop (both aged 7)

“We used the Forest Garden for our drama lesson. We acted out mini scenes from plays and I would like to do it again!”

Henry Roach (aged 7)

“I feel free and calm. I really like that there is such a range of things to do – den building, blocks, plants, building equipment and chalk.”

Charlie Wiles (aged 7)

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The Eaglet 2018 ~ Forest Garden

Byron House Library I much prefer the new library as it now has more space and you feel really free. There are so many different places to go and read – the cushions, in a corner, on the rocking chair. It is a relaxing and calming place. It’s got so many books and it feels like you could be in here reading for ever and ever.

Elias Brown & May Guttridge (both aged 6)

“The new library is like stepping through the wardrobe in ‘The Lion, The Witch and The Wardrobe’ except you do not walk into an icy cold forest but a land of books.”

Una Churchward (aged 6)

“It is my favourite thing to go into the library as there are just so many books to choose from.”

Mason Mayfield (aged 6)

“There are big comfy cushions and you can hide away in a corner to read.”

Vivian Knight (aged 8)

“The new library feels really homely.”

Ugo Ibeanusi (aged 7)

The Eaglet 2018 ~ Byron House Library

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Computing British Council Film Coding

Physical Computing Club

In support of the British Council, the School welcomed a group of journalists and a film crew from TV stations from six western Balkan countries.

They visited to observe and report on the teaching of Computing at the school and the use of Google’s G-Suite for Education. The results of their research were used as content for the production of a series of dedicated TV programmes that will focus on coding and how it can support learning at a young age.

Coding Form 4 coding is really fun because you get to understand and learn all sorts of computer languages from coding a micro:bit (a small computer with a five by five square of LEDs and two buttons) to learning Python and using it to code our fairground rides in DT! You can get to all sorts of levels to understanding computer languages because there are clubs like physical computing which will help you even more to crossing the border of understanding the interesting and complex world of computers and electronics, whilst enjoying and getting to love it.

Tomas Fernandez Bruna (aged 10)

“We used micro:bits and wrote scripts for an alarm sensor and we made pressure sensor pads with foil and paper clips.”

Poppy Marr & Cosimo Cavaleri (both aged 8) Game Maker Programming Club Form 2 using micro:bits to make pressure sensors

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The Eaglet 2018 ~ Digitally Enhanced Learning

T2 using Beebots

T2 using iPads to work on algorithms

“Computing is really fun. We use Beebots for algorithms. We can’t go backwards but we know how to turn the sound off and use the power button.”

Lucy Sawtell (aged 5)

“I coded the Beebots with a partner because it’s easier when we work together. It was important in WW2 to learn about coding and it’s still important for us because we will need it in the future.”

Cicely McDonnell (aged 5)

“We might use computers for our jobs in the future so we need to learn about them. I can also show mummy what I learn!”

Hector Douglas (aged 6)

“I have been involved in a new club called Physical Computing. I have really enjoyed doing computing with my dad. The tasks are challenging but all interesting.”

James Chesterfield (aged 11)

“It’s important for us to learn coding so that we can show other children and they can learn from us in the future.”

Elizabeth Diggle (aged 5) We have learnt about the internet and how far information travels and how quickly. We also know about keeping safe online and how important it is. We use the Chromebooks lots in so many different lessons, some to record and save information or facts and other times to be creative.

Chloe Ridley & Jessica Tayabali (both aged 7)

The Eaglet 2018 ~ Digitally Enhanced Learning

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Digitally Enhanced Learning Form 5: ‘How Clean is Your Pond?’

We use Google Classroom in lots of different subjects such as English, Maths, Pupil Forum and topic and it is an excellent way of sharing ideas as you can see when someone is typing and you can add your comments. Also it saves your work automatically and it helps you to become quicker at typing. If you are creating a presentation you can easily use images from the internet. Using Chromebooks also helps to save the environment as you are not using paper. It is also important to keep your password safe as online safety is very important as information travels fast.

Antigone Axon & Angus Crichton-Stuart (both aged 7)

“In STEM we do not use paper, we use our Chromebooks instead.

We record results, use Google Chrome to research and also take photos of our investigations.”

Mark Chesterfield (aged 8)

“We use Pic Collage and Book Creator apps on the iPads in topic lessons to create fact files and books.”

Esme Hall (aged 6)

Above: Form 2 using Raspberry Pi computers with their STEM Lighthouse project

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The Eaglet 2018 ~ Digitally Enhanced Learning

T2s using the iPads

2V Lego robot workshop

“I really enjoyed making a ‘Brain POP’ video describing the carbon cycle.”

Oliver Sainsbury (aged 12)

“I have really enjoyed making ‘biteable’ videos to show what I have learnt in Science using the Chromebooks.”

Pippa Watkins (aged 12)

“In Science, I have enjoyed making presentations on the work we have done this year and sharing what we have found and what we know with the class.”

Charlie Cobb (aged 12)

We use Quizlet Live, mainly in Science, and it is a really fun way to learn a topic. The computer generates groups and you compete against other teams with knowledge of your current subject. In Maths we love using Sumdog and Mathletics as you can select areas you need to improve on and race against classmates. It is a really visual way to learn and to improve.

Luca Harris, Kate David & Florrie Douglas (all aged 9)

Form 2 outdoor Maths using iPads

The Eaglet 2018 ~ Digitally Enhanced Learning

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Maths Form 5 studying parallel lines in the style of Piet Mondrian

I really liked the parallelogram investigation, it encouraged me to stretch my mind. It helped me to estimate the shapes and judge if they are slightly overlapped. This investigation helped me to challenge myself and my skills.

Kangqi Gong (aged 7) We studied Fibonacci in Maths and used our knowledge in art. The ratio created by any number in the Fibonacci Sequence to the next larger number is similar to a proportion also known as the divine proportion or the golden section. The divine proportion is a ratio approximately 1:1.6. This can be seen in art, architecture and music, as well as maths.

Matthew Brown & James Lewis (both aged 12)

“Maths is a great way to find your inner self and really challenge your understanding, think independently and work well as a group.”

Oscar Robson (aged 9)

“I love Maths because I enjoy finding out about patterns.”

Yasmin Hindmarsh (aged 5)

Form 3 synthesising mathematical concepts of shape, measurement and number

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The Eaglet 2018 ~ Maths

Form 4 investigating geodesic domes made from rolled up newspaper

I enjoyed a game we played at the end of the year, including all our skills we had developed over time. We have learnt so much, even in one lesson. These include solving equations, inequalities, area and perimeter and more. One memorable lesson was when we did Maths on the field and could think of our own mathematical questions for people to solve.

Nella Porritt (aged 11)

“Working with pentominoes helped me improve my understanding of area. We had to make the biggest area with a certain amount of shapes.”

Isabelle Egerton (aged 9)

Form 1 investigating ways to make a dodecagon

I enjoyed being able to choose the level of difficulty independently.

I like it when we get to do investigations which solve a problem, I liked it when we compared our work with each other. I learnt to check and answer questions efficiently, how to use Maths in real-life situations, and how to structure my workings.

Innes Lapraik (aged 11)

“I have liked doing the puzzles at the start of each Maths lesson because they help to ‘warm-up’ your brain and think logically and they also challenge your thinking.”

Sutao Qiao (aged 9)

Form 1 learning about capacity

The Eaglet 2018 ~ Maths

49

Science & STEM Science in Action

Water displacement in Form 3

I really enjoyed doing presentations on diamond formation, my group did an animation using modelling clay where we made objects like volcanoes to show people how diamonds are formed.

Tabitha Hobson (aged 12)

“I remember the first time when we used a Bunsen burner. I got so excited that we were actually going to be trusted with fire, I was looking so close at the flame waiting for the experiment to begin.”

Cosmo Benyan (aged 10)

“I liked dissecting a sheep’s eye. It was really fun when we cut it open. It was tougher than I thought it would be.”

Cordelia Bargh (aged 11)

“I enjoyed doing a water rocket on Green Court for our forces topic. It was really fun!”

Innes Lapraik (aged 11)

Rocket Fuel Investigation in Form 5

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The Eaglet 2018 ~ Science & STEM

Extracting DNA from kiwi fruit in Form 6

“I really enjoyed reacting the metals with the different oxides. There were lots of exciting explosions and different reactions.”

Sam Blakesley (aged 11)

“My favourite topic was metal reactions and my favourite lesson was the thermite reaction. We lit thermite and it burnt at over 2000 degrees Celsius.”

Henrietta Newble (aged 11)

“I have really enjoyed Science at St John’s because we do such a variety of topics; learning about physics, chemistry and biology through practical experiments which help you learn more quickly.”

Henry Burbridge (aged 12) I have enjoyed learning about how pressure in liquids is equally distributed and the resulting practicals that we did.

The communicating vessel experiment was my favourite. In that, we had lots of differently shaped containers for the water all connected by a tube. They had different volumes and shapes so you would assume that the water level in each would alter but they all ended up at the same level, which I found fascinating.

Max Hitchin (aged 12)

‘Kitchen Chemistry’ at St Mary’s School, Cambridge

The Eaglet 2018 ~ Science & STEM

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Wicken Fen

Wandlebury

I liked when we used the dragon fly ‘seeing’ glasses. It made everything look funny and blurry. I liked it when we were minibeast hunting because the millipedes had really small legs and they looked like worms.

“I loved finding the bugs and minibeasts in the wood. I found most of them on the ground, hiding in the leaves.”

Sulayman Jawaid (aged 6)

Isabella MacLean (aged 4)

“My favourite thing was finding the snails...up the trees!”

Alanis Vermande (aged 4)

Stephen Hawking Memorial Service It was a honour to be able to attend the service and it was an amazing experience. The reception afterwards was lovely, being set in the Abbey gardens, there were several people who asked which school we came from and where it was. One pair were old St John’s children’s parents. Finally we went to see the freshly made memorial stone, above Professor Hawking’s interred remains. It was placed next to Sir Isaac Newton’s grave which we saw also. It was fantastic to be there at a truly historic event.

Imogen Beaton (aged 12) I had the privilege of going to Stephen Hawking’s Service of Thanksgiving at Westminster Abbey and the reception afterwards in the Abbey gardens. We arrived in the Abbey and went to our seats and Benedict Cumberbatch and Major Tim Peake did readings.

At the reception we heard a recorded speech from Stephen Hawking and his daughter Lucy said some words. The day was amazing and I will remember it forever.

Johnnie Rudd (aged 12)

“We got to put our fingerprint into a large book along with a message and our signature.”

Henry Burbridge (aged 12)

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The Eaglet 2018 ~ Science & STEM

The Solar System “We used an inflatable earth, moon and sun to learn about the solar system. The nine planets in our solar system orbit the sun. It was a really fun way to learn in Science.”

Jimmy Diggle (aged 7)

“In our solar system, the moon orbits around earth. Earth and the other planets orbit around the sun. The stars also orbit around the sun.”

Tighe Westfall & Coco Lynn-Brown (aged 8 & aged 7)

Science Dome We had an amazing visitor who had come to show us the Science Dome which allowed us to look at much of the solar system and thousands of constellations.

We walked inside the Dome and we saw what the sky looked like outside and then after a few moments we were looking at all of our solar system and much more. It was a brilliant experience and I really enjoyed it.

Ella Davidson (aged 10)

“In the Science Dome we got to see the distances between planets, how fast they spin and how big they are in comparison with each other. It definitely gave you an idea of how big space is. The star constellations were also really interesting. We also got to see Andromeda which is the galaxy next to ours.”

Sacha Mackenzie (aged 10)

“When I first took a step inside the Dome I felt like I was a star because when I took a look around it was covered with stars, planets and constellations.”

Freya Cameron (aged 10) The Eaglet 2018 ~ Science & STEM

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STEM Investigations We got tissue paper (6 colours) and stuck them together to make a giant hot air balloon. Then we flew them and it was really cool! I loved how we got to work as a team and had a job each. We found out that air rises when it is heated, our balloons with the air inside were lifted, and we recorded which went the highest and stayed in the air the longest.

Isla Ridley & Emma David (both aged 8) I really like learning about how the first planes flew, the different forces in the air trying to stop things in the air.

I liked when we watched the cricket ball and tennis ball drop from the same height. I thought a heavier object would land first. I liked watching when they dropped and they landed at the same time. Also a helicopter doesn’t fly in the same way as a plane – it’s unique as it doesn’t need a runway.

Leo Smith (aged 8)

“Almost everything I thought would happen was proved wrong. I liked being able to make our own rockets out of paper. It seemed impossible until I had the supplies and started my own.”

Isabel Keightley (aged 8)

“We designed, made and tested bridges for a competition. We used different paper and tested which type of paper was the strongest and how much weight each could carry without collapsing. STEM is important because it makes me curious.”

Alice Tomlinson (aged 8)

“STEM is important because it teaches us how to code new things that I hadn’t been able to do before, how to make circuits and how to do experiments.”

James Gleadle (aged 8)

“We made our own bridges which helped us to learn how to mix a group of different skills into one project. Using the Chromebooks makes STEM even more interesting as you can work at your own pace.”

Poppy Marr (aged 8)

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The Eaglet 2018 ~ Science & STEM

STEM Scholarship I started my STEM scholarship to King’s Ely in the summer of 2017. The first stage was to decide what my first project was going to be. Miss Kohler had set a summer challenge for some of us and one of the suggestions was a whirligig, which is a wind powered, decorative garden ornament. After I started building it I completed other projects as well to show how keen I was on STEM, so at Christmas I made a gingerbread house, fixed a lawn mower and found lots of interesting STEM related sights in Cambridge, such as the Mathematical Bridge at Queens’ College.

Building and fixing things are not the only things you have to

do, I also made a page on ‘STEM in the news’ and my ‘STEM inspiration’. After lots and lots of hard work it was the day of my STEM exam which was a paper on a problem where you have to think of causes, ways to find out more about the problem and how to fix the it. Also I had an interview about my portfolio which was where I had recorded all the work that I had done.

After this long journey I finally got my results letter, I had done it!

Johnnie Rudd (aged 12)

“You learn to collaborate, focus and persevere in STEM. Using the Chromebooks helps us to extend our learning.”

“We learnt how to program our own Raspberry Pi mini computers for the lighthouses that we made.”

Amelie Brown (aged 8)

Phoebe Goodale (aged 8)

The Eaglet 2018 ~ Science & STEM

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Design Technology

“DT is a place where imagination can be free and where you always learn new skills.”

Isla Thompson (aged 10)

Acrylic Pencil Tidies We designed and created acrylic pen tidies using the strip heater to bend the plastic. This was a new technique and sometimes the plastic snapped! My design held six pencils, a pair of glasses and a phone. When I took the red transparent cover off to reveal the plastic the design looked amazing!

Monty Lovell (aged 12)

“I like the full and utter freedom of Art and DT, where you can express your ideas or emotions onto the page or the model.”

Liliana French (aged 12)

Mannequins We have made mannequin dolls which are created out of big balls of polystyrene with around five layers of papier-mâché on, connected to a wooden body. I only started DT Club recently but it is still the ultimate club for me!

Ilya Higginson (aged 9)

“DT is a subject where you design and create things and let your mind be free to explore.”

Alan Chen (aged 11)

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The Eaglet 2018 ~ Design Technology

Fluffy Toys with LED Eyes

When I saw the stuffed toy that a previous person at St John’s had made I looked at it and said to myself, “there’s no way I’m going to make something like that” and when I saw the equipment that we would have to use that made me feel even more nervous about making my stuffed toy! It took me a while to get into the hang of using a sewing machine, so it was good that we had many chances of using one. I found the electrical circuit the trickiest because we had to do hand sewing and I found it much easier to sew using the machine. It was a great feeling at the end when I had actually made my toy!

Marennah Prempeh (aged 10)

“My favourite part was when I finished my electronic circuit and the eyes lit up for the first time. It was the best DT project we have done so far!”

Elliot Moran (aged 10)

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Bloodhound Vehicle Racers The first project involved designing and creating our own moving cars. We started off by making a design and I called mine the ‘Cat Glider’. Our first job was to carefully build an accurate chassis for the base. Next we added the wheels by using cardboard jinx triangles with holes in them. Finally we added the technical elements. It was not easy but at the end I tested mine and it went really fast I added the final touch, the glider. I feel proud of my ‘Cat Glider’ and I hope in the near future we build more amazing projects and we have this much fun.

