St Marylebone Messenger (Autumn 2015)

Autumn 2015

St Marylebone

Messenger

THE MAGAZINE OF THE ST MARYLEBONE CE SCHOOL

Sports Day | Classics Dig | Poetry Day Shanghai Maths | Edinburgh Fringe Scholars’ Concert | Year 9 Celebration Normandy | Art | Opinion

OUR SCHOOL

Headteacher’s message

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s the evenings darken and the Christmas lights replace summer cheer and autumnal glow, this edition of Messenger looks back to the colourful triumphs of July’s Sports Day, pauses for reflection at Remembrance and looks forward to the sparkle and peace of Advent. At St Marylebone, inspired by Dylan Thomas’ villanelle, we will ‘not go gentle into that good night’.

‘Climb Marylebone’ has begun with vigour; it’s great to have GCSE PE students building this into their course and to have extra-curricular clubs full of ambitious climbers: a bold representation of how our students rise and rise to new heights. We are letting this great facility out to community groups, so if you are interested, please get in touch. Another level of creative daring is evident in our young poets enjoying Poetry Day on pages 6 and 7, the spirit of jazz on page 13 and a rare ‘operatic opportunity’ on page 14. Creativity creates meaning at Marylebone; it is not just a soft skill, as we argued in our film A Window to the World, launched in September.

We were proud of our strident Edinburgh thespians, whose play Happy Girl took to the Fringe with feminist zeal (page 10). The play explored topics too easily taboo in female circles – myths and habits our young feminists are determined to break. This theme is also picked up in articles on Shakespeare’s feminism and modern female representations in theatre (page 11), while the highly emotive Year 9 Performing Arts festival covered ‘Girl Power: Feminism Through the Ages’. Many parents and visitors have commented on how maturely and intelligently this theme has been explored through our Performing and Visual Arts. Song-writer Ezria

Contents Sports and Faith Classics Sports Day Poetry Poetry Day Art Maths and ICT Theatre: Edinburgh Theatre Reviews Music Performing Arts Geography MFL and History Opinion 2

portrays this defiance in the face of adult complacency in her prize-winning rap on page 21.

In this same bright spirit, Marylebone teachers and students set their sights way beyond W1 for their learning. Find out what the Year 10 Geography Field Trip discovered ‘over the rainbow’ in the Lake District on page 16 and what linguists loved learning in Spain and France on page 17.

We are also pleased to be hosting the second phase of our Maths Hub Shanghai Exchange, applying the best of Shanghai teaching to London’s Maths classrooms, as witnessed by the Minister for Schools, Nick Gibb, when he visited earlier this month. See page 9 for an insight.

Autumn and winter may darken the evenings and world news does not brighten the TV screens but, as I write to you in Interfaith Week, I am proud to notice how Marylebone rallies, strengthens and shines brightly. Enjoy our Messenger...

Ms Kathryn Pugh, Headteacher

3 4 5 6 7 8 9 10 11 12-13 14-15 16 17 18-19 Fahra, Year 11

OUR SCHOOL

Climbing challenge

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n return to school after the summer holidays we were delighted to be greeted by a brand-new climbing wall. Students and staff alike have shown their enthusiasm and had the opportunity to show off their climbing skills at various taster sessions. The first group of Year 10 students to climb the wall thoroughly enjoyed the challenge and were keen to share their excitement and thoughts, with one student enthusing, ‘Everyone has to try it, it's so much fun, I want to do it all over again.'

Our GCSE PE students will also benefit from the climbing wall as it will aid them in the practical element of the subject, allowing them to learn the techniques of climbing and as a result be assessed in climbing as a sport. Throughout the year we hope that even more students and staff will have the opportunity to climb the new wall, both in lessons and after school.

Year 11 students have been given the opportunity to participate in climbing during their core PE lessons, which has proved extremely successful. After-school clubs have also taken off, with students from all key stages taking part in an hour-a-week session, which again has proved to be a hit, particularly amongst KS3 students. In the future we plan for the wall to become part of the community with external users taking advantage of this wonderful new asset to St Marylebone School.

Ms Howarth, Acting Head of Sport and P.E.

A prayer specially written for St Marylebone’s Remembrance Service.

WE PRAY FOR PEACE From the fields of Europe To the deserts of the East After all the suffering We pray for peace.

For the maimed and the injured The damaged and deceased After all the sacrifice We pray for peace For the doctors and nurses The soldiers and police The brave and the innocent We pray for peace.

For all mothers and fathers Each nephew and niece For all sons and daughters We pray for peace.

To all our world leaders, We want war to cease We remember the past We pray for peace.

Poppy C-G, Year 12

Angela, Year 9

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CLASSICS

Notes from an Excavation

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orking at the site of what was once the ancient Athenian Agora, the epicentre of fifth-century political and social life in the biggest city state in the Mediterranean, was an experience I will never forget. I met people I would never meet in any other social context and interacted with Classical History in a manner that few have the privilege of doing. Having never been on an excavation before, I felt as if I had been thrown straight into the deep end of archaeology. My dearth of experience was made up for, however, by my warm and endlessly enthusiastic supervisor Daniele, humorously referred to as the ‘tyrant’ by many Americans on the dig for his scrupulousness in collecting field data. More importantly I found that my desire to contribute to the progress of the dig was often sufficient when it came to sweeping up dirt.

