St Marylebone School Messenger: Summer 2015

Summer 2015

St Marylebone

Messenger

THE MAGAZINE OF THE ST MARYLEBONE C.E. SCHOOL

Mock Election | University Taster | Engineering Sixth-Form Play | Art Reviews | Duke of Edinburgh Magna Carta | Spring Concert | Refugee Week

OUR SCHOOL

Headteacher’s message

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ecent events at St Marylebone have reminded me of Kafka’s observation: ‘Youth is happy because it has the capacity to see beauty. Anyone who keeps the ability to see beauty never grows old.’

What we’ve experienced here this term speaks volumes for the promise in our young people, and their capacity to see beauty, feel hope, declare it loudly, stake their claim and stride onwards despite adversity. The bold voice of young women is clear in this edition: our Head Girl speaks of the challenges of leadership (page 3), our Westminster Youth MP explains why she’s stepping up (page 5) and the Year 8 STEM proudly announce their triumph in the Engineering Development Trust competition (page 7).

The spirit of democracy was loud and live in our Mock Election on 7th May, as characterised by Sophia B’s strident socialist campaign (pictured on the cover) and the bold communication of the Labour and Green parties’ messages (see page 5).

This sense of promise is also apparent in how readily St Marylebone students are engaging with some very adult and difficult themes. Our Art students have challenged conventional physicality, (pages 16 and 17). A rigorous study of what gender equality and feminism really mean has enabled GCSE Drama students to explore the stillpertinent obstacles to ‘freedom for both sexes to live a life where their gender does not limit their Contents

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Leadership Team Politics Aspiration and Challenge Science and History Theatre Review and Poems English/History: Ypres Trip Drama ICT and Maths A-Level Dance Art Review Sixth-Form Art Evensong and Spring Concert Sixth-Form Musical: Grease Duke of Edinburgh and Careers Diving and Parkour Refugee Week and Poem Teacher Talk: Running

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poise or destiny’ (page 11). This theme was also explored by all Year 9 in their Performing Arts Festival and is a dark undercurrent in Kira M’s play, a successful entry in the National Theatre’s ‘New Views’ competition (page 13). It is very promising to see how intelligently our students grapple with such challenging material – and how they portray their thought in art, dance, theatre and writing with such care and beauty.

Perhaps this is the capacity for seeing beauty to which Kafka refers (though he probably never imagined it delivered by Londoners in green uniforms). It gives me great hope that tomorrow is in the hands of such great thinkers and doers.

My thanks to all the contributors, and to Editor Katie Owen and Production Editor Emma Cross for their painstaking commitment to making this happen.

Ms Kathryn Pugh, Headteacher

OUR SCHOOL

The joys of being Head Girl

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eing Head Girl is ridiculously enjoyable: you’re in charge of a budget; you’re excused for throwing the odd hissy fit; you have access to the All Staff and All Student emails (a lot of fun to be had there!) and you and your team gain a sort of minor celebrity status. In fact, aside from the unavoidable Head Girl photograph (which I’m sorry to say will be staring down at you for another eight years), what’s not to like?

When I applied, I wasn’t sure exactly what the role entailed, but I knew that it was crucial that I could express my pride for the school – as Head Girl, you are often in situations, be it with trainee staff, governors or visiting head teachers, where you are required to explain what it is that makes St Marylebone so special. Having witnessed all manner of impressive things over the past seven years, from the incredible performing arts to the endless enthusiasm of students and staff, I felt sure that I would be able to convey the brilliance of our school with suitable fervour.

I certainly didn’t start out feeling so confident about all my responsibilities. What intimidated me the most, initially, was the public speaking, particularly the Prize-Giving speech. I couldn’t even contemplate standing up in front of a church full of people without my tummy going squiggly.

There must be a good 400 people there at least, I thought. What if my voice goes wobbly, or I forget my lines, or swear accidently down the microphone? Of course, all manner of things could go wrong. Truth be told, if you pretend that any mishap is all part of the plan, hardly anyone notices. This mantra got me through the Governors’ Report as well as an impromptu speech at last year’s School Council picnic!

That said, it is certainly not much fun to turn up to something unprepared. To avoid unnecessary stress, I have concentrated on improving my organisational skills throughout my Head Girlship. I really feel I am much better than I was at the start, due in no small part to the fantastically organised inspiration that is my deputy, Ella. I now have tables and charts coming out of my ears, and my hands are never without scribbles reminding me to create a School Council quiz or attend a lastminute meeting.

I have been privileged to have had an extraordinarily dedicated team to lead. Every member is always brimming with innovative fundraising ideas and enthusiasm for improving the school. All this, combined with a committed School Council: I couldn’t have asked for more, and will miss our Monday and School Council meetings enormously.

Mostly, however, I will miss seeing everyone at school each day. I know the whole team has been touched by how friendly people are: it is so lovely to have people coming up and saying hello or waving at you across the courtyard. Thank you all so much for being so kind to me, and for giving me such a fantastic opportunity – I’ve had a ball!