Woody Diggle (aged 9)

“We built Bloodhound racers (not life size!). It was important to chose the right shape for the frame to make it as streamlined as possible. You had to think carefully about reducing friction when adding the wheels and not making them too flimsy or your vehicle would not go in a straight line. Making the engine was fun.”

Alice Burbridge (aged 9)

‘Alu’ Challenge Competition In the Michaelmas term I did a project in DT club and at weekends. My project was for a competition. The competition was Alu DT it is a national competition that wants to encourage young people to design and make a model of a garden structure for a creative person. The design must include recycled aluminium in at least one aspect of the building. My design was for Hella Jongerius, she is an artist who focuses on colour and shadows. The structure was based on a big fallen branch and shadows. The structure enhanced the shape of the building and in real life the structure would be made of recycled aluminium. The gaps were filled with clingfilm and foil, though if the building was built it would be glass and recycled aluminium. My inspiration was a fallen branch on a beach, when I was on holiday. I loved doing this project as I learnt how to work to a deadline, this really helped me as before I have gone and done a different project and come back to my old one. Working to a deadline has helped me break this habit. This project went really well and I later found out that I was a finalist of the competition. My garden structure has really helped me develop my skills in DT. Henrietta Newble (aged 11)

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Wooden Jewellery Boxes The jewellery box was a woodwork project of much enjoyment. We used hacksaws diagonally and across to create finger joints which connected the corners of our box. Accuracy was key to make all of them fit together but gaps could be closed with a ‘tuna paste’ like substance called wood filler consisting of sawdust and glue with equal ratios. After that you would sand for England and get a pretty tired arm but a pretty looking jewellery box. Then you would add on your base using dowels and a wooden mallet, as well as the lid, screwing the hinges and hammering the nails for the clasp. We all had jewels inside the top of our lid or around each side to decorate, this process I definitely found the hardest, one would chip the shape of each jewel with a chisel then we would use the wood filler. Mine were slightly raised because I didn’t chisel deep enough but I liked the overall effect. All the lids were different and the boxes looked quite pretty all next to each other. We were all given the same materials and tools but ended up with totally different results, it seems so interesting how large creativity is.

Audrey Galbraith (aged 11)

“We had so much choice which made each project unique and our own.”

Matilda Parsonson (aged 11)

Electronic Board Games “We have been making our own electronic board games that have at least five questions and answers. We could decide on any subject. We made a simple circuit which had to be tested before our games were used. It has been really fun because of the challenges that I have faced and how I have been able to problem solve and overcome these challenges.”

Alexander Parkinson (aged 10)

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Moulded Chocolate Boxes

Firstly, we made the plastic tray that our chocolates would go in. To do this we made a mould, then used a special machine called the vacuum former. It melted plastic and shaped it over our moulds to create a plastic chocolate tray. This bit was really interesting and unlike DT projects we had done in the past.

Next, our teacher talked to us about graphics. We decided on a theme for our chocolate box. I chose volcanoes, and my friend did a Valentine’s Day theme. With these ideas, each of us would produce a logo and box design, then make our final packaging.

This part was really fun as we were allowed to experiment with lots of different card, colours and lining. We will be making the actual truffles to go inside the box. I can’t wait!

Flora Smith (aged 11)

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“We made a chocolate box tray, to keep the truffles in, and then the actual box. We also designed a trademark, and a cover to go on the box. Before we made the box, we had to make a net for the box, which we then folded up and glued together to create the box. To make the tray, we used the vacuum former. I had a board, and cut ping pong balls in half and stuck them on.”

Cordelia Bargh (aged 11)

Fairground Rides The DT projects we have done this year have been amazing and I have loved designing and building our own fairground rides. This project has required problem solving and a good amount of decision making. I like these kind of projects because they encourage thinking and mistake-making and you learn from the challenges you have faced.

James Hume (aged 10)

“The DT projects at St John’s are amazing how you can have a chance to build something imaginative and you can follow your own ideas. We are currently doing fairground rides!

My build is a tea cup ride called the ‘Topsy Tea Cups’ and I brought in some tea cups and a tea pot and I am really proud of how it has ended up looking.”

Rosie Stevenson (aged 10)

“I have loved DT so far as it is my favourite subject and we have done some really exciting and different projects. The fairground rides are going well, the challenges are hard but we always complete them and I hope the next project will be just as good.”

Ollie Mills (aged 10)

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Form 1 Catapults

Form 2 Dizzy Dowels

T2 Storage Containers

Form 2 Pneumatics

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Pop-Up Books Form 2 created their own pop-up books and each one had their own theme. It was great when they came to share them with us.

The details in the drawings were good to look at and the stories were all so interesting.

Elizabeth Diggle (aged 5)

“I liked springing the springs up and down. It was fun how the Form 2s hid pictures on different pages too.”

Yasmin Hindmarsh & Eugénie Tucker (both aged 5)

Wind-up Stories We attached cotton reels to dowels with glue and tied ropes around them, then we designed a way that the dowel would turn and a way to stop the dowel and handle slipping out. The trickiest bit was putting the cotton reels onto the dowel with glue which took me two lessons because my dowel was smaller than the cotton reel’s hole! So I changed where I put the glue and it worked.

Alex Kuppen (aged 6)

“We painted boxes and figures that twisted around when we wound them up. It was tricky to get the string to stay on so I used glue and tied a knot to make sure it worked.”

Frankie Benstead (aged 7)

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Classics

Latin Play Competition The Latin play this year was really fun, there were five schools in the competition who all had thought through stories, planned well and choreographed with good pronunciation. Before we set off, Mr Clarke insisted that he ‘wasn’t competitive at all’ but he just ‘loved winning’, which amused us. We performed our play fourth in the new Peter Hall Performing Arts Centre. Going on stage there was much different to what we had anticipated as it was a new building that we didn’t know very well but we coped with the changes and ended up winning and taking the cup home for a second year it a row which was fantastic.

Matthew Brown (aged 12)

“I love how we took different subjects such as languages, drama and music and combined them all into one production. Working on the Latin play has helped me, not only with my pronunciation, but also various other aspects of learning Latin. I also like the fact we came up with all the ideas and did not use a ready-made script and this boosted our creativity too.”

Michael Gildenhard (aged 12)

Museum of Classical Archaeology It was really cool because we handled all the Roman pottery that was actually found near Cambridge. It was interesting because some of it didn’t look old at all and it had been really well preserved. The statues were giant and I particularly liked the huge one of Athena. There were also intricate little ones that were pretty.

There are copies of originals from around the world and they’re all in one room so you don’t have to travel and we could walk around without the teachers to have a good look on our own.

Arabella Fox Watson & Ella Davidson (both aged 10)

“It was amazing gazing at all the historical artefacts that were once designed by real Romans thousands of years ago but we didn’t travel far to see the replicas!”

Catriona Beaton & Amelie Grace Nair-Grepinet (both aged 10)

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Modern Foreign Languages ‘Vocab Express’ Challenge This year, the global challenge for Vocab Express was intense! It was very exciting having a competition with others in the school, whilst learning French. There were many categories that I hadn’t learnt about in class yet, but eventually I got the hang of them.

This was useful because some of them were in our next French topic! The most exciting part was watching other scores move up as I tried to catch them. It was also astonishing to see the crazy scores achieved in other schools in the country and the world. I really wanted to win, but was so pleased to come 3rd in the whole school and this has given me great confidence with my French.

I highly recommend it to everyone. Bonne chance!

Myles O’Reilly (aged 10)

Senior House Form 4 French Fair

Kindergarten French

French Fair

“I like when we drew the pictures of the brown bear to help us learn French colours.”

“We used our French vocab to set up different stalls that the rest of Senior House would like to go to.

The tricolour French flag was flying around the Piazza.”

Mingyang Gu (aged 4)

“When I started doing French I didn’t know any words but singing songs has helped me.”

Amber Oates & Mura Micu (both aged 4)

“I am proud because I can now count in French!”

Toby Ali (aged 4)

Florence McDonald (aged 10)

“We had the idea to run a brochettes de fruits stall, which was really popular. It was a really fun way to keep up our French.”

Phoebe Grant & Florence Parker (both aged 10)

“The Eiffel Tower game went really well and people managed to do it even when they had been spun and had a blindfold on!”

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Boarders I have been in the Boarding House for a couple of years and I really enjoy it. My favourite activity is going to the field because you can play lots of things like football, hockey, rugby and you can bring in things like a ripstik or a skateboard. We often go somewhere special like bowling, ice skating and Clip n’ Climb and it’s great fun as you get to play with your friends.

It’s great fun being a boarder as every night is like a sleepover with you friends, especially on the last night of term because it’s a tradition to have a pillow fight in the morning!

Jonathan Mews (aged 9) I really enjoy my stays at the Boarding House as there are loads of interactive, fun and interesting activities such as baking, playing board games, arts and crafts and playing games such as ‘it’ and ‘hide and seek’. As well as this, when we have tea we can decide whether to go to the playing fields and do sports, the computing room or just go back to Whitfield House.

Ella Davidson (aged 10) Boarding creates independence, self confidence and, as well as interacting with different people, it helps you prepare for life in general. Your friends become your second family and you get to know them even better when you are not in school and in a homely environment. You notice things more and appreciate your parents being around and able to see you when you are not away.

Sienna Cutts (aged 12)

“The best part of boarding is when you walk into a room in the Boarding House and everyone treats you just like family.

It is the best feeling.”

Beatrice Salmon (aged 12)

“I really enjoy being part of the Boarding House because I love sport and we get to do a lot of sport in activity time which is great after a day at school.”

Ewan Tatnell (aged 9)

“My favourite thing about being a boarder is that you learn to be independent as you get a good amount of freedom.”

Adekoya Okusaga (aged 9)

“I love being a boarder because you make a second family and it is like having a huge sleepover with all of your best friends!”

Evie Marchant-Lane (aged 12)

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Choristers The Choir’s year has included two international concert tours, two album releases, numerous commissions, webcasts and BBC broadcasts, and our first video live-stream of Evensong.

We began with the release of our 97th CD, KYRIE, which included masses by Poulenc and Kodály. Anne Denholm, Official Harpist to the Prince of Wales, joined us for Janáček’s setting of the Lord’s Prayer, Otčenaš.

Six new works were commissioned for the College Choir this year. Music by the following composers was premiered: Ben Comeau, Michael Finnissy, Daniel Gilchrist, Christopher Gower, Piers Kennedy, David Nunn, Ian Shaw, Jeremy Thurlow, Joanna Ward and Lara Weaver. This list includes five current Cambridge students. Amongst the new music were works for choir and double bass and, excitingly, for choir and live electronics.

December included the annual Advent Carol Service broadcast, a performance with orchestra at the Royal Festival Hall, and a concert series with renowned concert organist Thomas Trotter which took us to Birmingham Symphony Hall, MUPA Budapest and Berlin Konzerthaus.

Our series of singing Bach Cantatas liturgically each term completed its tenth year. This included ‘Ein feste Burg’ to mark the 500th Anniversary of the Reformation. In March we also sang Telemann’s beautiful Trauer Cantata, with its exquisite instrumentation. We combined with student instrumentalists on various occasions, including masses by Haydn, Mozart and Schubert.

Over the Easter vacation, we travelled to the Far East to perform at concerts, workshops and alumni events in Hong Kong and Singapore. At our concert at the Singapore Esplanade, we were honoured to be joined by the Prime Minister of Singapore, Mr Lee Kuan Yew. May began with a live broadcast of Evensong on BBC Radio 3, and the Choir were delighted to return to the top of the Chapel tower to sing on Ascension Day, the first time since the restoration of the tower began in 2014.

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We released our 98th album, Mass in G minor, with music by Ralph Vaughan Williams to critical and commercial success.

This was the 5th release on the College’s record label and was chosen as Choral Disc of the Month in BBC Music Magazine.

On the album launch date our Evensong was live-streamed by Classic FM via Facebook, a first for Classic FM. Within the first fortnight the service was watched over 80,000 times by viewers across the world. The service is now available to view on the Choir website: www.sjcchoir.co.uk Various individual instrumentalists have joined us for services during the year, including harp, theorbo, three trumpets, double bass, archlute and percussion. In addition we have joined forces with three outstanding Johnian undergraduates: violinist Stephanie Childress, cellist Laura Van Der Heijden and saxophonist Ignacio Mañá Mesas. Replacing organ voluntaries with Bach played on the saxophone was a strikingly poetic experience. The presence of a fine low bass led me to include lots of Russian music in the year’s repertoire, including Rachmaninoff, Stravinsky, Kedrov, Chesnakov and Golovanov.

The year included services sung jointly with St John’s Voices and the choirs of Caius, Clare, King’s and Trinity Colleges. We invited past and present choir family members to sing with us in a June Evensong and we invited students, staff and Fellows to sing with the Choir in January.

The Choristers and Gents have excelled themselves as usual, as have our two fine Organ Scholars, Glen Dempsey and James Anderson-Besant. At the year’s end, we said farewell to some of our members: Choristers Matthew Brown, James Buttery, Alan Chen, Adam Chillingworth, Charlie Cobb and James Lewis; and Gents Daniel Brown, Jack Hawkins, Michael Bell, Piers Kennedy and James Quilligan. We wish them every success in the future.

Andrew Nethsingha (Director of Music of St John’s College Choir)

Photo below courtesy of Amanda Wade; all other photos in the Chorister section courtesy of James Beddoe

“I love being a Chorister because you get to go on tour around the world and do CD recordings in the holidays. Most nights in term the Choristers sing at Evensongs and a Eucharist Service on Sundays. I have only been a Chorister for just over one year but I have already done one tour to Denmark and a CD recording of Vaughan Williams music. It has been amazing.”

Harry L’Estrange (aged 9) St John’s College Choir is internationally known as one of the best choirs in the world and it means I do at least 27 hours of music a week from as soon as I wake up until I go to sleep. I have loved touring the world with the Choir and, this year, we went to Hong Kong and Singapore.

The culture was unbeatable and the concerts were exhilarating in the world famous concert halls.

James Lewis (aged 12) I love being in the Choir. It´s a great musical experience and I love Evensongs because I enjoy singing a lot. The Choir has also made my instrument playing much better. Since my first day, the Boarding House staff have always been very supportive and whenever I have a question they´re always happy to help. I’ve also made many friends this year in and out of the Choir, whom I always enjoy talking and playing with.

I’ve made many memories during my time as a Probationer, such as the Halloween party and the numerous boarding house pillow fights I’ve had.

The best times in the Choir last year were: (1) when I got made up in Chapel, because I felt very proud of myself; (2) my first May concert was really nice because we got to sing a really beautiful song and there were twice as many people in the Chapel; (3) last but not least, my first feast which was Evensong then supper in the College and then later singing a bit more on a balcony over a hall. The last Evensong of the year was quite sad though, because for a few people it meant never seeing the Form 6 Choristers again and for others their last Evensong in the Choir.

But next year it’ll be extra exciting because now as a Chorister you get to do loads of stuff you couldn’t do before, like go on tours and sing on broadcasts. I can’t wait.

Lorenzo Granado (aged 8)

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Far East Choir Tour - Top & middle right: boat trip in Hong Kong; Above left: touring the fish market, Right: Marina Bay Sands in Singapore

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Far East Tour At Easter the Choir had a tour to Hong Kong and Singapore.

We had all been looking forward to it and we were very excited. It was the second time for the older ones who went in 2015. The plane journey was twelve hours but we arrived in Hong Kong feeling great. On the first full day in Hong Kong we had a trip around the harbour on a super yacht.

It was amazing with its three floors, lounge, double beds and sofas all around to lie on in the sun. Our first concert was in the Hong Kong City Hall. We all really enjoyed the music and the audience were really enthusiastic.

In Hong Kong we sang at the YMCA of Hong Kong Christian College which was great fun for us and them. The next day we flew to Singapore with its very hot and humid climate.