I spent nine days excavating above what is referred to as the ‘stoa poikile’ (or painted porch), one of the

We came across pottery glazed with Byzantine designs

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most public buildings in the Agora, located on its northern periphery and, famously, the place where Zeno taught his philosophy which later became referred to as Stoicism. Daniele had me engage with every stage of the excavation process, from digging passes, scraping out muddy objects from an ancient storage container or ‘pythos’, sifting through the mud and, probably the least demanding activity of them all, washing off the products of this labour. Having reached the Byzantine layer of the site, we mostly came across tile, pottery, which was often glazed with beautiful Byzantine designs, bones and various forms of rock. While this might sound rather mundane it was very engaging work, made occasionally exciting when bits of coin, gold or larger Byzantine objects were found, and the long hours in the sun seemed to drift by as

we were spurred on by the thought of what we might find next.

Unexpected friendships were forged between us younger Brits and the diverse American crowd we were working with, most of whom were about to embark on MA or PhD courses. We had fun trying to teach them British slang and learnt from their experiences and humour – acquiring, among other bits of knowledge, the greatly entertaining word game ‘Contact’, which we played throughout the trip.

The weekend was taken as an opportunity to get a taste of history and life outside Athens, which at the time was the eye of the storm over Greece’s future in the Eurozone. Seeing Euripides’ Trojan Women performed in Greek at dusk in the theatre of Epidaurus was a great privilege that allowed me to witness tragedy in its purest form. Similarly, in my short time on the island of Aegina we manage to bring our study of Classical architecture to life by seeing the sanctuary of Aphaia, a transitional Doric temple I had learned about in my Art and Architecture Classics module.

Of great interest were the painted fragments of the temple displayed in the museum which reflected the often unrecognised visual distance between the modern and ancient Greek experiences of art. This, accompanied by the tasting of their world-renowned pistachios, made the day trip particularly gratifying.

This was such an enriching experience that I plan to apply to be part of the excavations once more and, hopefully, participate in the full eight weeks of the project. I have to thank the great generosity of my former Classics teacher, Mrs Bell, who provided me with this wonderful opportunity and so much more throughout the trip, the accommodating and friendly people at the dig and, of course, the inspiring John Camp, Director of Excavations, who agreed to let me participate in such an important, ongoing uncovering of the Athenian past.

Oliver J, Year 13

PHYSICAL EDUCATION

Sports Day winners

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n July, all students took part in the annual St Marylebone Sports Day, held at Willesden Sports Centre. Although it was a grey and rainy day, this did not dampen the student's spirits. Lots of encouragement and support resulted in excellent performances from all students, with 15 students breaking school records.

Barrett House came out on top, followed by Wesley in second place and Hardwick in third. Well done to everyone for your hard work and determination – and let’s hope for a sunny Sports Day next summer!

Miss Howarth, Acting Head of Sport and P.E.

This summer I competed at the European Junior Diving Championships in Moscow. Again it was a great experience representing my country and making and friends from all over Europe! We visited Red Square on the second day. The wideopen space and architecture were breathtaking: it was like being on the set of a film. The security was very tight so it wasn't relaxing to be a tourist and we weren't sure who to trust to take a group photograph.

The competition was tough but we had a few days to get used to the pool and boards. I came fifth and got a new PB by 20 points on my threemetre individual competition. I also won a silver medal with my synchro partner Maddie Sweet and was the highest scoring GB girl.

I managed to achieve this with an injured finger, which I hurt in training: I only found out when I got home that it was broken. It has been a new challenge to keep on top of my fitness, but I have been working hard to get all my dives back and now feel strong to work on my new dive list ready to compete next year! Scarlett M J,Year 9

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ENGLISH

Poems of silence and friendship This year’s school Poet Laureate, Siang T in Year 8, has been writing numerous poems for school occasions and for competitions, such as this one.

What is Silence? Nature-Loving Child versus his Neighbour Nature-Loving Child: The woods are covered over, with a stillness in the night.

Broken suddenly by an old screech owl, winging its way to flight...

The sensation happens often, but not too often, it’s peaceful but also tedious.

Tomorrow it will come again, I’ll enjoy the peace I seek, but my neighbour considers silence as hideous.

As I splash in the water, I make a ripple as leaves skate above my feet, sending little notes of joy, and a melody to a beat.

The sun goes down and it’s time for silence to arrive, it’s like a ritual, happening throughout the day and night.

I splash beneath the tree and listen to the sound, so many different messages are scattered all around.

Silence is the key to limitless peace around me.

The Neighbour: I shut my mouth and lock it tight with interrupted words and broken thoughts.

My silence screams, overflowing with all the words I can’t quite say.

I shut my mouth and lock it tight, secrets dancing on the tip of my tongue.

My silence booms, louder than I could ever be.

I shut my mouth and lock it tight not knowing what to say.

My silence cries, full of emotions that can’t be put into words.

I shut my mouth and lock it tight, too afraid to speak my mind.

My silence whispers, a sad and sombre melody.

Siang T, Year 8

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Several poems were selected from poems written in Creative Writing Club for publication in Poetopia, a professional anthology. One is reproduced here.

Our Friendship As I think of our friendship, I begin to see Mere words can't describe what you mean to me.

When this cold, hard world has me lonesome and blue I look up to see my angel, my sweet angel, you.