Eve A, Year 13, Head Girl 2014-15

Student Leadership Team 2015-2016

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POLITICS

All tomorrow’s leaders

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he recent General Election was a talking point for many of us. While the party leaders were canvassing across the country, we held our own mock election, providing students with the opportunity to take part in the political process.

Each of the seven major parties had a core group of four campaign managers, and one leader. Sophia B in Year 11, dissatisfied with the current state of party politics, splintered from the core seven and ran for the Socialist Labour Party.

Students were responsible for canvassing forms with home-made election photos and distributing manifestos.

The day before the vote, we held a leadership debate, giving students the chance to grill the prospective candidates on what they would do with the reins of the nation in their hands. The Conservative Party, led by Jodie A, was particularly scrutinised on its commitment to welfare spending. UKIP leader Pearl J in Year 10 had to step up and defend her stance on immigration and our relationship with the EU. Voting took place on 7th May, at break and lunchtime. Labour won, by only 10 votes, narrowly beating the Socialist Labour party. Comparing St Marylebone to the national results, we can see that support for Labour, the Liberal Democrats, SNP, UKIP, and Plaid Cymru is not dissimilar.

What’s interesting is our staggering support for the Socialist Labour Party. However, claims of electoral malpractice were made against the Socialists, which could explain the level of support they got at KS4, their strongest seat. Students showed an overwhelming rejection of the Conservative Party and austerity.

We had a 68% turnout, higher than for the General Election itself.

Mr Hanan, Government & Politics Teacher

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MY EXPERIENCE of the mock election was difficult, because I was the most hated party, but it was also challenging in a good way. The debate put me under pressure when I had to answer questions 'from the floor' but it gave me an insight into what politics is really like. However, the process helped me decide that politics is not the career for me!

Jodie A, Year 8, Leader of the Conservative Party THE MOST interesting part of the mock election was my research on the SNP. The 85% turnout for the referendum showed they had engaged a nation, and their wipe-out of the other Scottish parties proved how far they had galvanised people. Their unity is alien to many in England, especially to those who are apathetic about politics. The mock election gave me the opportunity to sympathise with those I had dismissed as merely attempting to break up the UK. Saul B, Year 12, Leader of the Scottish National Party TAKING PART in the Marylebone mock election was interesting, to say the least! I had a new experience and some tough calls.

POLITICS

I sometimes found it hard to toe the party line: it is quite a skill to have to advocate something that you personally disagree with. I was very lucky to have a great team to help me make posters, go round to forms and drum up as much support as possible.

When the results came through I was a little shocked, and, thinking back, there were so many things that I could have said. I should really have thanked the returning officer and the other candidates for their hard work. It is so important that young people are active in politics: we can't vote yet but so many of the policies that the government make affect us and due to our age we have no say to who is in power till after it we have felt that effect.

It is so important that young people are active in politics The turnout was amazing at 71%! I hope that by having the mock election now it will inspire everyone in school to vote in the next election in five years’ time.

Many people have asked me if I am going to milk the fact that I am Prime Minister of St Marylebone! I am not sure if I will, but it’s an interesting thought! The mock election brought so many students out talking about politics, something that I have a great passion for and I really welcomed seeing other students doing the same. I hope that this buzz will not stop now the election is over as there is so much to talk about

and change. I think the mock election showed that change can happen, in St Marylebone at least, and indeed I hope that in the rest of the country change can happen if you only give power to the people!

Alice D-P, Year 11, Leader of the Labour Party, winner of St Marylebone’s mock election

Westminster Youth MP I ran for Youth MP because I think young people deserve a say. This our youth; we need to make it count by standing up and making sure decisionmakers know about the issues that are important to us.

As Youth MP I’ll be backing the Youth Parliament’s campaign to ensure that schools teach a curriculum that prepares us for life. This curriculum would teach us the basic life skills we need, such as how to manage our money once we leave school. So many people have told me they’ve left school feeling lost and confused, and this is exactly what a Curriculum for Life could change.

I’ll also be talking to young people about safety and the things we can do together to make sure all young people in Westminster feel safe where they live.

I’m not here to revolutionise Westminster. I’m here to campaign on the issues I know matter to you. I’m here because we deserve our say.

Abby M, Year 11, Youth MP, Westminster westminsteryouthmp@westminster.gov.uk

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ASPIRATION & CHALLENGE

A taste of university life

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ive girls from Year 9 were selected to go to visit King’s College, one of the top four universities in London, on 13th May. The hall in which we waited before the opening talk was surrounded with ancient Greek statues and had beautiful marble stairs. This building focused on the Humanities so there were impressive displays about historical discoveries and surprising facts.

We were taken into a university lecture room along with around 10 other schools not only from across London but places like Essex, Kent and Yorkshire. It was shocking how far these schools came just to visit the university, and clearly shows how amazing it is. The lecture rooms were surprisingly comfy, with quilted red chairs and a smooth wooden desk to write on in the front of the chair for students, who are expected to make notes when listening to their professors.