On our first day there we sung at the Raffles Girls’ School after which we sung in the National Gallery which had a fantastic view of Marina Bay Sands Hotel, which is a great long boat on top of three tall towers. After we had sung we ate in the Singapore Cricket Club which overlooked the Singapore Grand Prix track which a few of us were very excited about. Our final concert was in the Esplanade which is an amazing venue, it was the highlight of our trip. On Easter Day we had the amazing opportunity to sing at St Andrew’s Cathedral, followed by an incredible water park, Wild Wild Wet. It was such a memorable tour with many thanks to Mr Chippington and Mrs Fletcher for making it all enjoyable.

Matthew Brown (aged 12)

Far East Choir Tour - Singapore Esplanade Concert Rehearsal

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Art Being in the art room makes me feel happy because, when I grow up, I want to be an artist. Art also makes me express my thoughts. I like doing abstract art and painting the shapes with the colours I am feeling at that time.

Caitlin Blakesley (aged 9)

“We made observational drawings of pumpkins and had to focus on the shape and we kept looking at the object. We used pastels and blended the colours.”

Nilan Huria (aged 6)

“I really enjoy the fact that, in art, I can take control of what I want to do, even though I can still get advice and help from other people and the teachers.”

Alexandra Dunton (aged 11)

“I felt very excited to see my work in the dining hall and a bit shocked! It was the first Art of the Week on display.”

Lily Gu (aged 9)

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Greek Vases We made the Greek vases by blowing up balloons and selecting recyclable materials to add to the basic pot shape to make the handles and thinner part of the vase. Once these bits were secure, we used mod roc dipped into water to cover the whole of the vase. We had to remember to smooth the surface when wet and add lots of layers to make it strong.

We looked at real Greek vases and used the same earthy colours, like browns, oranges, yellows, reds before adding our own patterns and scenes. Some people chose fighting and other typical Ancient Greek scenes. At the end, when they were all finished, they looked really fantastic and were all slightly different shapes and sizes.

Eleanor Anderson (aged 8)

African Masks We each started with a ball of clay and rolled it into an oval face shape. We studied the features of actual African masks and how some facial features are cut out and others are more 3D and are added on. We created the shape of the lips and thought about the shape of the eyes. When our clay faces were finished and all the parts were joined securely, they were all fired in the kiln. We used oil pastels to add the colour and some had horns, others had coloured string effects added to make them more striking.

Eliza Robson Brown (aged 8)

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Impressionism I have really enjoyed working as an Impressionist this term. We had the chance to paint with only dashes, dots and curves, as the famous artists would have done. We have mixed bright colours, using white to start with and then adding other colours. Studying Monet has been inspirational to our art to learn the different techniques he used. We are also visiting the Fitzwilliam Museum to see his and other Impressionists’ work in real life.

Isla Cochrane (aged 9)

Burano Venetian Scenes “We looked at the rows of really colourful houses all joined together and used black pens to create our own. We added lots of details like patterns for the roof tiles and tried to make each house different. We added pastels and a watercolour wash.

Some houses you could see into each room.”

Isabella Dixon & Amelie Griffiths (both aged 7)

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Clay Minibeasts “I liked how slippery the clay was when you sprayed water on to it to mould it.”

Adam Mussa (aged 4)

“We sat on the big chairs at Senior House. I made a tree bird nest by squishing the clay with my fingers.”

Dhruv Deshpande (aged 4)

“I can’t wait to paint mine when it is dry.”

Isabella MacLean (aged 4)

Etching When you etch, you scratch an etching needle on a thin plate of plastic. After that, you put some special ink on the plastic plate, in a certain way. You put it on soaked etching paper and then print it with an etching press. I etched a locket, inspired by our Oliver! play.

Matilda Parsonson (aged 11)

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Inspiration The Explorer I once knew an explorer He wanted to explore the unknown To explore in caves that moan He said the boring things are the things that are known He wanted to explore forests and swim in lagoons To find ancient objects inscribed with runes To discover things lurking in the darkness Explore in caves buried underground To find the things that have never been found Explore the oceans, explore the seas He wanted to see what has never been seen.

He asked me just once: “Will you come with me?�

Johnnie Rudd (aged 12)

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Cornwall, Brea Hill

Dancing Ledge

In a nervous inlet of land The retired soldier stands mighty and strong, A landmark that overlooks the timid bay and protects its territory.

The long snaking paths hug the small mountain, Wild flowers dancing to the old hill’s lullaby.

The sun gleams on the cliff’s face, Piercing the water’s deep green eyes, Choking the water’s gripping cold, Never to release its hold.

The hill is always quiet and peaceful, Dominating its landscape.

It sighs at the incoming tide, Knowing that the spraying waters will soon grow stronger.

It has always fought against the blinding wind And the lashing sea.

It is tired and old like a wilting flower.

One day it will fall.

But old soldiers never die, They simply fade away.

Elizabeth Simpson (aged 11)

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The seagulls swoop overhead, Miles above the deep sea’s bed, The sunset looking a rusty red.

The rigid rocks peering down, On the children below who love to clown, On Old Harry Rock cliff’s ancient crown.

Swimmers float in rings like charms In the water’s deep green arms.

James Buttery (aged 12)

Until I Saw the Sea Until I saw the quiet waves I had no idea that wind could move over the sea so peacefully I never knew that the sweaty sun could destroy a sea into blue splashes I did not know that the sea is breathing in and out whilst we are having fun Johnny Umdasch (aged 11)

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I Remember Kangqi, do you remember when I was on the high wooden brown shelf waiting to get picked?

Did you watch me as I trembled and wobbled as your big elephant hands came and grabbed me?

What were you thinking when you were proudly holding me? Did you think I was the Queen shaking hands with you?

Did you gasp as loud as crackling thunder when I tried to wriggle like a worm to get out of your tight grasp?

What were you feeling when I tried to escape your brown leather uncomfortable bag?

Do you miss finding me in the gift shop in Canada, feeling all of the joy when you found me?

Did you used to wish to go back to Canada to find new shiny rocks?

To enjoy climbing hard tall mountains, making crab memorials at the sandy beach and catching crabs?

Now that you are here with me, do you like looking at me with my rock friends and showing me to your friends?

And do you like my cuddles?

Kangqi Gong (aged 7)

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I Remember Henry, I remember when you saw me lying on the stony beach I remember you watching me as I sat as still as a fox I remember the bumpy rocks thundering against me I felt excited when you gently lifted me up I giggled as you put me in your prickly pocket I felt safe with you But I miss the sweet sway of the wind back at the beach I used to dream about going back but all that matters is that I’m with you.

Henry Roach (aged 7)

Do You Remember?

I remember when your warm hands touched me I watched you as your delicate feet crunched on the sand I listened as you sang a lullaby I was frightened when you left me I giggled as you flung me like an elephant I felt happy when your hands touched me I miss the beach I used to dream about the sand.

Amelie Kirk (aged 7)

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Dreaming

Wings

Soon I will go there In my dreams, midnight’s Spell descending, blanketing all cities, and stars a-glimmer.

I will hide there and Wait until noon, In the peaceful silence, a Secret freedom, and the purple Half-light will glow.

I will sit there, and In the evening My mind will be full Of peace and of Birds flying, of linnets’ Sweeping, soaring wings.

I walked around and Felt the evening’s Breeze and the full Pleasure of Being alone. It is the Song from the linnet’s Beak that brings me imaginary wings.

After W B Yeats

Susanna Millhouse (aged 11)

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from The Lake Isle of Innisfree

Jaylen Cheng (aged 11)

From the Back Seat

After “Invictus� by W E Henley

Hay spilling over the road Horses grazing in gleaming green grass

A family blurring as we speed by An abandoned camper van taking over the road

We skipped through the fields and beyond, Wishing never to stop.

This was the place of our hearts. This was our place To forget about the worries Of the past, the place to let go of our wrath, To become kids again and To smile and shed no tears.

Cars being demolished by a mouth of darkness The open mouth racing nearer

Jemima White (aged 12)

A runaway dog leaping the fence An ice cream van being left behind

A traffic jam grumbling along the bridge Finally reaching our red brick house Covered in ivy, covered in moss It may be dusty, it may be dirty But there is nothing better than home Home sweet home Emily Lindsay Clark (aged 9)

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From a Bird’s Eye View As the owl hovered silently above the misty field, he saw A calm river flowing down the rocky hills A plump juicy mouse scuttling slowly across the frosty fields A wheat field brushing snow off its brownish teeth A group of squirrels having a feast of plump conkers A frozen waterfall, its glamorous icicles dangling down to the frozen pond.

Angus Crichton-Stuart (aged 7)

The Dancing Bear It was a scorching June day When the bear started to dance.

It was not quite what we had expected.

There was silence.

My heart ached Because all I could see in his watery eyes Were far distant forests and soft white snow.

As the dance concluded, I slowly crept towards the crying animal.

I lifted my hand and gently stroked his ragged fur.

It was not smooth; it was hard and dry; Dust was falling from it.

He lay on the concrete ground And closed his big, round eyes.

The keeper strode towards the bear With a copper key in his dusty pocket.

We stared hard with hope.

As he wandered into the old wooden school hall Through the large wooden doors For his hot cup of welcoming tea, He unknowingly dropped the shiny copper key.

I carefully picked it up with curiosity.

We all stood in silence, just staring at it.

We could free the bear!

And so we returned him to his family In the far distant forests and soft white snow.

Kate David (aged 9)

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The Fox Inside the fox’s paw the ragged forest Inside the ragged forest the fox’s fang Inside the fox’s fang the heartbroken doe Inside the heartbroken doe the broken family Inside the broken family the hollow trees Inside the hollow trees the skin of a squirrel Inside the skin of a squirrel the fox’s fang Inside the fox’s fang the sparkling night sky Inside the night sky the fox’s eye Inside the fox’s eye the North Star Inside the North Star the fox’s paw.

Chloe Ridley (aged 7)

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A Leopard is a Sunset A leopard is an elegant sunset Catching her prey with no regret Fiery, brave and bold, Noted by her fur The clouds are the unique markings That define her With her soothing amber eyes And chalky white teeth Days end in the sweltering sun As she snoozes underneath.

Pink for her tenderness Orange for her happiness Red for her anger Blue for her power Purple for her wisdom Ruling her own kingdom In the short moments she’s awake She hunts her victims Then lies down and dozes Until the daybreak Amelie Grace Nair-Grepinet (aged 10)

Giraffe One sticky tongue One whipping tail Four bony legs Graceful elegant proud Inquisitive and fast Neck like the Eiffel Tower Tallest of them all.

Nico Clarke (aged 8)

Elephant One tiny tail Two tremendous tusks Two huge ears Eating, bathing, plodding Crinkled and muddy Ears flapping like the national flag The advisor of the jungle.

Vivian Knight (aged 8)

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Africa

How to make an African wild dog

I close my eyes and see A shy gazelle trotting as if prancing on clouds A huge ostrich racing after its egg A mountain towering over the plains I reach and I touch Smooth scales of a lazy lizard The coolness of the clear blue lake Dust from a stampeding zebra herd I listen and I hear A flapping flamingo squawking A weird warthog rustling through swaying trees I take a breath and I smell Fresh elephant manure Sweet wheat in the flat fields.

To make an African wild dog Take forty two razor blades to form The rows upon rows of menacing terrifying teeth Put two turbo engines linked up to the metal legs The wild dog’s legs are as strong as boulders To make the body take a small tank shell Place it on the top of the legs Place five hundred brains inside its shell To make the claws take twenty blocks of granite Sharpen them with a hedge trimmer.

Noah Roach (aged 8)

Daniel Wicks (aged 8)

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The Night Sky The night sky is an inky black horse Silent and soft He gallops through the clouds With his lashing mane and silky ears His eyes weep tears as The wind howls slow and loud Ruffling the velvet clouds But when the vicious storm hits He leaps to his feet and bucks and spits The moon twists and swirls Shining through the dark like silver pearls But when we’re asleep the sky has secrets to keep He sweeps you up and takes one giant leap To a wondrous dream To gleam and gleam Cosmo Benyan (aged 10)

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The Moon The moon is a white rhino.

There are craters on his back.

In his cave of darkness His eyes are deep and black.

He has scarred, scaly legs And his back is flaking too.

He travels round and round the Earth, Around our Earth so blue, Wandering through the universe, So dark, so deep, so true.

And when it’s time to sleep The sun opens the gates.

Through the door of moonlight A bed of stars awaits.

Eleanor Pottle (aged 10)

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Autumn Haiku Leaves rustling gently Small toadstools low on the ground Gold spiders scuttling Charlie Froggett (aged 8) Strong sad light peeps through Tangled trees’ veins on sharp leaves Just like an old hand Daniel Wicks (aged 8) Red bronze and brown leaves Flickering fire dressing the trees Like a cloth of gold Vincent Sprik (aged 8) Bark of fallen tree Branching cracks like trickles of Frozen waterfall Federico Di Franco (aged 8) Through unsteady breeze Red and gold leaves fall gently Off rough barked trees Lucas Hobson (aged 8) Repetitive tweets, Snapped branches, broken pine cones, Beetroot coloured leaves Hugo Lauze (aged 8) Crispy crunching leaves Like skittles covering damp soil Sky is silver silk Eliza Robson Brown (aged 8) Gentle silver light Moorhen flapping in a stream Silhouetted trees George Ducker (aged 8)

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Autumn Autumn is a leopard Lurking in a tree It pounces down on you and covers you in leaves It sleeps during the summer While it gets ready To pounce down on you It senses are as quick and sharp as its crunchy leaves on the ground It thrives in the cold, bitter days at school It gobbles up the joy of summer Before it pounces on you It stays up in that giant oak Or in that crabapple tree Gently winding up its tail Waiting for a brisk breeze Then it pounces on you When the sun is as orange as the Savannah The sky has that only-in-Autumn tinge of purple It’ll wait till the birds are singing To pounce on you Leo Moore (aged 10)

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Christmas Day Refugees

Winter Mist

Struggling into the car on Boxing Day morning, The most depressing day of the year.

The look on our faces is a warning.

Where we are going is a place of no cheer.

The winter mist Glides, as silent as a Ghost, alive But dead, Emotionless But weeping.

A drop of water Breaks the invisible Barrier between Time Space Worlds Hope Loss…

“Hurry up!” Mum yells, As we stumble bleary-eyed, Heads ringing like church bells, Suitcases and droopy tinsel beside.

With remnants of Christmas holly, Off to Granny’s we are shoved.

Our mood is far from jolly As we leave the toys at home, unloved.

I try to not think of the green ugly sweater Waiting, with care, to strangle me tight.

I have other things to do, much better, Than driving to hell at first light.

I wonder as despair takes over my brain.

Mary and Joseph were condemned To journey, to pay their taxes, All the way to Bethlehem.

Imogen Beaton (aged 12)

That water will forever Be lost in a world Invisible To the naked eye, A world no human could reach A world A land A universe Of peace.

Maybe One day That droplet and I Will be one.

Vera Edgington (aged 11)

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Winter

Winter Dawn

Winter touched the tree with its feet Winter blew the icicles to the ground Winter danced all the way here Winter wrapped me around with cold Winter roared like the freezing wind Winter’s breath is freezing I felt winter coming this way.

A hedgehog turns in her sleep, The leaves rustle softer than A gust of wind on midsummer’s day, But in the barren desert of This winter night one breath Is like the clamour of a thousand Voices.

Rayyan Mussa (aged 6) Winter touched the sparkling moon Winter blew frost onto the wavy trees Winter danced under the moon like a silver ballerina Winter wrapped my in a soft cold blanket Winter held me like an angel.

Megan Munro (aged 6) Winter touched the snowy trees as cold as icicles Winter blew the wind away from himself Winter danced around all the snowy trees Winter held me up to a wall of cold Winter roared like a strong tiger Winter scratched all the trees like blades Winter’s fingers touched a snowy lamppost Winter’s breath was cold and icy I heard winter howling at the top of his voice

A squirrel scrabbling at an Acorn, one acorn, forlorn, Alone, the last of its siblings.

It could become an oak tree, Which children would play under, Grow under, but the squirrel Is hungry, he must eat.

A girl opens her door, looks out At the pristine field, all hers.

The sun’s first rays peek over the Horizon. The marzipan snow glistens Pink in the dawn. Running across it She crunches out footsteps, Breaks the metal-hard silence.