You dry the tears that fall from my eyes.

You bring me sunshine to brighten my sky.

You rescue me when I'm scared and alone And take my hand to lead me home.

No matter the miles that keep us apart We're always together in each other's hearts Sometimes we take for granted, I fear, The ones who are so close and dear.

We get so caught up in life and things we must do Sometimes we forget to stop and say I love you.

If ever you felt I forgot or didn't care Let me stop right now, my true feelings I'll share.

You're the sun in my sky, the bed where I lie.

You're the home where I'm safe, the field where I play.

You're everything I am, everything I do.

So what I am saying is I LOVE YOU! Shareekah N, Year 8

ENGLISH

Adventures on Poetry Day

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t the end of their first half term, all pupils in Year 7 celebrate Poetry Day, this year with the theme of 'Adventure'. For the second year running, we were pleased to welcome the poet Francesca Beard, who treated each form group to a dynamic poetry-writing workshop, as well as performing some of her own poems for the whole year group. Francesca also acted as the judge for the inter-form competition for which each form performed a poem of their choice. This year's winner was 7D, whose dramatic rendering of Robert Louis Stevenson’s 'From A Railway Carriage' showed a real sensitivity to rhythm, as well as having a pleasingly comic edge. Miss Hedges, Teacher of English i/c KS3

Here is a sample of the extraordinarily wide-ranging poems inspired by Francesca Beard’s writing workshop.

Who here wonders what it would be like if nothing existed?

And thought about what colour it would be?

And thought about this place with no people?

And wanted to look in on what it would be like?

And maybe wanted to be a person in that place?

And wondering from over there what it would be like here?

And knowing that you can only imagine being in that place And wondered what it would be like with no one, nothing?

Katy S-A

AS SOON AS I stepped into school I knew it was going to be a fantastic day. I learnt so much, not just about composing poems but also a new game and some beautiful Art techniques. With Francesca we learnt an imaginative game in which people said weird things they did and everyone else would say if they did that as well. I learnt more about other people as well as about myself. We then wrote a poem about the things we do or think that are a bit odd! Iona T THE POET WORKSHOP was amazing! I was inspired

by Francesca. She taught me that poems can’t be wrong because they are your own creation. Everyone sees the world in different ways and that’s what makes poems special, because they are important to that person’s heart.

We performed ‘Foreign Lands’ by Robert Louis Stevenson. This is about waiting to be big enough to go and explore the world. We overcame the challenge of leaping in time! I am proud of the way we worked together.

Everyone loved Poetry Day! Eva S

Who here loves Autumn?

And who here loves falling leaves And who here loves the colours red, orange and green And who here loves a light touch of frost even when the sun is warm?

And who here loves picnics in the overgrown wildlife of the park?

And who here loves dewdrops on the green grass?

And who here loves the sound of crunching leaves as you walk And who here loves the gentle tune of birds singing, awaking in the sun?

Freya B

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SPECIALISMS: ART

A dream come true

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will always remember 12th April 2015, when my dream to meet my favourite artist came true. For about five years I have been looking at the enchanting paintings of Nicolette Carter and imagining what the person who created such magical worlds might be like. When I first saw her, at the Skylark Gallery on South Bank, she looked like I imagined her. We spoke about many things and it felt as if I had known Nicolette, which in a way I did, through my imagination. I told Nicolette I loved art and am doing an Art GCSE and she very kindly offered to look at my work. She also agreed to be interviewed for our school magazine, which made me excited and grateful. Here is our conversation.

Scarlet: I love your painting style, Nicolette. How easy was it for you to arrive at such a strong individual painting style?

Nicolette: My style developed over many years.

When I was younger I had ideas but couldn't express them in a way I was happy with. I found inspiration in Indian art and folk art from other cultures and have gradually evolved my own style.

Scarlet: What other inspirations do you have?

Nicolette: I am inspired by the landscape and gardens near my home and also by stories and poems. Sometimes people commission me to create images and this encourages me to represent new things.

Scarlet: What are your favourite places?

Nicolette: I am very fond of Caversham Court Gardens near Reading. I once had a lovely studio in Oaks Park in Carshalton which was next to some lavender fields. I recently enjoyed visiting Holland Park in London and Christchurch in Dorset.

Scarlet: Which artists do you like?

Nicolette: Some artists from the past I admire are Botticelli, Boccioni and the Mughal painters, also the Pre-Raphaelites: Millais and Burne Jones.

Some living artists are Paula Rego, Cornelia Parker, Este Mcleod and Jane Ray.

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Scarlet: I often think of a happy childhood and of fairytales when I look at your paintings. Could you tell us about your childhood?

Nicolette: My family grew up with a very beautiful garden with a small wood and a stream at the end. I think this had an influence on my art. My mother is a specialist in early years education and she encouraged me and my brother and two sisters to be creative and to enjoy Art, Music, dancing and reading.

Scarlet: You have a lovely little daughter, who already enjoys painting. What advice would you give to her if she were to follow in your steps?

Nicolette: I would advise her to have a place to work, where she can keep her artwork ready for the next time she wants to work on it. She should be confident in experimenting with colour and bold and delicate mark-making. Enjoy what you do but be prepared to work hard and don't be discouraged if it doesn't always work out. Choose the right tools for the job, for example different sized brushes and good quality paper or canvas, but also a sketch book so you can make quick sketches and try out ideas.