We were ourselves offered a real experience of what a lecture is like, which is important, since this is what makes up at least half of a university student’s curriculum. It was about a terrible disease that exists in many LDCs, most commonly Pakistan or Indian, and has no cure since even though there are cheap tablets which people can take, due to the fact it is caused by organisms in a worm found in water, it is a hard task to keep people out of it. I learnt a lot. In King’s College they have a huge Science department; they’ve made many interesting discoveries and are developing life-saving cures for various diseases.

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Even though the lecture was fascinating, it was great that lunch was afterwards so we could regain some energy! People who go to university must find it hard to spend the majority of their day just listening to their teachers talk because unlike in school lessons the professor does not really interact with the students or make sure they are listening, since it is their own job to monitor that.

In the afternoon we had the chance to ask four university students questions: I learnt about the structure of a university and the life of a student.

The lecture rooms were surprisingly comfy, with quilted red chairs and a smooth wooden desk Later we were taken on a tour by one of the student helpers. Not only do they have a unique roof balcony looking out on all of London’s best tourist attractions and gorgeous views, but on the first floor they have a peaceful Christian chapel where people can come to speak to God if they are feeling lost or missing home. I loved this idea since it means that busy university students can still have time to pray without sacrificing study time.

I am so grateful for having the opportunity for this visit. I have always wanted to go to university when I am older; now that I know much more about it I feel confident that this is the right decision and might even consider applying for King’s!

But it’s a long way away now, so remember, ‘Fly high? Dream Big!’: a motto I will never forget.

Sidney T, Year 9

SCIENCE/HISTORY

Engineering change

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ighteen Year 8 pupils travelled to the University of Westminster on 23rd April to take part in an Engineering competition, Go4Set, run by the Engineering Development Trust.

The project began in January, when each team was presented with the brief to redesign a London train station to equip it for the future. Over the months, the teams were guided by mentors from Network Rail and TfL not only to make a model of their stations, but to write a report, design a display board and create a presentation.

The team’s work was presented to representatives from rail companies and staff for the University of Westminster. The feedback was very positive, with one team being asked to visit Chiltern Railways to aid in the upcoming redevelopment in Marylebone station.

At the end of the day, the winners were announced and ‘The Gold Ties’ team from St Marylebone were the overall winners!

Ms Jeffrey, Teacher of Science

‘We were all ecstatic. It was such a great day!’

Holocaust Talk Some Year 9 History classes, currently studying the Holocaust, had an excellent opportunity to witness a real Holocaust survivor, Lady Zahava Kohn, talk to us on 24th April about her experiences, along with her daughter.

What I found most amazing about her life was her luck. First her baby brother, who was put into hiding, wasn’t caught by the SS, unlike many children. Also, when she and her family were about to get sent to an extermination camp, they were stopped just in time, before they got on the train, to be told they could stay in the concentration camp as they were protected by the British, because she had been born in a British colony.

What I enjoyed most was Lady Kohn’s optimistic view: she even made us laugh! I also like how she kept all of the fragments of her story, such as postcards and photos. It was great to hear from someone who has actually experienced the Holocaust, and really helped me to understand it. I hope there are more opportunities like this in the future, as our generation needs to know more about this topic. Ana Sophia R, Year 9

Miya J, Year 8 AT THE START of the Spring Term, Year 7 students were given the opportunity to sign up for the Bronze CREST Award, run by the British Science Association. We were told it was a STEM project where we could choose any topic and investigate it. I chose the investigation ‘Are all soils the same?’ Other titles included ‘Is all drinking water the same?’ We carried out relevant experiments to help us draw scientific conclusions.

On 23rd April we presented our findings at the University of Westminster. Parents were free to wander from project to project and see how we had reached our conclusions. It was exciting to talk about our projects! Isobel F, Year7

Magna Carta at the British Library On 19th May, the History Department organised a trip for Year 7s to the British Library to enrich our knowledge of the Magna Carta, or Magna Charter.

The British Library seemed to beam with an aura of secrets which now have been mesmerisingly uncovered. The grand architecture and sense of history seemed to devour the entire Library: there even was a chair shaped as an open book chained to a heavy ball! The Magna Carta’s story unfolded in front of our eyes: it felt as if we had genuinely travelled back through time.

Jessica G, Year 7

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ENGLISH

A ghost’s revenge and a lover’s complaint

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n 20th May I, with a group of other Year 9 students, went to the Fortune Theatre to watch the play adaptation of the novel we’re studying in English, The Woman in Black. The experience was frightening and in some ways humorous.

The play was slightly different from the book as it was Mr Kipps telling his story about his experience with the woman in black in the past.

He asks an actor to help him tell his story to get rid of all the nightmares. In other ways it was very similar to the book as I recognised most of the lines that we’ve read in class.

The atmosphere was dark and sombre to bring out the story. Many screams were heard as there were a lot of scary, jumpy bits. Personally, I was afraid of some scenes because the sound effects triggered the screeches of most of the audience.