Hannah Wicks (aged 11)

Hector Douglas (aged 6)

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Metaphors I’m a riddle of a day I’m a gallon of dropped ice cream The knowledge of an ending A popped balloon A maze without an exit And a maze without a centre A constant insult Innes Lapraik (aged 11) I’m a riddle in seven I’m closing in behind you As the sun arcs to its peak I’ll leave as the moon hikes up Into the mountain of stars Dark in day, invisible At night, I am still always There just in front of behind Audrey Galbraith (aged 11) I’m a riddle in seven The end of a long circuit An extra hour in bed I’m the last mug of coffee I’m church bells which are ringing A roast in the oven I’m an early night for all Nella Porritt (aged 11)

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The Dinosaur Under the Shed There he was: A boy kneeling on the grass Peering under the shed.

His big, blue curious eyes staring at me!

Gazing at my dinosaur features.

He fed me popcorn and butterflies, Built me a nest from an old coat and a nice cosy bobble hat As warm as a hot water bottle.

As the days passed, we began to play.

I perched on his shoulder As if I was a parrot.

I liked his brown scruffy hair And I liked it when he tickled me Under my chin.

By now l am way too big for my nest.

At night I chase spiders and Stride around the garden trying to fly, My wings flapping As fast as the speed of light.

Tonight after a big feast of popcorn and butterflies I start to flap my huge, scaly wings and‌.

I fly!

Goodbye little boy! I will miss you!

Henrietta Allpress (aged 9)

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Similes Bang like a drum As exciting as an exploding star.

Florence Wicks (aged 5) As loud as a lion As big as a tear As colourful as a rainbow As big as an airplane.

Alice Labruyère (aged 5)

Jealousy It’s hiding in their bloodshot eyes A bothersome kazoo against a magical harp It’s hiding amongst those spiky brown conkers Longing to fall And crack And reveal their shiny destiny.

Seb Newitt (aged 11)

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Confusion I watch the junctions, Roads disappearing in all directions.

Colours whirl around me, Like a tornado ready to burst.

Low pitch to high pitch, The junction filled with sounds.

Rusty metal of the sign, The smell makes me feel faint.

Which path to take?

Confusion of the road to take.

Henrietta Newble (aged 11)

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The Beckoning Ocean The ocean calls to me, I hear the slapping waves.

In the water I feel free, The ocean calls to me, As I sit beneath the fig tree, And I gaze at sea-made caves.

The ocean calls to me, I hear the slapping waves.

Liliana French (aged 12)

Wave Her touch unpredictable, Unseen, unheard, Like dusk sliding into morning.

Her clear blue-grey eyes Stare into your soul, Revealing guilty secrets, Making you uncomfortable.

Her breath a whispering breeze Unsettling the lonely trees.

She carries a cool jar of salty air, Stirring up forgotten memories.

She rushes up the undisturbed beach, Then recoils, quickly unreeling, like a ribbon.

Isobel Standley (aged 12)

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Cloud

Clouds

As it glides slowly and elegantly across the sky Its countenance gives nothing away As it moves onwards It can be angry And will rage Or it can be calm And watch over the terrain

The clouds are beluga.

I watch them Speeding across the blue sky Diving in the blue.

Clouds see many things From skyscrapers to rivers As they look down Like quiet kings They can be loud And will groan Or they can be quiet And live life alone.

Inigo Cunningham-Reid (aged 10)

Dancing through the sky, Great herds of beluga, Sometimes slow, slow, slow, Yet sometimes fast, fast, fast.

On cold winter days, When the sky turns dark, They dive beneath the surface Of the greying ocean We call the sky.

But on warm spring days They burst out from the blue, Whistling their jubilance At swimming free in the warm air.

George Shapiro (aged 10)

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Flowers The radio is silent, listening to the air, The dripping tap mocking quietly, The laugh echoing up the stairs, The scraping of the chair, gone.

You are no longer here to help me, To help me with my pain.

You are no longer here to hold me.

You have left that hole inside me.

The walls are crumbling to the floor, The dark dusty floor.

Your cup is now empty, leaking nothing more.

The empty stillness. Nothing is alive.

I cannot open my eyes To the world which I belong.

I can no longer go outside Or look out the window At the flowers, and the garden That you tended and looked after.

Now they are dead and gone, I am so sorry.

Cordelia Bargh (aged 11)

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Death Creeping across the hospital, I see him on his bed, He knows I am near.

I am being drawn closer every second, Like a moth to a candle, I creep closer to him, And reach out then grab him, I yank him out of his body, He struggles then is still.

Elyas Borno (aged 10)

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Riding Out The morning birds call And the long grass brushes your ankles Grass damp from the gentle spring rain Colours from the dazzling sun And a swishing tail as the flies swarm around The sit, the change in speed As the hill approaches Refusing at first but eventually Giving in to the three strides As the landscape becomes a blur The only sounds are the heavy thuds And early birds finishing their morning songs Before flying away As the bushes shuffle in the wind.

Poppy-Rae Murphy (aged 12)

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I Opened a Book I gave my book a confident look, And in I had to go.

I’ve left my family, friends and pet rook, And I’ve happily left my foe.

I’ve met a lion, I’ve tamed a tiger, I’ve sat on an iridescent star.

I’ve fought in an army, and became a fighter, I’ve travelled miles, near and far.

I held up a book and in I ran, The characters and I had fun.

I played with a whiteboard, I met a bad man, And we sat on the sand-coloured sun.

I left the book. Missing my tale, I am now back in my home.

I will always remember that I didn’t fail, And now I am not alone.

Flora Harrison (aged 9)

Courage

After Deborah Alma I’m lonely sometimes When I lock myself up, I Feel that my doubts grow I need time to go over things I will break down the walls in My Mind I need courage, so Fear and doubt scamper away fast Finally I can untangle the knot that Was growing at the back of my Head The bully spins I make my choice and My hand falls Now the insults bounce off Jamo Morrill (aged 11)

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Wishing Star I watch all night Watching for wishing stars Wishing for watching stars Staying awake till morning light Trying not to drift off Worried about missing it As my attention shifts Then it catches my sight My eye catches it Shooting past at speed Bright in the night light And I make my wish Pippa Watkins (aged 12)

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Poems are made by fools like me After Joyce Kilmer

I write poems.

They are Made To look like they are by Professionals. But we are utter fools.

I like Messing around at my desk. It pleases me.

Levin Rainey (aged 11)

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Music Services in Preparation for Christmas I enjoyed the Christmas Service because the Chapel was a great place to sing! I sing in my bed, at lunch and breakfast. I am so chuffed with myself for getting in to the Byron House Chamber Choir. During the Service, I loved singing with the Senior House Choirs and the Choristers because I loved their middle-low sound.

Archie Goodale (aged 8)

“I was excited that my family came to watch me sing in the Chapel. I joined the Choir because I love music and learning different songs. I felt so happy that we sang all our pieces so well. It sounded amazing.”

Isla Ridley (aged 8)

“It was an incredible experience playing the organ with the other three organists before the start of the Services.”

Alan Chen (aged 11)

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Piazza Brass I played my cornet at the Piazza Brass Christmas concert. I have been learning to play it for two years and a few weeks and I enjoy it because it is relaxing and it is a nice instrument to learn. Playing with such a large crowd was cool and I was a bit nervous to start with but it went so well.

Daniel Wicks (aged 8)

“I played ‘Jingle Bells’ on the trombone and I like the noise it makes. I was a little nervous as we were playing outside but the best part of it all was playing as a large group and seeing everyone with tinsel on.”

Leo Smith (aged 8)

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“If you like playing a brass instrument and you like playing in a group you should definitely try Piazza Brass as you learn to play Christmas songs and it’s a really fun school event.”

Alexander Parkinson (aged 10)

“I felt excited but I liked playing with my friends and seeing people watch us and enjoying the Christmas music.”

Nico Clarke (aged 8)

Summer Jazz Jazz in the Piazza is one of the highlights of the summer term. I have always liked this event because there isn’t just music, there’s a barbecue as well and we get to spend the whole of lunch break outside. It was so hot that day! All the teachers, all the children and lots of parents came to watch. We played Woman in Love which is a good song that I didn’t know before. I was playing the drum kit and I love playing the drum kit! Also, our teacher, Ollie Lepage-Dean is really encouraging and is very helpful and also funny! I can’t wait for next year.

Levin Rainey (aged 11)

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Compositions We got into groups and started thinking about what we’d like to write our songs about. Our group decided to write a song about refugees. First, we had to come up with a tune and lyrics and then a piano accompaniment. We also added a drum and a cello and even some actions to go along with it. We performed it in a concert and we are recording it in GarageBand on the computer.

Susanna Millhouse (aged 11) The music compositions were amazing when we got to perform and watch them. It took a lot of hard work and about 6-8 weeks to totally perfect it. My group created a song called Mercy. It was about how hard it is for refugees to cope with all the horrible trouble and destruction. The main message was ‘even though everything is hopeless and things don’t go your way, you’ve got to keep holding on.’ When the day came to perform our song in a lunchtime concert everyone was nervous. It’s much harder to perform your own song in front other people. Thankfully everything went well.

Lucy Pettifer (aged11)

“We wrote songs and performed them in front of our parents and friends. It was a great experience. For the first two terms we wrote our songs, composing both the lyrics and the melody. We based the words on a current world crisis, such as the refugee crisis, racism, or war. Once we had performed them, we recorded them on GarageBand and worked on the harmony and beat.”

Vera Edgington (aged 11)

Masterclass with Classical Violinist Tasmin Little OBE I was lucky enough to do a masterclass with Jack Liebeck two years ago because my parents are musicians and they know Stephen Williams, the Director of Music, at Uppingham School.

This time I was lucky enough to have a masterclass with classical violinist Tasmin Little. It was amazing when she first walked into the room, my heart was pumping like crazy and then actually playing to her was an extra bonus.

When she first started playing the tone that her violin made was absolutely lovely and she is just also really nice. I actually jumped out of my skin when she asked if she could play it with me. It was also quite funny when she asked me which violin part I played in the piece because I played the same part as she did so she said “that’s fine - I’ll sight read the Violin 2 part” and when she played the other part it sounded amazing, no mistakes at all!

I was so lucky to play with such an incredible, fantastic and all round really nice character. I’ve been playing the violin since I was five and I love performing so it was an incredible experience to play with Tasmin Little.

Harry L’Estrange (aged 9)

“This was in itself an extraordinary opportunity and one which will provide lifelong memories.”

Mr Simon Kirk (Director of Music)

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Chamber Choirs Perform at West Road Concert Hall

“It was such an amazing feeling singing with an orchestra, working with a conductor and singing on the balcony at West Road.”

Archie Goodale (aged 8)

“I felt energy popping up within me.”

Lorenzo Granado (aged 8)

When we were just about to sing it felt like I had butterflies and I was really nervous so I just took four deep breaths and then tried think of something happy and it worked. I liked it when all the audience smiled at us.

Rohan Kainth & Elliot Moran (both aged 10)

Above: Chamber Choirs sing from the Balcony at the West Road Concert Hall with the Sinfonia of Cambridge in the Waltz of the Snowflakes from Tchaikovsky’s Nutcracker

“When I was singing I felt really sparkly and magical.”

Anna Tomkinson (aged 8)

“It felt really wonderful singing with the orchestra in such a great Concert Hall.”

Alexa White (aged 8)

Musical Theatre Club Musical Theatre Club is incredibly fun. I have particularly enjoyed performing in front of Byron House at a lunchtime concert. I enjoyed it because it was fun seeing all the other children with their different musical instruments getting ready to play. I also liked the song that we sang which was called Take Me To Heaven. The dance moves were very energetic but it fit the song and they were not hard at all.

Tess Warder (aged 9)

“We got to sing fun songs and did warm-ups to popular songs and we performed to the younger children too.”

Clover Cockburn (aged 9)

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Concerts “I enjoy practising hard and “Performing in concerts really helps your confidence performing in concerts because I love with your music. Afterwards, you look up and see all the singing and music.” smiling faces and it makes you feel happy.”

Zoe Loose (aged 7)

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Olivia Inglis (aged 7)

I play the cello and play in Stradivarius strings, which is one of the bigger groups, and always play in the string evenings. I also occasionally play on my own, which is really nerve racking, but the adrenalin normally sees to it that I play the piece right, and it is a great feeling of achievement when I stand up and all the people are clapping. Also, it is a great way to show the parents what we are doing.

Sam Blakesley (aged 11)

“I had my own Informal Lunchtime Concert in preparation for my diploma. At first I was a bit nervous but when I started playing I lost my nerves. It really helped me to build my confidence and practice performing in public.�

Alan Chen (aged 11)

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Summer Concert at West Road The Summer Concert was really fun! I played in Symphony Orchestra and Big Band. I play both percussion and the trombone, and it was quite hectic changing between the different instruments! I think my favourite of the Symphony Orchestra pieces was La Rejouissance because I was playing the trombone. It was very exciting because the quavers were very fast which meant I had to move between slide positions super quickly to play the right notes! I also loved playing in Big Band. This is because I love playing the drum kit and I always feel really excited to play because everything I play is very loud! In Big Band we played the Back to the Future theme tune and City of Stars. It was great playing Back to the Future because I got to smash the Crash and Ride cymbals really hard!

Levin Rainey (aged 11) One of the highlights has been the Summer Concert at West Road. It was an amazing experience, to be performing to so many people with such a large space to fill with sound. I feel I played much better in the concert than I had in rehearsals because you feel so real and in the moment. The feeling after performing is phenomenal: like you have just won a race, you feel so lucky to be part of a school which can do this.

Vera Edgington (aged 11)

“I felt a bit nervous beforehand and listened to some music to calm me down. I loved singing with Form 1 and 2 Choir.�

Tighe Westfall (aged 8)

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The music groups ranged from a symphony orchestra of around one hundred pupils to recorder groups and jazz bands. I particularly enjoyed the jazz ensemble because it was an opportunity to play lots of pieces with my friends.

Freddie Harrison (aged 11) Stepping forward and picking up the microphone, I could feel my legs quivering and my hands shaking. But as the keyboard played that tune and the drums tapped away that beat, the fear melted and I sang the best that I could. And after I was finished and the applauding started, I felt that I had achieved something and I felt good.

Performing made me appreciate the music that was being played and made me enjoy it so much more.

Abby Orchard (aged 11)

“I loved performing ‘E.T.’ because it was so much fun to play and it sounded great.”

Joshua Davidson (aged 8)

“When we were waiting backstage we were all laughing with excitement!”

Emily Grant (aged 8)

“I loved it all! It was fun singing all the songs and learning the actions.”

Johanna Hindmarsh (aged 8)

“Just before I went on stage I felt a rush of adrenalin and after I was very pleased with myself but sad it was over.

The best bit was ‘Revolting Children’ because it was such an energetic song!”

Vita Rainey (aged 7)

“The best bit was walking on to the stage, into the lights and standing in the silence waiting.”