Scarlet P-R, Year 10 IN JUNE a group of Art scholars and students were chosen to participate in an Art project called ‘Rivers of the World’. This is a worldwide project tying together schools and organisations around the world which are based near a river. The brains behind the project, Shona Watt and Claire Collison, came to our school to help get the images to be able to create our board. Our ‘sister’ school in Sri Lanka also took part, designing their own artwork based on their local river.

After sending some postcards to them, we started work. All the artwork of students all around the globe is now displayed in front of Tate Modern, overlooking England’s most famous river.

The theme of our board is synchronized swimming.

It features poses of legs, hands and arms photoshopped together along with our decorated swimming caps: an old style of swimming cap from the 1920s and 1930s. We handsewed the flower petals using plastic leaves and beads for decoration.

Then we glue-gunned them onto a model head. After letting them dry we modelled our designs and took professional photos of them.

Overall the experience has been amazing, and it is exciting to see our work displayed outside the Tate Modern where millions of passersby will be seeing it every day. Lola W and Lea W, Year 9

SPECIALISMS: MATHS AND ICT

Shanghai shake-up

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he St Marylebone School Maths department has been collaborating in a national research project with the National Centre for Excellence in the Teaching of Mathematics, backed by the Department for Education.

The project involves more than 30 schools throughout England, working with partner schools in Shanghai, China. The overarching aim is to research and implement elements of the Shanghai approach to teaching that would improve Maths education within UK schools.

Two of our Maths teachers visited Shanghai to observe Maths teaching in schools and learn about their successes. From this some of the excellent practice seen is beginning to be implemented here at St Marylebone.

After half term, we welcomed two Maths teachers from Shanghai. They were guest teachers in our school for three weeks, teaching Maths lessons to a few classes in a carefully planned and supervised programme. These lessons were watched by members of staff from within the school as well by teachers and education professionals across London.

We had met and worked with these teachers during our time out in Shanghai. They were selected for their outstanding record of Maths teaching and high degree of professionalism.

Mr Chandrakumar, Head of Maths

ON 8TH OCTOBER, 30 Year 8 students participated in the Sky Skills Academy workshop. They worked in four groups to create different sections of a news report which was put together at the end. Each group worked in their own filming studio and the students had to take on different roles to ensure the report was planned, produced and delivered on time. They did a fantastic job working together and successfully created their news report.

Miss Joseph, Teacher of ICT and Computing When we first got to Sky Skills Academy, we went to a special room with lots of vibrant colours. We watched a clip about all the tours and activities we would be doing there, which was followed by a quiz. After being welcomed, we got into four groups and picked our different roles. I was the director for the broadcasting group. I was responsible for explaining to the people playing the role of reporters and guests what they had to do. Being part of the broadcast section was really fun and a great experience.

Shareekah N, Year 8

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SPECIALISMS: DRAMA

Happy girls in Edinburgh

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ver the summer, 12 Drama students from Year 12, assisted by the marvellous Miss Mathewson and the fantastic Mrs Burton, wrote, directed and produced a play that came to be called Happy Girl.

It is about teenage girls, and the pressures we face, from how much make-up is acceptable to wear, to the dangerous task of walking home at night after a fun evening, to the relentless ‘bitching’ culture (excuse my French) that saturates our lives.

After weeks of bake sales (I never want to face a Malteser cupcake again), our perfectly professional producers Isabella D and Ayesha G threw a swanky press night in Soho to raise funds and Happy Girl was launched! The vibrant reception we received from our London preview show, paired with the looming reality of the Edinburgh Festival, readied us for 11 stressful but thrilling days to prepare our play for the public. As stage managers, Zara H and I were in charge of getting the many props and set up to Scotland, which meant getting two extra suitcases, five large frames, four chairs and two tables into a train.

All went well: the week at the Fringe was something none of us will forget. We saw back-to-back plays and musicals, some of which blew my mind and definitely inspired our upcoming A-Level devised pieces. The buzz which takes hold of Edinburgh during the Festival made us instant friends with other companies, opened our minds to any form of theatre, and spurred us on to promote Happy Girl with even more rigour, which worked to our favour, as we had many shows where we nearly sold out!

The amazing reviews we received from Fringe reviewers was the icing on a very special cake. Despite having a show to perform on the morning of our results day, we finished our Edinburgh run feeling proud of ourselves and of our play, and very grateful to Miss Mathewson, who poured her heart and soul into Happy Girl. So until next year, Edinburgh 2015! Ruby D-R, Year 13 ‘Happy Girl is a genuinely thought-provoking piece on self-image and relationships that transcends the realm of teenage girls and speaks to the wider experience of being female.’ The List ‘Bringing to life the minefield that is a girl’s teenage years, this piece of new writing makes for a fresh and well-executed youth production... The girls are that perfect mixture of sass and insecurity.’ Broadway Baby 10

SPECIALISMS: DRAMA

Was Shakespeare a feminist?

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tudents from Years 11, 12 and 13 went to see Measure for Measure at Shakespeare’s Globe on an ALE (A-Level English Enrichment) trip on 22nd September. Religion, love, sex, scandal and hypocrisy all manifest themselves in this bold tale of what happens when a town rife with crime and lust is suddenly under the control of a strict puritanical leader.