I really enjoyed the last scene: as the woman in black disappeared, the actor praised Mr Kipps for his ‘surprise’, thinking that the gaunt figure was an actress. Mr Kipps froze in horror, saying, ‘I didn’t see a woman!’

It was a really fun and scary experience! I recommend everyone to go to see this play.

Helena’s poem for Hermia, inspired by study of A Midsummer Night’s Dream

Zahra A-T, Year 9

Then reality will be Lysander and you, Demetrius and me, And Helena and Hermia friends, you’ll see.

My love for Demetrius swells like the sea; Why does he love you and detest me?

I have now understood why: As you stand your magnificence pales the sky, Your fair tresses, Your long, flowing dresses, Your eyes set against your flawless cover Make Demetrius long to be your lover; Sapphire stars set in your skin are your eyes; Why oh why must you have a beguiling disguise?

For love of you Demetius pines you to gain; For love of you Demetrius puts me through pain.

In paradise nothing would occur to Demetrius but me, In reality Demetrius’ love for you swells like the sea; Why does he love you and detest me?

I have understood why: Because as clear as the sky, as clear is your lie, Because as cold as the ground, as cold is your sapphires’ shine; Demetrius will not be mine, Because as Lysander you love, He will take you away, you will soar like the dove, I will be the eagle after my prey, The most deadly, as I will stay, Because Lysander’s love for you swells like the sea, Demetrius will then look at me, And then you will be out of sight and out of mind, And Demetrius will once again my beauty find, And he will not even look at you for he will love me, Simran L, Year 7

Midnight Walk

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I walk and walk I’ll never be seen again I’m fed up with all of this I’m never told what I’ve done wrong I’m in the mist and I am no longer wanted Think of all the good times we had You’ve pushed the boat too far The oars are left behind I am now just floating away No other way back The moon above Tells me I need to go back and face it to make myself stronger That’s what I did I kept as far away as I could And kept my head down and worked They knew I didn’t want to be friends Shravani P, Year 8

ENGLISH/HISTORY

Ypres: mud and memories

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n the early hours of the morning on Friday 20th May 60 excitable Year 9s, along with a handful of caffeine-fuelled teachers, gathered opposite the Conran Shop. Why? These people were going to travel across three countries in less than 24 hours. These people were going to spend their money on unnecessary amounts of chocolate.

These people were going to Ypres.

The coach left at 5.30 am. Many of us were still half asleep and it wasn’t until we reached Folkestone and there was talk of Starbucks that we became fully awake. After a quick journey through the Eurotunnel the coach arrived in Belgium.

Our first stop was the trenches museum, where we were able to walk in the trenches used in the First World War. It was incredible to think that people actually lived and fought in this warren of dingy, incredibly muddy tunnels. I was standing in the place where people wrote letters to their loved ones and lost their dearest friends.

Iit was a short drive to Caterpillar Crater, a massive hole in the ground with an interesting story.

The Germans had a base on the top of a hill. The British forces wanted to occupy this vantage point, so, as a distraction, they recruited miners to line a tunnel in a separate, smaller hill with explosives, and proceeded to blow it up. The Germans were too busy trying to figure out what happened

to worry about protecting their base: so the British could take it over. The remnant of the explosion was this huge hole in the ground.

We went on to Tyne Cot cemetery, memorial for many British soldiers. This really put into perspective just how many people died, and many of us were deeply affected.

The German cemetery, Langemark, had a more sinister atmosphere. The German army were only allowed to have three cemeteries, so there were many more people buried there than in Tyne Cot. It was a lot darker and more eerie.

It was a relief to head to the chocolate shop. We went crazy and probably bought our body weight

in sugar. On the long journey back to London, we entertained ourselves by hymn singing! We arrived back at 11pm, tired after a very enjoyable day. I would like to thank Ms Owen for organising the trip and all the other teachers who made it possible.

Suzi P, Year 9

Stella T, Year 9

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SPECIALISMS: DRAMA

Trapped by red tape

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AS Drama

GCSE Drama

Year 12 were really challenged this year with some difficult plays to perform. Kafka's The Trial was performed imaginatively with frames conveying how Jospeh K was trapped by bureaucratic red tape. The students played large and grotesque characters while performing this journey through a dystopian world.

Joan Littlewood's Oh What a Lovely War (see photograph on page 11) brought to life the juxtaposition of wartime propaganda songs and the harsh realities of the First World War, while John Godber's Shakers gave much-needed comic relief. We were extremely proud of the performances, all of which left the audience thinking, learning or feeling.

Miss Goodman, Head of Drama

The Year 11s did a stunning performance of A Midsummer Night’s Dream which Year 7 got the chance to watch in the Theatre. It was a ‘multi-roling’ version, with Poppy, for example, playing Oberon, Theseus and Quince! They did an amazing job of changing characters, often in a one-second turn-around.

They chose not to have many props and keep the costumes and stage setting simple.

However, they did have two square boxes which they used for different purposes: standing on, hiding behind, sitting on and as a table.

Helena was portrayed as irritating and Hermia as very protective over Lysander.

Demetrius was annoying and Lysander studious. My favourite character was Bottom.