Louisa Egerton (aged 7)

Music Examination Results Michaelmas Term Zebedee Blackburn Matthew Brown William Buttery Cassien Cameron Cosimo Cavaleri Jaylen Cheng James Chesterfield Isobel Davies Kezia Fieth Charlie Harlow

Piano Piano Violin Double Bass Cello Piano Violin Flute Violin Piano

1 7* 4 1* 1* 8* 4 1 1* 1

Olivia Inglis Amelie Kirk Iestyn Lachmann James Lewis Priyanna Morrill Jessica Neville Myles O’Reilly Adekoya Okusaga Lucy Pettifer Sutao Qiao

Violin Violin Piano Harp Piano Treble Recorder Piano Piano Piano Violin

1 Noah Roach 1 Eliza Robson Brown 2 Jack Shaw 3* Rafe Sims 2 Joseph Srouji 2 Alice Sutcliffe 3 Struan Thompson 1 Anna Tomkinson 1 2

Oboe Violin Trumpet Guitar Piano Violin Clarinet Violin

P 1* P 4* 1 6* 2 4 2 4* 1* 2

Angus Crichton-Stuart Piano Tomas Fernandez Bruna Piano Flute Phoebe Grant Angelica Honey-Ward Piano Amelia Hughes Oboe Etienne Lamb Piano James Lewis Clarinet Piano James Lewis Hugo McGurk Trombone Mercy Milton Violin Leo Moore Piano Joseph Moshtagh-Kahnamoui Trumpet

1* 2 3* P 2 P 5 4 2* 1 2 1

Lucas Nair-Grepinet Ellie Newitt Florence Parker Dhriti Popat Levin Rainey Isla Ridley Ben Shapiro Maisie Wharton Daniel Wicks Tess Woodhull

1* 2 1* 1* 2* 4* 1* 3 3 AR* 8* 7 3 2 8 2* 3 3 3 2*

Louisa Egerton Piano Piano Hannah Gibson Michael Gildenhard Violin Michael Gildenhard Piano Leela Kainth Flute Misha Kaminskiy Piano Iestyn Lachmann Trombone Adriano Leucci Violin James Lewis Harp Emily Lindsay Clark Flute Jasper Macdonald Alto Saxophone Archie McEwan Trumpet Susanna Millhouse Harp Susanna Millhouse Piano Priyanna Morrill Singing Elliot Munro B Flat Cornet Amelie Grace Nair-Grepinet Piano Adekoya Okusaga Viola Adekoya Okusaga Singing Alexander Parkinson B Flat Cornet

1 P 7* 5 7 P 3 3 4 1 2* 1* 4* 6 2* 1* 1* 4* 3* 1*

Oscar Parsonson Trumpet Maks-Eamon Prempeh Double Bass Electra Reeves Violin Johnnie Rudd Singing Oliver Sawtell B Flat Cornet Isabel Senior Singing Jack Shaw Piano Emily Shrimpton Trombone Lucy St Clair Holborn Flute John Standley Guitar Philip Tomkinson Piano Philip Tomkinson Soprano Saxophone Alice Tomlinson Violin George Travis Trombone Alexa White Piano

2* 3* 1* 2 2* 1 2* 3

Lent Term Henrietta Allpress Felix Bamford Emily Behaji Tate Sam Blakesley Jack Borno Matthew Brown Alice Burbridge James Buttery Mark Chesterfield Hugh Chippington Nico Clarke Sam Clarke

Piano Piano Piano Cello B Flat Cornet Violin B Flat Cornet Horn Trumpet Singing B Flat Cornet Descant Recorder

Horn Trombone Flute Violin Trombone Piano Viola Piano B Flat Cornet Bassoon

1* 2 2 3 1* 1 4 1 1 1*

Summer Term Adam Ahmad Duncan Anderson Eleanor Anderson Eleanor Anderson Estelle Babar Cosmo Benyan Elyas Borno William Buttery Cassien Cameron Alan Chen Jaylen Cheng Adam Chillingworth Hugh Chippington Matthew Chippington Charlie Cobb Inigo Cunningham-Reid Daniel Davies Harry Doggett Isabelle Egerton Isabelle Egerton

Oboe Tuba Piano Violin Violin Trumpet Guitar Piano Singing Piano Violin Piano Trombone Singing Viola Alto Saxophone Trumpet Trumpet Piano Violin

3 1 4 4 2 3 3 3 7 3 7 6* 1 5 2

* indicates distinction

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Drama

Sixth Form: Romeo and Juliet

Kindergarten: Not Such A Grumpy Night

“Larry Lamb went running and running “I giggled when I said, ‘shush, “I liked it when the vegetarian as fast as his legs carried him.” don’t wake the baby!’.” crocodile hid in the stable! It was funny.”

Poppy Slater (aged 4) Imogen O’Reilly (aged 4) Bradley Kushman (aged 4)

T1: Babushka

“Babushka cleaned so much that there wasn’t even any grass because she had cut it all!”

“The camels were in a naughty mood and some were wearing sunglasses. They did a silly dance.”

Alice Manning (aged 5)

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T2: Pinocchia “There were four of us playing the part of Pinocchia and we took it in turns to be on stage. It was so funny when my nose kept growing longer and longer. I did the splits! She was happy at the end because the unicorns cast a spell that transformed Pinocchia into a real girl with a beating heart.”

“The Clever Cricket bounced in and showed Pinocchia the difference from right and wrong. The Mischievous Boy tried to pour water on his sister’s head and the Good Boy made his bed. Pinocchia had to work out how to make the right decisions.”

Una Churchward, London El Refaie, Carmen Navarro & Leah Schut, (all aged 6)

Megan Munro & Henrietta Tennant (both aged 6)

“I liked it when I sneezed as the whale!”

Arthur Manning (aged 6)

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First Form: The Bumblesnouts Save the World “We learnt to really use our faces to tell the story and to use our bodies too, especially when being the Bumblesnouts and creeping on to the stage for the first time. I think our costumes really made us look like we were from another planet too.”

William Mills & Kangqi Gong (both aged 7)

“The Bumblesnouts tried to get Mrs Fizzy to use natural, environmentally-friendly cleaning bottles to protect the world and to pick up rubbish and to take care of the world.”

Melissa French & Amelie Kirk (both aged 7)

“The play had a very important message that all living things have a right to survive. It was fun playing the Croc as he tried to teach the hunters a lesson. They were so scared at the end, he swallowed their rifle.”

Asher Wild (aged 7)

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Second Form: Rhino Wars “It felt like we were more grown up and in control with this play and we used the theme of protecting the rhino. It was very exciting seeing all of our ideas turn into a real production.”

Lorenzo Granado (aged 8)

“I really liked this play as it was good to have the chance to watch the two other classes. The play was so funny and we raised lots of money to save the rhinos at the same time!”

Kitty Shepherd & Poppy McEwan (both aged 8)

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“I liked the element of humour, also each class had been working on different ideas in drama but it all came together in one play.”

Emmett Kirkpatrick (aged 8)

Third Form: Snow White and the Seven Dwarfs “It was a very fun play. I loved being part of it. We have made a lot of progress with our Drama too.”

“‘Snow White’ was amazing and I really liked how everyone was involved.”

Louis Wright (aged 9)

Felix Forsberg (aged 9)

“I found the play really interesting and fun! We all came up with lots of great ideas and so did Mr Clarke.”

“This was my favourite play I have been in so far at St John’s.”

Adekoya Okusaga (aged 9)

Silas Smith (aged 9)

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Fourth Form: A Grimm Night of Theatre “I was a cockerel in ‘The Musicians of Bremen’. I had an amazing costume and when I said my first line everyone in the audience laughed.”

Emerson Gilbertson (aged 10)

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I like being part of our Drama plays because they are fun and you feel good after you have done them. The costumes and props were funny and it was interesting to watch the other plays too. It was challenging to try a new way of acting and having the audience all round you so you had to be aware of where you were facing. Each year we perform a different production which helps you to develop very different styles. We are so lucky to have Drama in our school.

Florence Parker (aged 10)

Fifth Form: Oliver!

“It was amazing to be involved in such a big production. Vera’s part as Mrs Sowerberry was very funny especially in ‘That’s Your Funeral’.

The best bit was at the end when we finished ‘Consider Yourself’ as it felt amazing to be part of it.”

Electra Reeves (aged 11)

“I was Dr Grimwig the doctor who looks after Oliver when he comes to Mr Brownlow’s. My highlight was definitely the bit at the end when ‘murder, murder’ was shouted because the line was really exaggerated. We all had our shining moments and we all shared a spectacular performance.”

Duncan Anderson (aged 11)

“I particularly liked being in the gang because it felt like an actual family, we all acted off each other and we joked about and made Oliver welcome like a proper family would.”

Alfie Cockburn (aged 11)

In October we started the rehearsals to put on Oliver!. Months later we took our final bows and tucked away our costumes. The roles were varied but all of us felt like we had contributed to making this a massive production.

Everyone was motivated to try and self-improve on ideas we have worked on since the beginning to adding final touches on the night. When the time came for lights and costumes the whole performance lifted higher and higher and I felt secure going on stage after rehearsing so well.

We all put our hearts and souls into Oliver! and with such talented actors and actresses I think all of Fifth Form should be very proud as everyone acted amazingly and I felt a mixture of happiness at completion and sadness as it was over. Oliver! was an amazing show that I will remember forever.

Alexandra Dunton (aged 11)

“I was welcomed straight into the wondrous world of ‘Oliver!’. With all the lights and sounds on stage, it felt like you were ‘in’ the Victorian era.

The words and personalities were portrayed amazingly by the talented actors. This experience is something I will never forget.”

Scarlett El Refaie (aged 11)

Sixth Form: Romeo & Juliet at the Shakespeare Schools Festival (SSF) I adored the Shakespeare School Festival because it gave us the opportunity to perform a wonderful play in a professional space.

However, it wasn’t only the performing that was interesting; everything, from the casting process to watching the performances of other schools, captivated the interest of everyone involved. Despite saying this, by far my favourite part of the play was when I was able to shout at Juliet using Shakespearean insults; ‘baggage’ is a particular favourite of mine.

Max Hitchin (aged 12)

“It was our own production that we could apply our own ideas to. It was such a great atmosphere at the Mumford.”

“This experience opened my eyes to Shakespearean theatre.”

Joshua Robson Brown (aged 12)

Rafe Sims (aged 12)

“We learnt how to humanise the characters.”

Liliana French (aged 12)

“It was amazing to perform in a professional theatre and I learnt that small parts were, in reality, integral to a production.”

Lucy St Clair Holborn (aged 12)

“I loved being in the SSF production because of the experience you get with performing on a professional stage.”

Dhriti Popat (aged 12)

“It was amazing lighting the SSF production from a professional lighting box.”

Henry Burbridge (aged 12)

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Sixth Form: Shakespeare Schools Festival Romeo and Juliet

Sixth Form: Passion Play

“Performing on a stage together for the last time, with such a powerful play, was amazing.”

“I learnt to adapt to the play and the seriousness of it and also how to calm my nerves.”

Tabitha Hobson (aged 12)

Oliver Sainsbury (aged 12)

“This was an amazing experience as we got to bring the characters we knew so much about to life.”

“I really enjoyed doing the lighting for the ‘Passion Play’. Lighting is something I hope to be able to do well at my next school.”

Liliana French (aged 12)

Struan Thompson (aged 12)

“We discovered that humanity is far more important in life than glory.”

“This was my hardest and most interesting role in the whole of my time at St John’s.”

Imogen Beaton (aged 12)

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Sixth Form: Leavers’ Plays

“The Leavers’ Plays were about bringing the whole of Sixth Form together for the last time at St John’s.”

“I found it fun because it was a team effort and we all worked together and enjoyed the experience.”

Evie Marchant-Lane (aged 12)

Sasha Kaminskiy (aged 12)

“Spending time rehearsing for the Leavers’ plays will be a lasting memory.”

James Lewis (aged 12)

Both pages: Latin Play ‘duo fratres, una fortuna’, ‘Romeo and Juliet’ and ‘A Midsummer Night’s Dream’

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Activity Week

Second Form ‘It’s a Knockout!’ & ‘Fun in the Sun’ We stood on wooden skis and had to work together to get to the end. It was funny when we all fell over and when half of us screamed left and the other half screamed right! I loved the activities where we got wet and I loved it when Mrs V got wet and covered in bubbles! My favourite part of ‘It’s A Knockout!’ was when we went sliding through the tunnel to collect the jigsaw pieces. ‘It’s A Knockout!’ was probably my favourite because I loved getting soaked in all the bubbles.

Issy Drokov (aged 8)

“We had a range of challenges which were all really exciting and we had to work as a team in every one. My favourite activity was ‘scrambled’.”

Poppy Marr (aged 8)

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“My favourite bit was human noughts and crosses.

I liked the knockout because we got wet and bubbly and dived into bouncy tunnels.”

Max Umdasch (aged 9) & Cosimo Cavaleri (aged 8)

Third Form Bawdsey Manor Trip One of my highlights was the fact that if we went to an activity which was far away, the instructors would teach us funny songs to sing on the way there.

The abseiling was a massive twelve metre vertical drop. It was quite nerve racking when you were at the top because you felt high and a little bit unstable.

We had to lower ourselves into an L-shape and, when I got to the bottom, I felt proud and triumphant. Another highlight was Aeroball, a combination of netball shooting and trampolining. We got into groups and played matches against different teams. We worked well together because we won our group’s competition. I felt really happy and I had a lot of energy!

My favourite activity was the ‘trapeze’ which was basically a leap of faith. When you are down low on the ground watching somebody jump off the high platform, it looks really easy and not scary at all but when you are on the platform and looking down, it is very scary but very exciting and even more adrenaline comes when you jump off. It feels like you are going to fall but actually you just hang in the air swinging to and fro like you are flying.

Clover Cockburn (aged 9)

Harry L’Estrange (aged 9)

“Bawdsey Manor is a place to achieve out of your comfort zone.”

Oli Tayabali (aged 9)

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“Swish, swish goes the wind Crack, crack goes the sail The gentle sound of trickling water fills my ears For this is the sound of sailing and the pleasure of the water.”

Ollie Mills (aged 10)

Fourth Form Rockley Trip Kayaking was fun because we got to jump off a pontoon in the middle of the lake at the end. The water was freezing so I was extremely happy when we went back inside! I liked windsurfing because there was a lot of swimming involved and everyone fell off their boards at least ten times so all of us got wet and you needed to be resilient to keep getting back on your board.

My favourite sailing activities were pico sailing and drascombe sailing. Pico sailing was the best because as my partner and I bounced along the waves I realised how fast we were going and it was amazing. When I was attaching the sail to the boom, the boom swung over and knocked me into the water! I was soaked.

Drascombe sailing was amazing because I got to steer the boat and it was massive so the experience was quite overwhelming!

Laura Altmann (aged 10)

Ski Trip to Italy “I had never been skiing before the school ski trip to La Thuile in Italy and I loved it all and am already planning my next ski trip with my family. I learnt so much in once week, how to make parallel turns and snowplough turns. Karaoke night was fun!”

Amy Rigby (aged 11)

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Fifth Form Jurassic Coast Trip Coasteering was definitely the best activity. It was scary standing at the top of giant ragged rocks but everyone was brave enough to jump. The feeling was amazing and the sea was so refreshing. The guides even showed us some beautiful caves. The walls were a pretty pink colour because of the minerals in the rock. There was a really strong current. During the kayaking we played lots of games including one where all of the boats were being held together and everybody was given a number. When two numbers were called those people had to swap places and the last one to sit down received a forfeit. My forfeit was to commando crawl across both ends of all of the boats. I tried to avoid it at the beginning by ‘falling’ into the water! I’m so glad I had the opportunity to come on this trip and have life-long memories to cherish.

Amelie Matthews & Flora Smith (both aged 11)

“On the first and the last nights we had creamy hot chocolate with delicious tiny marshmallows round the campfire.”

Hannah Wicks (aged 11)

“Fishing, kayaking, bushcraft and coasteering.....so much fun! Jumping off rocks then swimming in the sea and through caves was the best.”

Ollie Brown (aged 11)

“Throwing myself off the cliff, all I could think about was: I’m falling. I’m still falling.

Splash! That was awesome. It was such an amazing experience and I regret nothing.”

Innes Lapraik (aged 11)

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Sport

Sport Rugby Finborough Rugby Festival My favourite tournament was when we played rugby at the Finborough Rugby Festival. Finborough is known to be a really sporty school with excellent facilities and we worked hard as a team that day to play some really good rugby and we were successful. One of the main reasons I love rugby is because it is so physically demanding.

Seb Newitt (aged 11)

“I really enjoyed this Festival, partly because I love the game and it is very much a team game with my friends which makes it all the better.”

Ollie Brown (aged 11)

Under 9 Rugby Tournament We got the chance after lots of training in school to play a rugby match against other schools and we had the chance to ‘crunch’ and this means you can tackle your opponents very hard. You could hear the people on the sidelines cheering us all on and it was a good feeling.

Maks-Eamon Prempeh & Bertie Denison-Smith (both aged 8)

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County Cup Tournament In this tournament there are usually four teams; Perse, St Faiths, St John’s (us) and King’s. This however was narrowed down to three as King’s dropped out and played our B team because they didn’t think that they would have had much fun playing against us. The first match was Perse against St Faith’s and it was a tight match with an end score of a 0-0 draw. Next we played the Perse in a thrilling game of two ends. They scored first but we went into the second half at 1-1. They then took an early lead but we quickly responded to bring it back to a draw. Then in the last play they made a breakthrough, we caught them at first but they still managed to get it over the line. But somehow they managed to drop it! He actually dropped it and he, as well as everyone else knew it, except for the referee.