The protagonist, Isabella, who is preparing to enter a nunnery, is asked to choose between her virtue and the life of her brother, who has been sentenced to death as an example for the people of Vienna. Measure for Measure’s tongue-in-cheek humour and innuendo certainly made the audience laugh, but this play it not what one would refer to as light-hearted, and revolves around issues of morality, honour and love. It forces the audience to ask questions such as ‘what makes someone virtuous?’, ‘how far should you go to save your family?’ and ‘wasn’t this play supposed to be a comedy?’

We follow Isabella as she resorts to trickery and dishonesty, but never fails to stand up for herself making bold statements of equality for her gender and herself as an individual that you wouldn’t necessarily expect to come from a 17th-Century playwright. This is why we are disappointed when she is married off the minute everything is resolved. It’s almost as if Shakespeare decided he was being too controversial, so felt he needed to tie up the story in a neat little bow to calm everyone down. Maybe he too hoped the story could’ve turned out differently. Kira M, Year 11

A TRIP TO THE National Theatre to see Nadia Fall's revival of Our Country's Good on 7th October conveyed Year 12 Drama students back to the colonial 18th Century, and gave us an extraordinary insight into the brutal treatment of English convicts transported to Australia. Thus is an adaptation of Timberlake Wertenbaker's play, based on true events, following the lives of a group of felons as they rehearse Farquhar's The Recruiting Officer.

Peter McKintosh's stage design gave the performance stunning dimension with his imaginative use of the Olivier's drum revolve; the stage shifted seamlessly from the cramped underbelly of the ship during its hellish eight-month journey across the world to a rowing boat gliding peacefully across a river. A brilliant cyclorama of red, orange and blue hues summoned images of the harsh and unfamiliar terrain of the Australian outback.

Strongly symbolic of the play's themes of injustice and giving a voice to the dispossessed was the character of Liz Morden, played by Jodie McNee, who excellently embodied the feral scouse pickpocket with punchy lines seeping sarcasm, and scenes of animalistic fighting with other convicts. However, all the while, her left foot dragged across the floor, emphasising her helplessness. Finally, the harsh reality of her story was poignantly revealed as, suspended from chains in the gallows, she shared how she had never been given any chance to succeed in life.

Cerys Matthew's music injected profound unity into the show, simple enough not to overpower the dialogue, yet filling the room with a sense of suffering mingled with defiant hope. There was a dramatic moment in which the beating of the Aborigine's drum synchronised with an officer's whipping a convict, stressing the brutality of crime and punishment in 1789.

This performance also encompassed the suffering felt by many of the officers responsible for their dehumanisation: the audience witnessed the downwards spiral of Midshipman Harry Brewer, riddled with guilt and tormented by demons from his past.

Although lengthy, at almost three hours and with one or two frustrating moments in which Wertenbaker's text was not given the depth of emotion it deserved, this production eloquently conveyed the redemptive power of theatre. As students with a passion for drama, this idea truly resonated Margaret, Year 13 with us. Kira L, Year 12

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SPECIALISMS: MUSIC

Operatic opportunity

A This year, a few other girls and I were chosen to be involved in The King Arthur Project. This is an opera about King Arthur, who loses his beloved Emmeline to the evil spirit Oswold. The project involved lots of rehearsals and then a performance at Wigmore Hall with professional opera singers and actors. We performed with Marylebone Boys’ School and on the first day of rehearsals we sat on opposite ends of the room, as far away as possible from each other.

This was all eventually sorted out by a few awkward clapping games.

The rehearsals were really absorbing and we learned lots about different singing techniques.

We would start off with some berserk mouth workouts, then a tongue-twister which made us all stifle our laughter. We were playing a character called Philadel who is a very dainty spirit. We had to learn how to tiptoe across the stage like a cloud.

Now, as I am not a dainty, cloud-like person, you can imagine how hard this was. The rest of the rehearsals went like a blur and before we knew it, it was the performance.

After all our hard work, it would all come down to one show. I had not realised how huge the Wigmore Hall is, and because of its size and beauty we were all compelled to succeed.

The performance had a really friendly atmosphere; it was mostly family, so none of us were really very nervous. Overall the show was incredible and a really enjoyable experience.

Ingrid R, Year 8 12

t the SCHOLAR’S CONCERT, I got the amazing opportunity to perform at the prestigious concert venue Wigmore Hall.

Both the dance and drama scholars did incredible group performances, and the music scholars performed fantastic solos. I had the privilege to be a part of a strings ensemble where we played Palladio. I really enjoyed this because I got to work with older students so I learnt a lot.

Our finale piece of Rather Be by Clean Bandit was the best experience because we progressed from learning the lyrics to a three-part harmony performance. It was great!

Isobel , Year 8 The Scholars’ Concert at the Wigmore Hall is always amazing to perform in every year. The school makes a big occasion of the concert, which makes you proud to be a scholar.

Stella, Year 9 On 12th June, we walked to Wigmore Hall to watch our fellow students sing, dance and act. The show was a big hit with everyone and was very enjoyable.

Michelle, Year 8

SPECIALISMS: MUSIC

Summertime jazz

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was invited to come to the jazz concert as a new music teacher starting at the school the following September. I didn't really know what to expect as I was told it's a picnic event on the Astroturf! I was so impressed with the variety and quality of the music and also enjoyed seeing so many students from different schools have a chance to perform. It made me very excited about starting my new role.