He was very funny and the actor played him brilliantly. My favourite moment was when he was trying to get his head through the wall in the play of Pyramus and Thisbe.

Anna H, Year 7

SPECIALISMS: DRAMA

The true meaning of feminism

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n year 10 Drama, we’ve been exploring the subject of feminism. Although it impacts everybody, many do not truly understand it.

Media conditioning, ignorance and even the word itself have caused many to misinterpret the term ‘feminism’ as a movement that wishes to blithely strip power away from men and give it to women. Being a ‘feminist’ apparently coincides with having a laundry list of irrelevant requirements: ‘you must be a woman’, ‘you must not shave’, ‘you must loathe men’.

I myself thought that feminism was a social hierarchy in which women were superior to men.

Drama has not only allowed me to comprehend the term but be more aware about how significant gender inequality is today.

Drama is a great way to explore topics such as the relevance of the suffragette movement, everyday sexism and even the touchiest of topics, such as FGM. Whether abstract or realistic drama, putting ourselves in positions we already experience as women, then exaggerating them to the extent where the tension of a performance becomes almost unbearable, made me realise fully that no one should be subjected to different treatment as a result of their genitalia.

Gender itself does not define who we are, but in a world in which many have been blinded to believe it does, feminism is our only hope in achieving peace and justice.

Mai H, Year 10

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SPECIALISMS: DRAMA

Immersed in gorgeous darkness

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eading Macbeth from the back of my Year 8 English class felt like a really long time ago (it was!) and it felt suitably sentimental that my final production at St Marylebone, five years later, was that very same Shakespeare play. Macbeth is a gorgeously dark play and Shakespeare uses each character to their fullest, not wasting a single scene, exchange, or moment.

Every line has motivation, and every character has complexities beyond the text. It was exciting to watch as the cast became immersed in their roles, and our director, Miss Hedges, encouraged us to explore our

New relationships emerged from our explorations own interpretations. New character relationships emerged from this direction: the subtle rivalry between Lennox and Ross, and Lennox’s infatuation with Duncan, were favourites of mine. These interpretations don’t strictly exist within the text, but a play is so much more its text! Jessa and Ruby brought their characters to life with intonation, posture, and the dynamic they created. It is these subtleties that define a production, setting it apart as unique.

Likewise, Macbeth’s troubled descent into madness, Macduff’s heart-breaking anger, and Lady Macbeth’s loss of control were explored in great depth over the process, and watching Salem, Matt, and Ayesha change their performance with each rehearsal was endlessly exciting.

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In a Shakespeare production, understanding the text is essential. We found it useful to translate Shakespeare into ‘modern English’, to practise this intonation, then to return to the original text. For example, a line such as, ‘What are these so withered and so wild in their attire?’ I might more realistically say, ‘Who are these weirdos in spooky clothes?’ Once this more relatable sense has been read aloud, it can then be applied to the original text. Voila! A realistic interpretation of difficult language, ready to rehearse. Once we understood our text, we were able to free ourselves and enjoy exploring relationships between characters, staging and interpretation.

Last year’s Tempest was an absolutely joyful experience, and this year’s Macbeth didn’t disappoint.

There is nothing more rewarding than working with a cast of brilliant minds to create something we are all proud of. With the superb direction of Miss Hedges, I’m certain St Marylebone’s English productions will continue to flourish.

Megan W, Year 13

SPECIALISMS: DRAMA

A chance for national success

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was lucky enough to be selected as one of 10 St Marylebone students (ranging from Years 10-13) to take part in the National Theatre’s ‘New Views’ playwriting competition this year: the first time our school had taken part. The programme consisted of eight meetings, each focusing on different elements of playwriting and leading towards the eventual production of a half-hour play to be entered into a competition at the National Theatre. As the youngest member of the group, to say I was apprehensive at the first meeting is a wildly inadequate choice of adjective, like calling Shakespeare a good writer.

However, I quickly began to enjoy myself amongst this group of other equally eager young playwrights. I learned a lot from meeting with a professional playwright, Sabrina Mahfouz, studying other plays from previous years of the programme and having the chance to write short scenes myself, sharing and discussing them with the group in preparation for the much longer scripts we would have to write later. We also attended two plays at the National Theatre: the mystifying Ballyturk and the riveting Behind the Beautiful Forevers.

After we had finished our eight meetings, we were faced with our first deadline. We had to write the first draft of our plays before they were read by Sabrina, to discuss editing and changes. The reworking process was intense, but I am proud to say that I met the deadline for handing in our final scripts. I gained a huge amount from this experience. In June, I had the opportunity to put on my play, which deals with issues of teenage mental health, in the school theatre, with a cast of Year 9 and 10 students.

Kira M, Year 10

JESSICA K’s PLAY, which explores the impact of gentrification on East London, reached the shortlist of only nine scripts out of 267 entries! It is to be performed as a rehearsed reading by professional actors at the National Theatre in July. Below is the opening section.

Miss Hedges, Teacher of English

Pastries Prologue - playing around before the party starts.