Final score: 3-2 to them. Our game against St Faith’s was quite a lot easier and we were 4-0 up at half time and there was no going back there.

Ollie Brown (aged 11))

“What I love most about school rugby is the atmosphere and playing with my friends. The most memorable game of St John’s rugby was our last game against Old Buckenham Hall and we were losing 4-1. We came back to win 5-4.”

Matthew Campbell (aged 12)

“The best memory of all my time at St John’s was when I scored my very first try and the feeling of helping your team succeed.”

Matthew Brown (aged 12)

“I like rugby because it is a sport where you can let all your worries out.”

Joseph Moshtagh-Kahnamoui (aged 11)

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“The most memorable hockey match this year was against the Perse Upper and we were being beaten in the first half but we came back strong in the second as a real team and won.”

Finlay Stevenson (aged 12)

Boys’ Hockey Hockey Nationals I love playing hockey for school because I get to play with my friends and I like improving my skills. I also enjoy hockey because it is a fast game and you have to think a lot, especially as a defender like I am. We also get to play matches and tournaments against other schools such as the Hockey Nationals at Gresham’s School. Even though we didn’t make it to the Final it was good because we won most of our matches.

Kit Denison-Smith (aged 10)

IAPS Hockey The 4F Colts team went to the hockey IAPS Tournament at Bishop Stortford. We didn’t get off to the best start and lost our first few matches but started to play better as the tournament went on. We played against good teams and did well, losing some games but winning some as well. We just missed out on the Finals but got very close.

It was fun and we had a great time. I love playing hockey for school because I get to play with my friends and I like improving my skills. I also enjoy hockey because it is a fast game and you have to think a lot, especially as a defender like I am. We also get to play matches and tournaments against other schools.

Sacha Mackenzie (aged 10)

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Cricket Cricket County Festival Our first game was quite a tough one as we were up against St Faith’s.

It was a close game and it came down to the last over. Unfortunately, to the best of Alfie’s efforts, it wasn’t quite enough. Next up was King’s in the Semi-Finals and we lost by two balls. It was a good day of cricket with the team.

Hugh Aubrey (aged 11)

“The best part of playing cricket is knowing that you are playing as a real team.”

Rafe Sims (aged 12)

Being part of the team St John’s cricket team is very fun because in all our matches we improve and the whole team have a go at everything. We play all teams and always enjoy ourselves even if we lose. We have incredible players that never let us down and everyone plays an important part in cricket matches.

Cosmo Benyan (aged 10)

“My favourite part of school cricket is when you take a wicket or make a fifty and the whole team celebrate together.”

Edward MacLean (aged 11)

“The part of playing cricket I enjoy the most is the bowling because it is such a good feeling when you do the perfect bowl.”

Ted Traynor (aged 12)

“I liked batting really far. We won against King’s and I did an amazing catch (a dive).”

Maks-Eamon Prempeh (aged 8)

“My favourite part of school cricket is playing one of your favourite sports with all your friends. The roar of the whole team when you win is incredible.”

Ollie Brown (aged 11)

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Girls’ Hockey U13 Cambridgeshire Hockey Squad In 2017, our school entered some girls in our year to try out for the Cambridgeshire team. There were about three rounds which eliminated half the group each time, there were 350 at first and it finished with 40. I was lucky enough to make it through. The try outs took place in the summer so we could start the season in September and the season ended at the end of the Easter holidays so we had two full terms of playing. I really enjoyed playing for our school and it was nice to see so many recognisable faces there.

I would really recommend this for younger children to give hockey a go because I wasn’t expecting to make the team but I tried my hardest and it paid off. I just proved that things are possible if you put your heart into it.

Nella Porritt (aged 11)

IAPS Regional Hockey Tournament I have really enjoyed playing as the A team goalkeeper and I am looking forward to trying my best in the Seniors next year. I have played a lot of hockey outside school too, which I love. My most memorable tournament was IAPS as we came fourth and I had an amazing time playing against all the other schools and in one match I even did the splits and I did my first penalty shoot-out. It was a really good experience for me and I hope anyone who participated liked it too. I enjoyed playing with my team and hope to play with them next year. I like saving goals for my team and winning the match together.

Catriona Beaton (aged 10)

Old Buckenham Hall Hockey Tournament Old Buckenham Hall was a great hockey tournament as the whole team was in a really positive mindset and good spirits which resulted in our team coming second and one point away from first place, which was incredible. It was such a memorable experience and one our team will not forget.

Gaia Greenwood (aged 12)

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“I loved the IAPS hockey because it was really fun to play with my friends at a competitive level.

We did really well and came fourth in eleven schools! It got really tense when it came to the penalty shuffle (if there was a draw), which is when you pick three of your players to beat the goalie and score. I loved it and the experience was great.”

Priyanna Morrill (aged 10))

“We all enjoy playing in hockey tournaments as it gives us a chance to use our skills. We work well as a team and the atmosphere at tournaments is always really positive and the crowd cheer you on from the side.”

Leela Kainth (aged 12)

“The best bit of playing hockey is when you go out onto the pitch with your team and all the excitement and nerves build up and you are ready to play your best.”

Beatrice Salmon (aged 12)

The Leys School Hockey Tournament If I could I would play netball all day! We had a tournament at The Leys School and we all worked so hard to use our skills and to try our hardest and Evie’s shooting was really impressive.

Sienna Cutts (aged 12)

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Netball Cambridgeshire County Netball My favourite netball tournament has been the Cambridgeshire Competition with school. We came fourth overall and it was raining so hard the pitch was drenched! The best highlight of the netball season was when we played at The Leys School and won one match by around 16 points and the other by around 9. It was a great feeling.

Nella Porritt (aged 11)

Uppingham Netball Tournament We went to Uppingham Netball tournament. We played three matches against the people in our pool. Even though we lost two of them we worked well as a team by communicating on court and the people on the sides were offering support as well. Also we worked well together because we have worked together for a few netball seasons now and know each others’ skills very well.

I love netball because it’s very quick and fast, I like this because it allows you to feel all the excitement build up.

Lucy Davies (aged 12)

The Leys Netball Tournament “I really enjoyed playing in this mini netball tournament at The Leys as it was our last match and we played well and won. It was a great way to finish the SJCS netball season.”

Jemima White (aged 12)

“I was nervous to begin for our first match but I started to get more confident after more goals. We used the tips our coach had given us, like run quickly and pass to people near you.”

Eliza Robson Brown (aged 8)

“I love the feeling you get from playing in House matches, working as a team and feeling closer together.”

Tabitha Hobson (aged 12)

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Sixth Form Sports Coaching Throughout two of our Sixth Form terms, a group of us had the amazing opportunity in coaching sport with the Forms 1 and 2. Parts of it were quite challenging as you had to maintain the younger children’s focus with energetic and fun activities and vary what we did as well as teaching them skills. It was also such a rewarding experience as we learnt how to work with younger children and to engage them fully and work in teams.

Gaia Greenwood (aged 12)

“It was fun being coached by some of the older children. We did lots of different sports with them.”

Isabella Bishop (aged 7)

Rowing I really loved the end of year rowing race. It felt amazing to put two years of time spent rowing on the river, working my hardest, to use. The winning wasn’t the most important part, although I really wanted to win, it was getting to row one last time with my friends. The short row was incredible, we were all working our hardest, and the sensation of crossing the finish line was fantastic, it really put a smile on our faces.

Overall, it was a fabulous end to a fabulous sport.

Liliana French (aged 12) Izzy, Sasha and I loved cheering on the rowing race and having the wonderful sensation of being part of a team and motivating our friends. The atmosphere on the riverbank was electric and we were standing on the tip of our feet nearly falling into the river just to see the first glimpse of the boats.

We just wanted to cheer on our friends with all our might because we knew how much it meant to all of us not just to win but to do justice to the sport we all truly love.

Yee Yee Ma (aged 12)

“Rowing is an amazing sport as you get to row on a lovely stretch of the River Cam in a variety of boats and get some exercise.”

Henry Burbridge (aged 12)

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Girls’ Cricket I enjoy playing cricket because it isn’t just a boys’ sport which it has historically been known as. My most memorable match was when we played Culford School and we worked as a team to win by three runs. It was so close!

Lucy Davies (aged 12) I just started cricket this year and I have really enjoyed it. We have played lots of matches and have had the chance to play and experience hard ball cricket. We played three matches against other schools and we won two of them. They worked very well as we had different strengths. I enjoyed the game a lot and I really liked working with the other people in my team to win a game (or to lose).

Alexandra Dunton (aged 11) I love playing in a team because together we can have fun and share memories. My favourite match was against Culford School. I was batting first and we got so many runs and only got out once. By the time everyone had batted we had been out nine times! A loss of runs didn’t prevent us from winning. With a great catch, two bowls out and some tight fielding, we managed to beat them by eight runs. That was my most memorable match.

Abby Orchard (aged 11)

“I like the fact that all girls can play cricket which is great as it has been my favourite sport during my time at St John’s.”

Leela Kainth (aged 12)

“I really enjoy playing cricket because it breaks a stereotypical barrier of cricket being a boys’ only sport which is important.”

Evie Marchant-Lane (aged 12)

“I love working as a team in cricket and improving my bowling.

Imogen Beaton (aged 12)

“I liked it when we were learning new skills in cricket. I liked doing the batting and hitting the ball far. I also enjoy running as part of playing cricket.”

Emily Grant (aged 8)

“I love taking part in cricket matches and the strength of being part of a team.”

Poppy-Rae Murphy (aged 12)

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Swimming IAPS Regionals It was a very cold night at The Leys School and there were only three boys who were representing St John’s from the whole of the Third Form. It was a long pool and quite scary! I did two relays and we came second in the first one and third in the last one. It was really fun and exciting. I knew some people there from out of school clubs like from County Cricket. There were lots of other schools there and lots of people watching too. The pool was really cold when you first got in but as you kept swimming it got warmer. It was a fun event to be part of.

William MacLean (aged 9) The thing I love the most about swimming is that you can be completely useless at running or throwing but in the water your body completely transforms into something like a fish. My favourite stroke in swimming is butterfly because when you come out of the water your chest leads the whole stroke and then your arms very quickly follow through as you ‘fly’ out the water. This year my biggest swimming success was when the swimming relay team came first in our region in IAPS Regionals.

George Travis (aged 12)

House Swimming Gala “House swimming was with the whole year group. We were all put in a race or relay in which we had to compete in for our House. Everyone did at least one race or relay but some people did two. For all the races the whistle would blow and you were off doing two lengths each. During the races there was lots of screaming and shouting for the person in your House.”

“The IAPS swimming was held at The Leys School pool which is massive! At first I was really nervous because my result was for the school so I felt like I should do the best I could possibly do. I had a great time, it got so much easier for me after I had done one race. If anyone is feeling nervous just think of it as a fun time swimming at the Lido but not as cold!”

Tess Warder (aged 9)

“This was really fun as we got to compete for our Houses. At the end everybody had a race and we had a relay. Luckily my House won the relay and then we won the whole thing!”

Oscar Robson (aged 9)

Ellie Newitt (aged 9)

“At the end we were so happy we had won that we jumped into the pool in our excitement!”

Sienna Cutts (aged 11)

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Athletics Stowe Athletics Competition This year my absolute favourite athletics competition was the Stowe School Athletics. This is an informal competition at a super smart school with beautiful facilities. The track was so soft to run on. And it was green! I was doing the 100m, the 200m and the 4x100m relay. It was scorching hot, I didn’t win anything but it was great day.

Seb Newitt (aged 11)

St Faith’s Athletics Competition At St Faith’s Athletics Competition all of the races are mixed. In my race, I came fourth but if it had been a normal competition, where the races are boys and girls separately I would have come second because I was the second girl. I competed in the 300 metres, it was my second time running the 300 so before the race I was very nervous. After the race I felt happy with how the race went. I love athletics because there is a wide variety in the events.

Nella Porritt (aged 11)

“At the St Faith’s Athletics, we worked as a team and supported and helped each other.”

Elliot Munro (aged 8)

“We did well in the Girls’ relay – we came third and I beat my time. It was fun supporting our friends.”

Bertie Denison-Smith & Eleanor Anderson (both aged 8)

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IAPS Athletics Competition My favourite athletics tournament this year was the IAPS Athletics Competition, I particularly liked this one because it was a really nice track and some very tough competition. The competition took place in Bedford and the stadium even had a stand unlike other ones, like Stowe. The format of the competition was that the top two of each event, age group and gender went through to Nationals.

I came third in my race which meant I just missed out on Nationals but I didn’t really mind as it was a great experience anyway.

Ollie Brown (aged 11)

“I won the 100m. I’m proud and chuffed at what I did. We played games and we were so nervous every minute we got closer to the IAPS stadium.”

“We won the final and the relay; I felt proud.”

“I really enjoyed the IAPS competition because, although it is quite scary and there are lots of competitors, you are with all of your friends and it is a fun, sporting day. Everyone was so supportive and I really happy with the result of my race.”

Eleanor Anderson (aged 8)

Jemima White (aged 12)

Anna Tomkinson (aged 8)

“I only did the relay but it was fun to see my friends run too!”

Eliza Robson Brown (aged 8)

“I enjoyed IAPS. It was fun to play with friends.

In the relay we all worked together and communicated really well.”

Alexa White (aged 8)

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House Cross Country

Cross Country Nationals

I came fourth in the House cross country and this is the third time I have taken part in this at school. We started with some gentle stretches and warm-ups before setting off by the pavilion. When I am running, I try and stay focused and pace myself well and usually I keep up with the person in front of me. My tip would be not to talk to anyone so you do not get distracted. When I reached the finishing poles at the end I felt like I had achieved something good. Outside school I attend Cambridge & Coleridge Athletics as I love running.

Ollie Mills (aged 10)

Being part of a cross country team is exciting and always fun. Cross country is my favourite sport and I enjoy the mud and the distance. I love being with all my teammates before a race and on the start line. My favourite race has been the Nationals in London. There were seven hundred people all in a long row, all waiting nervously in pens. I was with all my teammates until the horn sounded. The course was incredibly muddy and slippery even with spikes.

Cosmo Benyan (aged 10)

Ballet I have been doing dance for eight years now. During that time, I have done a lot of different styles, including tap, contemporary, commercial, and jazz. But what I like to focus my time on a weekly basis, is ballet. I do five and a half hours of ballet classes a week, studying RAD grades 6 and 8. (The grade 8 class is extension). I also do pointe class, which is very special to me. I love ballet, and I do ballet because it makes me so exhilarated. It fills me with joy every time I watch a ballet, and so I want to fill people with that same happiness. My family and I have seen a lot of different types of ballet and contemporary. One of my favourite ballet choreographers is William Forsythe. He is one of the more modern ones, and his work is particularly inspiring. The traditional choreographers, like George Balanchine, are beautiful, but I think that Forsythe is even more interesting. My teachers inspire me too. Both of them were professional ballet dancers, and they have a very passionate attitude towards their teaching. They have helped me improve greatly over the time that I have been dancing with them.

For me, the flow and the movement is freeing. It is very good for my concentration and physical skill, helping my balance as well as my mind. Ballet also improves my mood. If I am angry or down, then the flow lifts my spirits. I used to want to be a ballet dancer, and although I still want to dance for the rest of my life, I now want to be an environmental scientist, as I feel strongly that the environment should be our main focus at this point in time.

Cordelia Bargh (aged 11)

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Sailing Success at the National IAPS Regatta My friend Joey Taylor and I had the opportunity to go to the Feva National Sailing IAPS Regatta which was held in Weymouth harbour this May. After the long drive, on the day before the event we were allowed to go for a sail as a practice; it was extremely windy and there were white horses on the water. We launched our dinghy and had an amazing time whizzing up and down the harbour. On the day, we arrived and signed in but there was a problem: there was hardly any wind! We rigged up and headed out and got ready for our first race out of four alongside 28 other boats from all round the country. We won! The second race didn’t go as well, we finished fourth, the third race we came third and the last race we came second. These results put us in third place overall, thanks to Joey’s excellent helmanship and our teamwork.

Johnnie Rudd (aged 12)

Basketball Until I was about ten my main and favourite sport had always been football.