Mr Clark, Head of Music Technology

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SPECIALISMS: PERFORMING ARTS

Celebrating Year 9’s girl power

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sing the Performing Arts collaboratively, the whole of Year 9 explored the theme of Feminism and created ‘Girl Power: Feminism through the Ages’. The artwork, props and costumes were all created in the Art sessions, with Tracey Emin a particular inspiration. The students explored themes such as: expectations of women, media portrayal, suffragettes, stereotypes and the role of women at home.

We enjoyed creating the background music and it We learnt that resilience and hard work is the only way to get the results you want, also that we had to work as a team and everyone should listen and contribute their ideas.

Year 9 students

was interesting to make music tracks on Logic software, as well as creating and inputting our own ideas.

We learnt more about the importance of communication. We enjoyed creating our own pieces that we could be proud of, and it was interesting to learn what other people our age thought about feminism.

Working as a form was new and interesting, and we all enjoyed the topic. It was good to perform under pressure. We learnt that if we put our minds to it, we can succeed and enjoy performing.

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Speech used in the Festival I am a woman. I am one of the fortunate women who has the opportunity to have an education and a right to my body that others do not possess. I am strong; I am powerful and I have a voice. I can climb mountains, save lives and be a true heroine. I have a bright bold future ahead of me and I will make it to the top. I have a brain that can do amazing things and a body that may not be size zero but helps me to fulfil my ambitions every day. I will not let the world around me dictate how I live my life or what I should become. I see this as an act of rebellion.

I am feminist. This does not mean I burn bras at the stake; nor does it mean that I am a man-hater. It simply means that I believe in equality.

I am a woman and I am happy to be just me.

Sophie G-H, Year 9

SPECIALISMS: PERFORMING ARTS

Learning Characteristics Day

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n Learning Characteristics Day, at the end of the summer term, we got the chance to express ourselves through acting, art and singing. We did the activities in small groups, alternating throughout the day. To start with, we did art, where we chose one of the learning characteristics and made a portrait of what we thought that word looks like.

For Learning Characteristics Day Year 7s learnt a song composed by the music teaching staff about the characteristics Marylebone students should adopt in life and think about while learning.

Verse 1: Well I’m not old, but I’ve grown wise Believe me that these bright young eyes Have seen their share of lows and highs; I’ve learned a thing worth learning That someone has to lead the way And that may fall to you one day So keep in mind the words we say To keep the torches burning.

Chorus: There’s a time to speak your mind and a time to hold your peace There’s a time for smiling and a time to grit your teeth There’s a time to take a stand and a time to let things flow There’s a time for laying plans there’s a time for helping hands and good advice to guide us as we go this much I know.

After that we got into small groups to invent a little drama piece on one of the learning characteristics to perform later. Finally we learnt all the words to Mr Lake’s learning characteristics song.

We decorated the Sports Hall in all of our paintings and then, group by group, we all got to perform our drama piece to each other. Finally we all stood up and sang our song to all our form tutors and teachers who had helped us throughout the day. It was a really fun day and we all learnt something about learning characteristics!

Orla M, Year 8

Verse 2: It’s hard to make your words get through When no one sees your point of view Though the tough times don’t last, tough folk do So what are you afraid of?

And we’ve all got our plates to spin So if your patience should wear thin Just try to bear it with a grin And show them what you’re made of.

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THEATRE GEOGRAPHY

Over the Blencathra rainbow

T

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his year Year 10 Geography students were given the opportunity to spend five days in the beautiful Lake District in the North West of England. After the long summer break I could not think of a better way to start the year with everyone, especially as there is a lot of change in Year 10. After the initial two weeks of getting back into the routine of school and adapting to the GCSE timetable, this week helped me feel relaxed and ready for the rest of the term.

Although we had quite a lot of lessons, the classrooms in little cabins outside created an exciting atmosphere for learning. The teachers and the instructors were all very friendly. Every lesson was incredibly interesting and useful for the activities we did throughout the week and for our first topic, ‘Water on the Land’.

The accommodation was a million times better than I had expected. My favourite part was the view of the mountains and fields that we were surrounded by. Almost every time we travelled to a nearby town on the coach, or even when we were on the top of Catbells Mountain, I could always spot the Blencathra Centre.

There were a range of facilities including a games room where we spent most of our free time, but most importantly the dinner hall where our energy was restored. The meals there were some of my favourite times because we were all united at the end of the day with delicious food on our plates and a gorgeous view.

I am so thankful for the opportunity I had to visit the Lake District, as I had never been there before. My best day was Thursday, when we took a boat across the lake from Keswick to the bottom of Catbells Mountain.

Having been on a huge walk in Grasmere the day before, I really did not think I would be able to cope with climbing Catbells, especially since it was a few hundred feet higher.

However, I can honestly say that I have never felt so much adrenalin and happiness in my life. Everyone was so supportive of each other; we would stop and help motivate anyone who was struggling to catch up.

The highlight of the climb was the double rainbow we saw over the mountain opposite as we sat down to eat our lunch, and of course the feeling of actually making it to the top. It was so windy I felt that I could have been blown over.

I would definitely recommend this trip to any students taking Geography GCSE in the future. Sydney T, Year 10

CAREERS MODERN FOREIGN LANGUAGES

Market research in Normandy

W

hen I first started learning French at St Marylebone I was nervous but excited. I had done some French at primary school but only learnt how to say basic things like hello, ‘Goodbye’ and ‘How are you?’ However, I found it quite easy to speak French in class because you had a teacher there correcting you.