(It is completely silent. AYAME is miming cooking an omelette on a counter, centre-left stage, quite heavily engrossed in the task at hand. She pulls out a tray of pastries from the oven below, and breaks a corner off the edge to taste it. She pulls out a jar of various utensils, looking for a pastry brush. The jar is largely overpacked and spills on the floor. LEAH, in her latethirties attire, walks out and stands above her as she picks up the spilled contents. AYAME, despite noticing her presence, does not readily acknowledge it. She is still picking up the utensils.)

LEAH: (picking up a mezzaluna) What the hell is this?

(AYAME ignores her. She picks up a pastry brush with a flourish, and starts to paint the pastries with a repetitive motion.)

LEAH: What you making?

AYAME: Food.

(LEAH rolls her eyes. She looks at AYAME expectantly.)

AYAME: (in an ostentatious French accent) Pain aux raisins.

LEAH: What?

AYAME: (furthermore accentuating the accent) Pain aux raisins.

LEAH: (grinding her teeth) And they are?

AYAME: French currant buns.

LEAH: Why don't ya just call them that, then?

AYAME: That's what the recipe says.

LEAH: You know I don't speak French.

AYAME: Most people don't.

LEAH: It sounds like you were trying to make me sound stupid.

AYAME: Why would I do that?

LEAH: I don't know, because that's just what you...

AYAME: (strained) No, I wasn't. That's just what they're called. That's it. I used the name.

There is a long silence.

LEAH: What's that?

AYAME: (sighing, stopping her work to look at LEAH irritatedly) A pastry brush.

LEAH: (laughing, obnoxiously) A pastry brush? What the f---'s a pastry brush for? To make sure the pudding dunt get tangled?

AYAME: (strained) No need for profanity.

LEAH: (laughing again, more obnoxious than before, mimicking her accent) Profanity?

LEAH leaves. AYAME stares at the pastry brush.

Jessica K, Year 12

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SPECIALISMS: ICT AND MATHS

A strategic partnership

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ive students, Kira and Karina from Year 10, Amber from Year 9, and Mimi and Simone from Year 8, were selected to be interviewed on 5th May by a producer from the BBC about our experiences of taking part in the BBC School Report project.

The reason for the interview is that the BBC School Report project has been shortlisted for ‘The

She asked how BBC School Report had influenced our wider learning

Maths Last term almost 60 pupils from Years 7 and 8 participated in the national Junior Maths Challenge. The students sat an hour-long test and performed exceptionally well, with an incredible eight receiving the top Gold award and 19 Silver.

Following excellent results in this challenge, four pupils progressed to the Junior Kangaroo: a competition for the highest performing young mathematicians across Europe. We look forward to getting their results!

Mr Kendall, Teacher of Maths

School Partnership Award’, an award which celebrates ‘those businesses running long-term, strategic partnerships with schools in order to motivate and support school pupils to build successful working lives, and in so doing addressing the skills shortages so business can compete in the future’.

The award is one of 16 categories of ‘The Responsible Business Awards’, which the BBC has never entered before. So, in order to boost their chances of winning this prestigious award, the job fell to the BBC’s Laura MacDonald to interview past participants in order to find out how useful the project was in helping students to build key skills for the workplace. That was where we came in.

We were asked to speak about the reports that we had created and how this had influenced our wider learning. After talking briefly about our individual experiences of the project (for those of us in Year 10, it took some time for us to remember, since we took part two years ago), students were filmed speaking about a specific element of the BBC School Report and how it had helped us.

Despite errors such as forgetting to press ‘record’ or the microphone not working, we eventually managed to provide the BBC with five individual recordings and, being satisfied with this, were treated with sandwiches and juice.

Kira M, Year 10 14

SPECIALISMS: DANCE

Dancing into the world

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-Level dance has developed us as dancers in so many ways over the past two years.

We have all had to study and adapt to new techniques in the style of some of the best practitioners in the world, whilst at the same time choreographing our own dances in order to answer a particular question.

There are not many schools nowadays that take pride in the Arts, but St Marylebone is one of the few exceptions. The combination of Miss McCoid, Miss Montsumi and Miss Haworth has been one to cherish: without their dedication and commitment we would not have enjoyed dance as much as we do.

We are now moving on into the big wide world, but we are still going to keep dancing, so thank you to the whole Performing Arts department! You have been amazing and it has been a blast.

Year 13 dancers

IT WAS AN amazing experience to be involved in the Year 13 Choreography. Being the only Year 7 student was a bit daunting at first but all the older girls made me feel so at ease.

It was hard work but I'm the end it was worth it because I learnt so many new skills and have become a more confident dancer.

Elvi C-H, Year 7

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THEATRE SPECIALISMS: ART REVIEW

Overpowering beauty

O

ur Year 10 Textiles class visited the V&A to see Alexander McQueen’s ‘Savage Beauty’ exhibition on 21st April. The moment we set foot inside the exhibition we knew that we would not be disappointed.