So unsurprisingly the first time I picked up a basketball and tried to dribble I was utterly appalling. But as with any other skill the more time you invest in it the better you become which makes your enjoyment level rocket up. In Fourth Form the sport finally leaped over the joys of football and became one of my main priorities. After a year of hard work, sweat and dedication I was lucky enough to be able to make the East Region squad and advance on to the team.

The following year I made the squad again and from there got a place in the Regional Performance Centre, with monthly practices in places such as Luton or Colchester. Basketball has helped me in many different ways. Not only have I made dozens of friends along the way but it also has taught me what it really means to work hard, and that I can take lessons or mindsets from basketball and apply them to another subject like Music or Maths.

Michael Gildenhard (aged 12)

Triathlon I go to triathlon training most Saturdays with WaldenTri. My dad is a volunteer coach there and it’s a lot of fun. We train at Carver Barracks which is a military base near Saffron Walden. Sometimes, we even find bullet shells whilst training.

Every so often, we do pace control, which involves us being timed over a certain distance so we can get a feel for how tired we will become running at a certain pace for that distance. Since it is a military base, we can use the runway and the forest area next to it for our cycling exercises too. I enjoy the forest most because it is much more interesting than running up and down the runway, especially when we do the trail running or play manhunt. Triathlon competitions happen most weeks in the summer. These are fun but last the whole day and you only race for about 20-30 minutes. At my level (TriStar2), triathlons consist of 8 lengths (200m) of the pool followed by 4 laps of the cycling course (4km) and then 3 run laps (1.8km). You have to keep count very carefully otherwise you might be DQ’d! It’s quite hard but keeps you fit and is great fun!

Elliot Moran (aged 10)

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Pre-Prep Sports Day I really liked the fact that when any children were running we all cheered everybody on from the seats. When you were racing you could hear all the cheers.

Lanxi Li (aged 5)

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“I won three races and lost one but I wanted my friends to win too.”

Arthur Griffiths (aged 5)

“The best thing about Sports Day was that, even though I came second, I enjoyed the dressing up race.”

Alice Labruyère (aged 5)

“I liked how the people at Senior House were very kind to us and the T1s were very compassionate to each other.”

William Collins (aged 5)

“I actually won the relay race with my class because I ran at my full speed.”

Dhruv Deshpande (aged 4)

“I liked all the races. The zig-zag race was my favourite.”

Adam Mussa (aged 4)

“I liked the relay because we got to race against the other class, even though we lost.”

Zackary Crosbie (aged 6)

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Sports Day I won my 100m, 200m and long jump. My tip would be don’t look sideways when you are in a running race, always keep your head up and look forwards down the track. Don’t stop at the finish line and make sure you stretch your arms afterwards. I won the most points for my House. It felt amazing to stand up on the podium and say a speech.

Anna Tomkinson (aged 8)

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I ran in the 100m, 200m and also the relay race too and I came first in all three, with the help of my teammates for the relay! I felt really excited about my races and proud too. To run fast I would suggest that you look straight ahead as looking back to see if anyone is catching up with you will slow you down. Being a fast runner really helps with other sports too, like football and rugby.

Tighe Westfall (aged 8)

“I won the 200m! It made me happy and excited. I was nervous because I was in the second to last lane. I wanted to run last in the relay – I like running because it’s fun!”

Elliot Munro (aged 8)

“I came second in the As for the 100m and I was happy with my result. It is important that you are in a good starting position before the race, with your starting leg and arm ready to sprint.”

Bron Sims (aged 7)

“I really enjoyed Sports Day and I took part in 100m, high jump and the ball throw. I really enjoy sport because it makes me feel happy when I am running around and taking part.”

Caitlin Blakesley (aged 9)

“I loved doing the high jump. There were only two other people in my group competing.”

Johanna Hindmarsh (aged 8)

“You have to imagine that someone or something is chasing you and you will run much faster!”

Antigone Axon (aged 7)

“In long jump you have to get your runup correct and then try and land as far a distance as you can. When you are in the air, a good jump can feel like you are flying.”

Angus Crichton-Stuart (aged 7)

“I enjoy the competitive aspects of Sports Day but I am mostly there for the enjoyment of the whole day.”

Toby Howard-Jones (aged 9)

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A Year in Kindergarten

“We went round and round and round and round to make a coil pot.”

Jemima Lucas (aged 4)

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“‘I liked making snow angels with Immy and Hebe.”

“I like learning how to persevere because it makes me get better at things.”

Jemima Lucas (aged 4)

Harry Dixon (aged 4)

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“I liked when it was Christmas time and we had the special Christmas lunch with crackers!”

Tilly Denman (aged 4)

“In Book Week we came back to school at night time in our pyjamas and we had hot chocolate and a muffin and listened to stories.”

Arindam Roshan (aged 4)

“At Wimpole, it was funny how the pigs were fighting over trying to eat and when they oinked the big one sat on them!”

Reuben Bennett (aged 4)

“I like playing on the big climbing frame with all my friends.”

Toby Ali (aged 4)

“I loved painting real flowers by looking so carefully.”

Raphael Lynn-Brown (aged 4)

“I love when we are doing phonics and I learn how to do my letters.”

Amber Oates (aged 4)

“I have loved making best friends this year.”

Lev Higginson (aged 4)

“When we went on our trip to Wandlebury, we stood on the bench so we could see Ely Cathedral really far away. It was so tall.”

Imogen O’Reilly (aged 4)

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New Faces

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Marcelle Dobson “A school where the children are magically happy.”

I had just returned from Zambia where I had spent an inspiring few weeks teaching and was looking for my next challenge when these words jumped out at me from the St John’s College School website.

How could I not be intrigued? I entered through the ancient wooden doors, walked past the gowns and squares hanging on the pegs and was met with smiles and warmth. My journey began as a cover teacher.

This provided both a unique and wonderful opportunity to engage with pupils and colleagues in all areas of the school and to experience and embrace the St John’s way fully. I haven’t looked back. I am blessed this academic year to have my own Form 1 class. What a privilege to spend my days gently guiding, shaping and learning alongside such enthusiastic children who love to learn.

So far we have travelled back to Roman times, been captivated by the Choristers singing and composed poetry to name but a few highlights. All this underpinned with E4L, and punctuated with essential moments of mindfulness and opportunities just to be and grow together as a community. This truly is a magical school.

Nikki MacPherson In 2002, after 7 years as both a T1 and F2 teacher at Byron House, I bid a sad farewell to St John’s and moved with my husband and young daughter to start a new life in Surrey to be nearer my family.

At first I worked at Danes Hill School in Oxshott and then at Reigate St Mary’s, where I worked initially as a supply teacher, teaching anything and everything, and then in various roles, as Head of Drama, SENCO and as a form teacher. Fast forward fifteen years, and my family and I made the decision to move back to Cambridge.

During my time away, St John’s was always very close to my heart and I had kept in touch with many staff and pupils. I hadn’t been back for many years, but when I walked through the doors at Senior House again, that wonderful familiarity and welcoming atmosphere had me hooked. There was only one place I wanted to teach, and that was, of course, St John’s! I feel so fortunate to have a second chance of working here and am loving Cambridge life. As they say, once St John’s, always St John’s!

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Anne-Marie Grant I have taught in many schools and have a wide range of educational experience, but becoming the Head of Geography at SJCS has been amazing!

The school has the family environment that I had been seeking since I moved up from Brighton, and the staff and pupils are truly wonderful! They say that teaching is not just a job but a vocation, and I can wholeheartedly say that working at SJCS has been awesome! I will forever be thankful for the ongoing support and kindness I have received during a difficult year personally.

SJCS certainly practises what it preaches, and my time so far at the school has been filled with so many wonderful memories. The pupils are hardworking and caring, and their enjoyment of my subject has been thrilling to see. SJCS is truly a magical place, and I look forward to the future with bated breathe.

Jane Roach

Ben Clilverd

Joe Sivell

Learning Support Assistant

Sports Assistant

IT Teaching Assistant

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Awards The Wilsher Art Prize The Sally Dumville Art Prize The Dominic Walsh Art Prize The York-Moore Art Prizes The Lisa Cunnison Junior Art Prize The Annabel Sadler Art Prize The Junior Design Technology Prize The Intermediate Design Technology Prize The Nicholas Clark Design Technology Prize The Gambier Prize for Information Technology

The Junior Sports Prizes The Russell Sports Prizes The Stammers Hockey Prize The Endowed Senior Cricket Prize The Kenya Rugger Prize The de Uphaugh Athletics Prize The Endowed Prize for the Best All-Round Sportsman The Chandler Hockey Prize The Girls’ Netball Prize The Girls’ Cricket Prize The Bailey Prize for the Best All-Round Sportswoman

Issy Drokov, William Simpson Marennah Prempeh, Oliver Sawtell Charlie Cobb Matthew Brown Joey Taylor Joey Taylor Joey Taylor Sienna Cutts Charlotte Mann Evie Marchant-Lane Evie Marchant-Lane

The Junior Drama Prize The Nourse/Pearson Drama Prize The Tom Curran Technical Drama Prizes The North Wall Drama Award The McIntyre Drama Prize The Griffiths-Elsden Cup for Drama The Davies Poetry Prize The Bond and Wright Reading Prizes

Emily Grant Freya Cameron Henry Burbridge, Struan Thompson Monty Lovell Tabitha Hobson Charles Dawes Liliana French Max Hitchin, Pippa Watkins

The Junior Music Prizes The Braithwaite Music Shield The Cyril Bradley Rootham Music Prizes The Organist’s Junior Prize

The Cecilia Prize for Music The Mayo Keyboard Cup The Parker String Prize The Rowley Brass Prize The Sarah Saunders Music Prize The Richard Perry Soloist Prize

The Cyril Bradley Rootham Music Prizes (Senior) The School Choir Prize The Organist’s Senior Prizes

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Isobel Standley Yee Yee Ma Charles Dawes Gaia Greenwood, Beatrice Salmon Alexa White Tomas Fernandez Bruna Benjamin Sawtell Theo Pafitis Johnnie Rudd Ben Shapiro

George Ducker, Eliza Robson Brown Thomas Watkin Polly Casey, Ella Davidson, Florence McDonald William Buttery Ed Kirker Adam Chillingworth Charlie Cobb James Buttery Matthew Brown Matthew Brown Michael Gildenhard, James Lewis Joshua Robson Brown Lewis Cobb, Freddie Harrison

The Anne Keast-Butler Mathematics Prize The Michael Cullen Mathematics Prize The Maddocks Science Prize The Michael Cullen Science Prize The Hugh Chamberlin English Prize The Endowed English Prize

Jack Shaw Leela Kainth George Shapiro Lucy St Clair Holborn Lucy St Clair Holborn Myles O’Reilly

The Horbury French Prize The John Saunders French Prize The Hugh Chamberlin Classics Prize The Daniel Dyson Prize for Greek The Collis History Prize The Gavin Isle History Prize The Endowed Geography Prize The Blantyre Geography Prize The Benedict Clark Prize for Divinity The Maureen Elcock Memorial 1st Form Prizes 2nd Form Prizes 3rd Form Prizes The 4th Form Endowed Prize The Elizabeth Maxim 4th Form Prize 5th Form Prizes 6th Form Prizes

The Endowed Prize for Initiative The Prizes for contributions to charities and the wider community

The Baker Prizes for Environmental Awareness

The 6th Form Prizes for Buddying

Eleanor Pottle James Lewis Michael Gildenhard Ben Shapiro Inigo Cunningham-Reid Max Hitchin Rohan Kainth Monty Lovell Rafe Sims Melissa French, Kangqi Gong Lorenzo Granado, Ella Wigan Isabelle Egerton, Ellie Newitt Sacha Mackenzie Tamsin Loose Jaylen Cheng, Vera Edgington Max Hitchin, Leela Kainth, Yee Yee Ma, Ben Shapiro, Lucy St Clair Holborn, Jemima White Charles Dawes Lucy Davies, Gaia Greenwood, Yee Yee Ma, Evie Marchant-Lane Imogen Beaton, Liliana French, Ben Shapiro, Rafe Sims Imogen Beaton, George Buchanan, Sienna Cutts, Tabitha Hobson, Ed Kirker, Poppy-Rae Murphy, Oliver Sainsbury, Beatrice Salmon

The Maureen Elcock Prize for Care and Consideration for Others The Alice Taylor Prize for Care and Consideration for Others The Gibbins and Tate Memorial Prizes for Care and Consideration for Others

Alicia McDonnell Catriona Beaton Thomas Coates, Tabitha Hobson, Leela Kainth, Arthur Lauze, Isobel Standley, Finlay Stevenson, Edward Traynor, Pippa Watkins

The Gray Prize (for good influence) The Joyce Macdonald and Sally Dumville Memorial Prizes (for good influence)

The Saunders Prizes (for good influence)

Freddie Fish Lucy Davies, Michael Gildenhard, Gaia Greenwood, Gabriel James Charlotte Mann, Poppy-Rae Murphy, Dhriti Popat, Pippa Watkins

The Wakefield/Visman Prize (for the greatest all-round contribution to school life) The Emily Cornish Prizes (for all-round contribution to school life) The Morton Prize and The George Guest Memorial Prize (shared between the Joint Deputy Head Choristers) The Harold Woolfendon Prize for the Head Chorister The Lance Ellison Prize for the Head Boy The ZoĂŤ Jagelman Prize for the Head Girl

Ella Davidson Charles Dawes, Jemima White

James Buttery, Adam Chillingworth, James Lewis Matthew Brown Gabriel James Jemima White

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Leavers

Leavers’ Trip to the Ardèche, France I loved going away to the Ardèche in France at the end of our Sixth Form at St John’s. All the activities such as going down the rapids, jumping off cliff edges, the high ropes and kayaking and just being together as one year group were fun and so memorable.

We had the chance to hang out as a group for the very last time.

Pippa Watkins (aged 12)

“I will miss all the people at St John’s. All the activities as part of the Leavers’ Programme and residential trip were a great way to end our time here.”

Leela Kainth (aged 12)

“We slept under the stars on mats! It was amazing to be sleeping outside.”

Ted Traynor & Rafe Sims (both aged 12)

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“You had to trust your partner when you were doing the crate stacking as we were so high up and where we were standing was narrow.�

Johnnie Rudd & Gabriel James (both aged 12)

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Leavers’ Memories “I will miss all my friends and being in the school because I have been here since KG, which is a long time!”

Dhriti Popat (aged 12)

“I will miss the community feeling and how friendly it is, no other school will be the same.”

Joshua Robson Brown (aged 12)

“I will miss the freedom we are given and the capabilities we have learnt.”

Arthur Lauze (aged 12)

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Clockwise: Self-Defence classes; Learning circus skills; Signing shirts on the last day of the year; Leavers’ Charities Summer Fair

Leavers’ concert

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Fencing

Learning circus skills

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‘Animal Encounters’

Life-saving skills

Leavers’ Programme “We got to hold so many different animals with the Animal Encounters show, including snakes!”

Gaia Greenwood (aged 12)

“The drumming workshop was such fun as the man was incredibly funny. We learnt techniques and rhythms to play and, at the end, we performed to the younger children. It was loud!”

Charles Dawes (aged 12)

“We got to learn CPR, fencing, Scottish dancing and selfdefence as part of the Leavers’ Programme.”

Charlotte Mann & Beatrice Salmon (both aged 12)

Drumming workshop

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Leavers’ plays

“My best memory is arriving in North Drive for the first time and thinking to myself, ‘What a wonderful place.’”

Sienna Cutts (aged 12)

Africa Day

“I will miss the friendly inclusive atmosphere here and the feeling that everyone knows everyone.”

Lucy St Clair Holborn (aged 12)

“The best part of being here is the close community I spent eight years with.”

Charities Summer Fair

Gaia Greenwood (aged 12)

“I have enjoyed all the brilliant opportunities given to us over the years.”

“I will miss walking through North Drive with my friends at the end of each day.”