In Year 7 some of us went on a trip to Normandy, which was really fun. We went to markets, did loads of activities and visited a famous monument called Mont Saint Michel. We also did lots of shopping!

My favourite part was going to the markets.

While we walked around we had to fill in activity booklets with questions about we found there. My friends and I would go to all the different shops to find out what a piece of clothing or a special type of food was. If we had forgotten how to ask we would just have act it out to the shop owners and hope that they would understand us! It was definitely harder speaking the language in the

actual country instead of in the classroom because everyone was fluent in that language whilst you were still trying to remember how to say like ‘How much is that?’

However, I learnt a lot more French and found my own voice by the end of the trip, and I was glad that I got to do it with my friends.

Natasha P, Year 8

When I signed up for the Spanish exchange last year I was full of anticipation. The first step was to get our partners. This started conversation between myself and my exchange partner. When we arrived in Spain after a two-hour delayed journey we were all very tired.

We were greeted at the school by a very loud, slightly overwhelming but lovely welcome. The arrival night and first morning contained a lot of awkward smiles and waves but I was made to feel very welcome by the famous Spanish phrase ‘Mi casa es tu casa’, meaning my house is your house. The next few days we spent time with their friends, family and school. Although at first speaking in Spanish full-time was nerve-wracking, after a while it felt easier as we all realised we were learning as we went along and to not be afraid to make mistakes. Everyone had a great time and leaving was sad yet filled with excitement for when they come to visit us a few months later.

Marta M, Year 11

I WAS LUCKY ENOUGH to attend a History talk given by two amazing sisters. I adored the talk and it bestowed upon me vast expanses of knowledge. These women, Jean and Patricia, worked in the SOE (Special Operations Executive), a spy organisation, during the Second World War. Jean was a cipher operator who loved to travel. She seemed like a free spirit that adored the thrill of the unknown. In fact, she confessed that when the war began her worry was that it would end before she could assist her country to win it!

She had the admirable ability to describe her experiences with eloquence and wit.

She told us a story about when she and her friends were staying with the convoy, and went into a neighbouring country’s territory. However, the territory was off-bounds to them as it was a hazardous zone.

They stood together and listened to the sounds of the gunshots reverberating through the square before running back.

Patricia was a linguist at the secret listening stations and was two years older than Jean. She spoke of the incredible pride she felt when she translated and submitted a message to Bletchley Park, as it meant she had potentially saved people’s lives.

After the talk, I asked her how her teenage life was affected by the war and how this affected her development.

She spoke of the maturity the war instilled in her and how she did not regret her involvement.

These two wonderful sisters left us with two powerful messages: don’t wait to seize opportunities that come your way. Get up and find those opportunities, then drag them to where you are and make them work for you!

Also, be optimistic and enthusiastic in all you do!

Simran L, Year 8

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OPINION

How far does infinity stretch?

T

he topic of infinity has always truly fascinated many. These are some of my ideas on how I perceive infinity, and although some of them are perhaps arbitrary and without evidence, I would like to share them with you.

The concept of infinity, the never-ending, seems almost impossible. This may be why, along the thread of history, humans have come up with many forms and theories to fill in this gap in reason. I do not think many can picture the scale of space as it really is, and I have never met any person neither puzzled nor bothered by the immense scope of this concept.

Maybe infinity is God and God is infinity, omnipresent and omnipotent

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In a sense, the infinity of space extends everywhere, and humans are just a sort of infinitely small organism living on an infinitely small planet called Earth, floating in infinity which stretches in all directions around us.

Every single atom can be divided into smaller portions (infinitely); every colour has an infinite amount of shades; every length can be measured infinitely more accurately, and so on. What we think we perceive is only a finite portion which is an infinitely small amount of the whole picture. What about things like six minus two? Similarly to the fact that we have never seen an absolute straight line or a perfect circle, I do not think that we have ever found a definite ‘six’ or a definite ‘two’. For example, no two apples are the exact same size, and perhaps that apple with a hole in it has to be counted as 0.998 of a ‘whole apple’.

Maybe infinity is God and God is infinity, omnipresent and omnipotent. This idea is similar to Pantheism, the idea ‘that everything composes an allencompassing, immanent God’.

John Green wrote in The Fault in our Stars that ‘some infinities are bigger than other infinities’. Yet should not all infinites be of the same amount: neverending? Infinity cannot be measured, so how can it be described with words like ‘bigger’ or ‘smaller’?

Of course I do not have an answer to the questions raised here, yet I do not think answers are always required (though they should always be sought).

Sometimes ideas, questions and the faculty of wonder are enough to understand this world.

Hermione Z, Year 9

ON 29th JUNE I, along with other Year 10 students, set out for real-responsibility, oh-goodness-we’re-adultsnow first day of work experience. For me, this meant travelling to the Chelsea Theatre, where I was to be working as an assistant stage manager. I was swept up in the business of it all before I’d even found my supervisor, instantly being identified as ‘the new kid’ and offered chocolate digestives and tea. It was an hour after I arrived before I even noticed I was actually working. In that time I’d already helped set lighting, attended a production meeting, used an entire roll of masking tape in marking out prop settings and fixed a giant floating mushroom.