Stepping inside, darkness swallowed us up. The only thing visible was a black-and-white image of a pale, eerie face. We silently entered the next section and were greeted by mannequins lining the room, all wearing green and black everyday clothes that the average woman would wear to work: elegant pencil skirts, plain blazers and smart fitted dresses.

Everything seemed very laid back and sophisticated, with no unusual designs.

However, this quickly changed as we moved on.

Dramatic classical music filled the next room; mannequins once again encircled the space, wearing flamboyant and extravagant pieces like nothing we’d ever seen before. One of the designs that stood out for me was the Raven Dress, which was made out of real raven feathers and human hair. It was overpowering yet beautiful.

One particular line of mannequins in this room were designs from the last winter collection of Alexander McQueen’s life, before his tragic death.

When McQueen designed these he would have poured all of his current emotions and struggles into the designs; they portrayed a side of him that no one had ever been exposed to before.

My favourite was a long, silver-and-white, beautiful evening dress with intricate stitching and appliqué. It was breathtaking. To me it represented a strong, powerful figure, like McQueen, who appeared brave to everyone on the outside, but really had icy feelings on the inside: the dress reflected what he was going through in the last year of his life.

Nearer the end of the exhibition, there was 16

another design which caught my eye. This was one of the dresses from the last spring collection of McQueen’s life, so was once again an important piece. This dress was made of hundreds of dried

To me, the white dress represented a figure brave on the outside but with icy feelings on the inside flowers. It had been designed so that when the model who wore the dress walked down the catwalk, flowers would fall off and form a trail behind her.

The main room of the exhibition contained chilling yet stunning head pieces and body pieces.

One especially saddening piece was a metal spine that was twisted and distorted. This could represent how McQueen was feeling at the time.

The agony in his mind could also be represented through the other designs in this room, such as the crown of thorns.

Throughout the exhibition there were videos and pictures of some of McQueen’s catwalks. He always dressed the models to look very eerie and disturbing: one of the quotes in the exhibition was, ‘I want to empower women. I want people to be afraid of the women I dress.’

Alexander McQueen was an amazing designer and huge role model, and he will always be remembered for his unique and breathtaking designs.

Emily D, Year 10

CAREERS SPECIALISMS: ART

Bids for sixth-form art

W

e had another productive and exciting year in Sixth-Form Art and Textiles.

Students worked with enthusiasm and dedication, producing personal journeys through their sketchbooks leading them to final pieces of a very high standard. We are particularly proud of the array of ambitious final pieces ranging from large-scale paintings, drawings, engaging installations, animations and mixed media pieces. The work was exhibited in this year’s A-Level Art & Design Technology Faculty Exhibition on 21nd May. Many visitors showed their appreciation by bidding for a number of final pieces in the silent auction. Twenty percent of the sale proceeds will go towards the Sixth-Form Art department to buy new materials for next year.

The best final pieces selected by senior management and the Art department will be displayed in the corridors at Blandford Street.

ARTiculation Prize This is an annual event designed to promote the appreciation of art. The competition seeks to engage students, regardless of background or experience, with art and to develop their confidence and ability to express their opinions.

Each student delivers a 10-minute about a work of art, artefact or architecture of their choice. Adjudicators are asked to assess each presentation as a whole, looking at content, structure and delivery.

Honor C-H from Year 13 was chosen at our internal ARTiculation heat to represent the school at the regional heats at the Whitechapel Gallery on 5th February. She delivered an excellent speech about Hans Bellmer’s ‘La Poupee’, but was unfortunate not to be selected to represent London region at the National final.

Fast-track History of Art AS Since September we have been running the AQA History of Art AS level as an additional after-school fast-track course for a selected group of Year 12 and 13 students. The fast-track approach seems to have paid dividends with this cohort: they were extremely focused, both in terms of syllabus and exam requirements and in their own evolving understanding of the subject. In February halfterm, the students organised themselves into an informal Art History society for their holiday task of following a trail around the National Gallery. We also attended a conference for Sixth-Form Art History students at the British Museum.

Ms Meyer, Teacher of Art

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THEATRE SPECIALISMS: MUSIC AND ART OPINION

From church to cathedral

M

ay sees the return of the annual Church Choir Evensong. Also known as Evening Prayer, this is a short service consisting of mainly prayers: the Church of England version of Vespers. The prayers are sung, usually in plain chant, which means primarily on one note with small leaps upwards or downwards. However, Evensong becomes an entirely different matter when a choir is introduced.

Chamber Choir again demonstrated their ability to turn old school classics into choral beauties with their arrangement of Paul McCartney's ‘Blackbird’. Shout Out! and Sixth-Form Band got the house moving with their jazzy numbers, while Concert Choir returned on top form from recently performing with Imperial College Choir with Chilcott's composition ‘London Bell’, inspired by the 18th-Century rhyme ‘Oranges and Lemons’.

Concert Band brought the house down with a ‘march-like theme with heroic leaping fifths and octaves’: John Williams' Theme from Star Wars. Symphony Orchestra returned us to a more classical style with a beautiful performance of Smetena’s Vlatlava.