Henry Burbridge (aged 12)

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13+ Leavers’ Destination Schools Ardingly College Yee Yee Ma Berkhamsted School Matthew Brown Eton College Max Hitchin Haileybury School Gaia Greenwood Heritage School Struan Thompson King’s School, Ely Henry Burbridge Thomas Coates Gabriel James Johnnie Rudd Sasha Kaminskiy

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King’s School, Ely cont’d Arthur Lauze Oliver Sainsbury Norwich School Adam Chillingworth Oakham School Sienna Cutts Monty Lovell Oundle School Beatrice Salmon Rugby School Evie Marchant-Lane St Mary’s School, Cambridge Tabitha Hobson Isobel Standley

St Mary’s School, Cambridge cont’d Poppy-Rae Murphy Dhriti Popat Pippa Watkins Stephen Perse Foundation Imogen Beaton Lucy Davies Charlotte Mann The Leys School Charles Dawes George Buchanan Matthew Campbell Joshua Robson Brown Rafe Sims Finlay Stevenson Ted Traynor Jemima White

The Perse Upper School Ed Kirker Liliana French Michael Gildenhard Leela Kainth Ben Shapiro Lucy St Clair Holborn Joey Taylor Uppingham School James Buttery Charlie Cobb Winchester College James Lewis

Leavers’ Awards 43 boys and girls are leaving for Senior Schools. 17 awards were achieved as follows: Matthew Brown Music Scholarship Berkhamsted School Henry Burbridge STEM Scholarship King’s School, Ely James Buttery Music Scholarship Uppingham School Adam Chillingworth Music and Organ Scholarships Norwich School Charlie Cobb Music Scholarship Uppingham School Charles Dawes Art and Drama Scholarships The Leys School Max Hitchin Martineau Exhibition (Academic) Eton College Tabitha Hobson Drama Scholarship St Mary’s School, Cambridge James Lewis Music Scholarship Winchester College Ed Kirker Music Scholarship The Perse Upper School Monty Lovell Drama Scholarship Oakham School Yee Yee Ma Art and Academic Scholarships Ardingly College Johnnie Rudd STEM Scholarship King’s School, Ely Isobel Standley Art Scholarship St Mary’s School, Cambridge

Where a child has gained an award in the same discipline for more than one school, only the award for the destination school is recorded.

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Head Girl’s Address on Speech Day - Jemima White I would like to start by saying a few thank yous. I find that often the people whose faces perhaps aren’t as familiar as some of the ones we see everyday are often the people that the school couldn’t work without.

So firstly I would like to say a massive thank you to the maintenance and cleaning staff, for constantly working behind the scenes to keep our school in the amazing condition it is. I would particularly like to apologise on behalf of the Sixth Form about the state in which we leave the locker rooms (I promise you, it is the boys). Miraculously, it is always spotless in the morning though, so thank you.

Secondly I would like to thank the catering staff for never failing to give us a wide selection of food every single day, which thankfully means I can always avoid the spiced pears… now don’t get me wrong, they are exceptional spiced pears, the highest quality spiced pears, you might even go as far to say they are the best spiced pears in the history of poached pears. Unfortunately I am yet to meet anyone who actually likes spiced pears… with the weird exception of my brother Rory.

Thirdly I would like to thank Nurse Claire for always being poised and ready for any kind of injury let it be knee scrapes or concussions. Also Catherine and Charlotte, our wonderful, hard-working receptionists and all the administrative staff . Now I would also briefly like to thank, under much request by them, my parents for sending me to such an amazing school and always being supportive and kind whatever mood I come back home from school in, so thank you for always being there.

Last but certainly not least, I would like to thank all my wonderful friends and fellow students for making my time at St John’s so enjoyable and helping to create all kinds of memories that I know I will never forget.

My time at St John’s has been a roller coaster ride and I have had the most amazing time. I wouldn’t change anything. I’ve had happy times learning to love Maths while also driving Mr Taylor crazy with our endless chants; I know deep down he’ll miss us.

I have had sad times like when my friends and I found out they didn’t serve ham and cheese melts in the summer term; they will be missed. There’s been disappointment as in Drama when we performed two plays in the Fifth Form and out of all the roles I managed to land myself with the role of a half-insane granny who turned into a world champion boxer in the span of 5 seconds; who also happened to wear a hot pink lycra boxing suit. Thank you Mr Clarke, that will never be forgotten. The excitement and sheer joy of when we beat St Faith’s in that one match (in 7 years). And then there are the hilarious and stupid times like being overly ambitious and misjudging my giant leap next to the pond to reach Charlotte and then next thing you know I’m walking into History with soaking wet clothes and covered in pond weed, that sure was a fun lesson.

To all those parents who have children in Byron House and those Byron House children who are here, don’t take it for granted; Byron House is the most magical place. I will always have such fond memories; I still remember playing fairies in between the trees and chasing each other around on the climbing frame as if it were yesterday and I’m sure I’ll remember that throughout my life. Byron House could not be a better place to grow up and I wish I could go back. In fact, recently a few friends and I did just that, to help out with the summer fair and I even surprised myself at how quickly we turned back into 8 year old selves. We spent the whole time running madly around the playground competing against each other to see who could sell their lot of strawberries the quickest, which I might add, I won. But honestly I will always miss the atmosphere of Byron House, the fun and positive atmosphere that will always bring out your inner 8 year old self.

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St John’s is all about bringing out the talents and strengths of the pupils even if it takes a while to find those passions and interests.

I would never dreamt of embarrassing anyone but I have a vivid memory of when two boys in my year created a boy band called ‘2direction’ and they thought they were the coolest people on earth. They had back-up dancers; they had bodyguards. They even had a manager. It turns out no one had ever actually heard them sing before and things went downhill from there. So Joey, please stick to sport and Charles, definitely stick to Art and Drama.

This time of year has finally come around again when one year leaves to start the next step of their journey at their new schools.

It feels very weird, sad and exciting to now be saying that it is our turn this year. As you may know the Sixth Form spend their last few weeks of term doing the Leavers’ Programme. Now I’ve always heard great things about the Leavers’ Programme but not one comment has done it justice. It is truly amazing to suddenly realise you’re bonding over stepping on each other’s feet in Scottish dancing, discovering your inner lion king to a wild African drum beat, or trying to stay upright on an upturned canoe while your so-called friends do everything they can to throw you into the water. It brings everyone closer together and makes you realise and understand just how lucky we are to be at such an amazing school.

I have only just realised how many opportunities St John’s gives you.

I myself have had opportunities in literally every different area of education, like performing a play at a professional theatre, being in Charities Committee, doing all kinds of clubs after school, teaching mindfulness at another school and teaching sport to all the First Forms - I now sympathise with the teachers. I’ve realised that some children, and we’ve all been guilty of it from time to time, can be a bit of a pain! And there are many, many more examples which I won’t mention. But what I’m trying to say is my main tip for any current St John’s pupil is: don’t take anything for granted, make the most of every opportunity you get thrown. You are at a very special school. I…We have been very lucky indeed.

Head Boy’s Address on Speech Day - Gabriel James As I come towards the end of my time at the school, I would like to thank all the wonderful teachers, teaching assistants and Gap Year students, who collectively make St John’s what it is.

When I reflect on my time at St John’s I can see how much it has helped me to develop many attributes.

Firstly, perseverance. For a Byron House play my grandmother made me a thick furry snow leopard costume, which even though the temperature was around 23 degrees I still managed to wear in the play, and all the way home in the car.

Secondly compassion. I had taken a tumble and one of the older kids offered me his hand and pulled me up, then proceeded to dust me off.

Thirdly self confidence. I never used to like Drama (sorry Mr Clarke) but after 3 years he finally convinced me that I had potential, and now it is one of my favourite subjects. Although I couldn't always keep quiet in class I was too nervous to speak on stage. I can’t quite believe I'm standing here today making this speech!

Fourthly honesty. Honesty underpins everything that goes on at St John’s, which is one of the reasons why it is such an amazing place.

And lastly the freedom and support to flourish, which gives us the independence to move on.

I have many great memories of my time here at St John’s, ranging from rowing on the river, to battling other schools in sports fixtures, to meeting a wide range of interesting speakers, one of whom I persuaded to give me a pair of wireless headphones, and including the rewarding time buddying younger students and spending time with children at Byron House.

As well as a place of learning St John’s is also a place of laughter. One such occasion was in T2K when Mrs Knoop, during class, accidentally sitting on a banana, much to the class’s amusement. She laughed just as hard as the rest of us, despite the fact that she was now wearing her morning snack. It was a useful lesson in learning both how to laugh at, and learn from, one’s own mistakes.

St John’s also encourages people to try new things, to test themselves and find their strengths. For me this meant trying rowing for the first time. Mrs Palmer will remember my determination not to succumb to the capsizing drill in the clear warm waters of the school pool. Only to be accidentally tipped into the murky freezing Camb by a fellow student. It hasn’t diminished my passion for rowing and I’m looking forward to carrying on in Ely next year.

But, my overriding memory is of spending time with the wonderful friends I have made since starting in KG, and it says a lot about St John’s that as I look around today I see so many of the same faces still here.

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Sarah Maxwell Although I may seem to have been at St John’s forever, in fact I started my career by teaching for three years in a primary school in Saffron Walden. During that time, I joined a Gilbert and Sullivan group that was run by Mrs Mary Cullen, who was then the Head of Science at St John’s. Another member was Mrs Jane Greenfield, a teacher here. During our rests from flitting about as fairies in Iolanthe, Jane was so effusive about the school that I applied for a teaching post.

The rest, as they say, is history.

It is extraordinary to realise that this was 38 years ago and I have been here ever since. There has never been any reason to think of doing anything else and it was only when I started to find children of pupils I had taught coming into my classes that I began to realise that time was passing. Sad though it is to be leaving, it is definitely time to go before I find myself teaching their grandchildren!

Not only has the school changed enormously over the years, not least in the buildings and facilities as we have expanded along the street, but so has my job here. Having started as a Form 1 teacher, I soon moved up to Form 2, where I was for many years. Both these forms were at that time based at Senior House and, when they moved to Byron House in 1995, I moved up to Form 3. As well as general subjects, I have usually taught some Latin, and I have always taught Religious Studies. In 1990, I was appointed Head of R.S. and Worship, taking responsibility for assemblies and services as well as the academic subject, and in 2010 I also became the Lay Chaplain. Other activities have included running Country Dancing clubs, and I edited The Eaglet from 1983-1991.

From as far back as I can remember, my ambition was to be a teacher. How lucky am I, then, that I have been able to spend the whole of my adult life on my childhood ambition. It has more than fulfilled my hopes and I have loved, if not every minute, the vast majority of minutes. I would like to thank all the pupils whom I have taught over the years for the tremendous fun we have had, for their patient humouring of my propensity to name items in my classroom and enjoying with me the company of characters such as Furry Bag, Bernie the Bin etc. It has been an enormous privilege to teach R.S. to every pupil, from the time they listen with big eyes and rapt attention while I tell a Bible story in Form 1, through our donning of scarves and removal of shoes for our visits to varied places of worship in Form 4, to some sophisticated in-depth discussions of biblical interpretation and ethical issues in Form 6.

Dr Maxwell’s first Form in 1981

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St John’s has been my life for so long that I can’t imagine not being part of the school and I am sure I shall be back often to visit. However, I am excited at the prospects of having time to see more of my non-Cambridge friends and my many nephews and nieces, of discovering what opportunities exist for fun and fulfilment outside St John’s, and especially of not having to get up in the dark.

Mary Skinner It was March 1983 when I took my first steps into life at St John’s. I had left my living-in nannying life behind and was ready for a new challenge.

I was 29 and admit to being fairly scared of my new role as assistant matron under Sue Yardley.

She was fair but very firm so there was no slacking from either myself or the boys! I had a local nanny job during the day, which I did until September, when I was offered a job at Byron House as classroom assistant.

Soon after I began, the major re-development of Byron House began. Every day school life was tricky and slightly chaotic at times but it was all worth it as we could all enjoy decent classrooms and facilities which were not in evidence prior to the re-development. School days were very different in my early days. Lessons didn’t begin until 9.15 and we seemed to have longer breaks!

I was based in Kindergarten to start with, which I really loved. After a few years I moved up to T1 and then eventually to T2 where I am ending my time here. There have been three Headmasters, several Heads of Byron House and countless teaching staff since I began. My role from classroom assistant to teaching assistant has been a revelation. No more do I clean the silver cups on Wednesday afternoons, or replenish the loos rolls in the children’s loos!

Several children who came to the school in my early years are now back as parents which is lovely and a testament to the teaching and care provided by the very hard-working teaching staff. Teaching assistants now are in the lucky position to be involved in the children’s education and general care.

There has been joy in my life with my marriage to Richard in 1993. We moved to Cleveley near Newmarket and as a result I had to give up my Boarding duties.

More recently there has been great sadness with the deaths of my parents.

That was the catalyst for my decision to retire and send more time with Richard and my sister and her family.

There are one or two things I won’t miss; early morning get-ups, the dreaded A14 and freezing play duties. However, I shall miss not being around the children.

They have helped me through the dark days after my parents died and for that I shall always be grateful. A huge thank you too to my brilliant colleagues. It is time for a younger version of me to take over!

Mrs Skinner playing the piano for Byron House Christmas festivities

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Barbara Lonergan As a member of staff who has been at St John’s College School, on and off, for seventeen years I can say with absolute honesty that it is a school full of opportunity. I have seen with my own eyes how the children here are nurtured and encouraged to be happy, confident and successful young adults. It is a place where individuals are encouraged to explore their interests and in my time here I have experienced that for myself, teaching from T2 to Form 6, caring for staff and children in my capacity as Head of Year and, of course, managing the library. It would be difficult to pick out my favourite memories of my time here.

They would certainly include taking groups of Form 3 on their residential trip to Edale in Derbyshire and seeing children radiating pride as they try abseiling or even simply wake up in the morning having spent a night away from home.

I have taken great satisfaction from the happy and purposeful atmosphere of the libraries here with their wonderfully balanced combination of study, reading and collaborative play. If I was to choose one moment that gave me greatest pride in St John’s it would be from our 2018 Literary Festival. We invited a group of deaf young people from Cambridge Sensory Support Services to share the day with us, meeting our visiting authors, choosing books from the Book Fair and mixing in with our children. We had a loose theme of ‘communication’ for the day and all of our own children took part in Sign Language Workshops run by the Cambridgeshire Deaf Association. In the afternoon I stood with one of the visiting Teachers for the Deaf at the side of the hall, watching our Form 6 children sitting chatting and laughing with our deaf visitors. We both agreed that other than their clothing it was impossible to tell who was a member of St John’s and who had only been here a few hours. As an adult it was a very humbling example of what children can do when given the opportunity. A school where children learn to be positive and welcoming, to form friendships that transcend barriers to communication and to share what they have with others is a great school indeed and I feel extremely grateful to have been a member of the community here. I am now leaving St John’s because I have been lured westwards by the promise of seaside and hills, and like the children leaving St John’s this summer, I feel great gratitude towards the staff at St John’s and take with me everything this wonderful school has given me over the years.

Katharine Russell Much like the reign of the Roman Emperor Otho, my time at St John’s has been brief but tremendously fun. I may still not have managed to ensure that everyone in my Latin class responds ‘salve’ to my ‘salvete’ (the simple difference between a singular and plural imperative!) but I hope that I have managed to help the children discover a few other things about the classical world. With that in mind, I’ve really enjoyed seeing how much enthusiasm and drive students bring to their lessons here, and I have had a wonderful time with my Latin classes. I have loved running the Greek clubs this year, with some notable highlights including watching evocative re-enactments of Greek animal sacrifices, and dangerously realistic attempts at ancient Olympic events. The Latin Play was a superb cross-curricular end to the year and was a great privilege to be part of, even before the added garnish of victory.

I’ve also enjoyed being part of the games teaching staff; it has been a joy to get to know the children in a different environment and I have very much valued my time out on the field. Indeed, some of this time has been with the Choristers and boarders whom I’ve loved living alongside this past year. Being part of the Boarding House family has been an experience unlike any I’ve had before and incredibly rewarding in its variety and challenge.

My colleagues have been wonderfully supportive and welcoming of me throughout. It’s been inspiring for me, at the beginning of my career, to have been surrounded by a team of such capable and friendly people as we have here at St John’s. I take with me many happy memories as I move on to become Head of Latin at Chesterton Community College, and will remember my time at St John’s fondly. I’ll only be up the road, so please don’t hesitate to come and say hello.

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The Eaglet 2018 ~ Leavers

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