In the following days I realised that the ‘monotony of working life’ was not nearly as bad as it had been made out to be. Sure, I’d been getting covered in paint making props and climbing lighting rigs armed with cable ties and safety pins, but I was enjoying every minute. I was cueing performances with my script in hand and being called ‘darling’ by the directors. Everyone I met had such a passion for their job and was so eager to teach me about what they did.

In the last three days I worked with the lighting and sound technician to set and cue the lighting for two performances of The Tempest, being given full responsibility for lighting during both shows. I got to experience an entirely different side to the theatre.

The next week was entirely different. I was working in the offices of the Ingeenium charity and was given a single task: to write a play for a cast of 6-12 year-olds based on the books of David Walliams.

It took three days, two of intensive reading and note-making, and one that consisted of six hours of non-stop biscuit-fuelled writing, ending in two tired hands and a massive sense of achievement. After a rather more relaxed day of editing, the final day of my work experience took me to a community centre in Canning Town to do a knitting workshop for one of Ingeenium’s outreach programmes.

The ladies that turned up were so interesting and we spent most of the afternoon discussing the nature of the universe.

So, with one final goodbye, my two weeks of work experience were over. I had built sets, cued performances, constructed and run lighting, written a play and learned how to knit. If that isn’t an eventful two weeks, I don’t know what is.

Kira M, Year 11

OPINION

A voice against complacency

’m embarrassed to be honest and I’m kind of ashamed To see what we were told to be and then what we became I thought every generation was supposed to get better But it's hard to progress under this much pressure

I don’t know how it started and I don’t know what it is But the adult in the conflicted situation was a kid We're taught to grow up but the only example that we obtain Are the people dying in the asylum for the insane A place where having a voice is condemned for its disruption And rebellion is viewed as the cause of corruption Where art is seen as vandalism and the artist is punished Where the rich hide their money to pay for the poor to be published

I go to class, stare out the window but then they close the blinds Tell me to focus and read the words but I read between the lines Condemn me when I question the faults in the system No one listens when I speak, hence why all my words are written

Where people go to war and kill each other for bits of soil It's not the land that you wreck, it's the lives that you spoil There's no civilisation, nobody likes each other I wonder if there was a time where someone called a stranger a brother

I have the capacity to understand but not the desire There's only so far you can push a kid before it backfires We have no say, we're just an empty source Filled with brains you conditioned with the rules you enforced

People say that the sky is the limit And it's sad that we believe we’re the most intelligent things in it There’s so much more beyond the surface of this planet Narrow-minded ones want the sky: well darling you can have it

We talk about problems in history like they’ve ended You think the past broken society has mended You put your head in the sand to help yourself grieve You can’t see the problems but then you also can’t breathe

They asked me to write about a dystopia So I wrote about the present It’s not a gift because you can't return it If the world's a utopia then why is there a heaven

Ezria, our Year 11 spoken word artist, singer and songwriter, here uses rap to portray a conflicted young woman, determined not to give in to the complacency of the adult world. Her brilliant performances of her composition have stunned students and teachers alike.

I

It's not an equal society, we’ve hardly progressed It's just less subtle so people can’t see the effects You compare now to the past, but that was an extreme So it makes today’s issues less likely to be seen I want to go out fully clothed and not be sexualised by a man I want to make a decision when others decide on my future plan I want to see the fortunate fund the ones who need Because we’re all taught to prioritise around selfishness and greed And yeah, there are people sitting in a grimmer ditch But we’re not helping the poor, we’re just investing the rich And you wonder why it's getting worse for the people who have nothing Well look where you’re funding your money: didn't you see it coming?

As the years pass People get used to their surroundings They get used to the water and they get used to drowning Their brains are so solid in what they believe That it’s hard being told that there’s another way to breathe Ezria R, Year 11, winner of the TriBorough Battle of the Bands 2015 (currently recording with Guy Chambers) 21

Term dates 2015-2016 Christmas Holidays Saturday 19th December-Monday 4th January 2016 NB INSET day Monday 4th January Term 3 Tuesday 5th January 2016-Thursday 11th February Half Term Holiday Friday 12th February-Sunday 21st February NB INSET day Friday 12th February Term 4 Monday 22nd February-Wednesday 23rd March 2016 NB INSET day Thursday 24th March Easter Holiday Thursday 24th March-Sunday 10th April 2016 Term 5 Monday 11th April-Friday 27th May 2016 Half Term Holiday Saturday 28th May-Sunday 5th June 2016 Subject to change: please check the school website for updates

Key Events       

Oliver! Musical, Theatre: Tuesday 1st December 7.30pm, Wednesday 2nd December 4.30pm and 7.30pm, Thursday 3rd December 4.30pm and 7.30pm.

Michaelmas Fair, Theatre: Saturday 5th December, 11am-2pm.

Festival of Lessons and Carols, St Marylebone Church: Thursday 17th December, 7pm-9pm.

Dance Show, Theatre: Thursday 14th January, 4.30pm and 7pm.

KS3 Cake Concert No. 2, M1: Wednesday 27th January, 4.15-5.30pm.

KS4 Music Showcase, Blandford Hall: Tuesday 9th February, 6pm.

Spring Concert, St Marylebone Church: Thursday 17th March, 7pm.

Year 12 Textiles group work

Dina, Year 10