Genevieve R-L, Year 10

Trip to the National Portrait Gallery

Church Choir sung the Canticles of George Dyson in C Minor, a setting for one voice part, which sounded lovely in the amazing acoustics of St Marylebone Parish Church. As we only sing this service once a year, Church Choir decided to go full out with an Introit (Instruments of Peace arr.

Yarrow) as well as a beautiful arrangement of Franck’s Panis Angelicus.

We were excited to get an invitation to sing Evensong at Southwark Cathedral. This was a fantastic opportunity to experience Cathedral singing, as the layout is very different to a church. Also, having the opportunity to have a look around the Song School and high altar was amazing.

Great thanks goes to Mr Binns, Mr Bowden, Miss Williams, Mr Lake, Miss Shakespear and Miss Hughes for all their hard work in organising and vocal contributions.

THE SPRING CONCERT, titled ‘Heaven and Earth’, covered a vast range of eras and genres and involved 10 ensembles. The evening began with String Concertante serenading us with Vaughn Williams' Fantasia on a Theme by Thomas Tallis and ended with a massed voices and orchestra performing Orff's O Fortuna from Carmina Burana.

18

After about an hour and a half of listening to a very interesting and slightly humorous lecture by Julian Halsby, art historian and lecturer, I and other Year 9 artists had learned about an artist most of us had never heard of before: John Singer Sargent. He was born in 1856 in Florence, to American parents and was home-schooled, unlike some other artists who attended prestigious universities. He was later to become one of the most popular painters of the 19th Century, even respected by Manet.

Out of all his brilliant paintings I was most impressed by the Venetian paintings from the viewpoint of inside a gondola, such as ‘Ponte San Giuseppe di Castello’, because of his amazing ability to capture the colours, tones and beauty of Venice and how realistic it becomes when drawn this way: the viewpoint is at a angle and you can see a bit of the gondola at the front. Also the way he captures the poses and gestures of the gondoliers and people around the streets of Venice is truly fascinating.

Stella T, Year 9

OPINION SPECIALISMS: MUSIC AND DRAMA

Teens sing a happy tune

A

ll too often these days, musicals are considered fluffy and are looked down on by critics who don’t believe in the kind of reality in which a long-lasting dispute can be resolved in one happy-clappy ensemble number.

But despite the critics, the audience can’t help but leave the theatre with a smile on their faces, humming a happy refrain from the show’s finale.

Grease is exactly this kind of show.

It’s 1959 in Rydell High School, California. The show follows 10 confused teenagers as they navigate the complexities of peer pressure, politics, personal core values and love. When choosing the show for this year’s musical, we struggled to find one that followed the trend of past sixth-form shows: sexy, funny and low-budget. In its original production in 1971, Grease was a raunchy, raw, aggressive, vulgar show, but to our despair, subsequent productions sanitised it and tamed it down. But I still think fits the bill perfectly.

I grew up watching the 1978 movie of Grease, not at all understanding as a child what was meant by ‘he was good, you know what I mean’, nor what was going on in terms of themes or the grown-up nature of the story. I knew that if I was going to direct any show it would be Grease.

The hours the cast have spent together dancing, smiling, singing, acting and even partying have been unbelievably amazing!

Freya B, Year 13

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EXTRA-CURRICULAR AND CAREERS

Mobile-free on Box Hill

F

or the Bronze Duke of Edinburgh Award, we went to Box Hill and hiked for six hours both days. It was a memorable experience! During our route to the campsite, we found a beautiful lake with stepping stones and a huge grass hill which we rolled down: the view from the top was amazing.

Sleeping in a tent was another highlight of the trip, as I had never done it before. I learned how to use a compass, how to read a map, and many communication and teamwork skills I wouldn’t be able to learn anywhere else. Overall, I thought it was amazing, although very tiring, and I had a lot of fun.

Zana B, Year 9

This year 29 students took on the challenge of completing their Bronze Duke of Edinburgh. After a great practice weekend in Chesham, where the sun shone most of the time, the girls were ready for the final weekend. They took such a positive attitude: smiling faces met us throughout both weekends.

The final weekend, in Boxhill, Surrey, was a big challenge. The first challenge: to climb Boxhill.

The Year 10 students decided to walk the hardest route, straight up the steepest part of the hill. But they still got to the top in great good humour.

Maybe the biggest challenge was the fact that students were not able to use their mobile phones for 24 hours. No technology is allowed!

Miss Wimberley, Leader, Duke of Edinburgh Bronze Award 20

Behind the Brand This term 20 Year 9 girls went to the Marriott Hotel in Grosvenor Square to see how a top London hotel is run.

Mr Jackson, Careers Consultant I WAS EXCITED because I had never been in a hotel before and I wanted to know what it looked like.

When we arrived we went downstairs to have a meeting and to find some information about the hotel and what jobs they do and how hard it is.

Then we were put into groups and went on the tour. First we saw the canteen and then we saw the kitchen that Gordon Ramsey sometimes used.

At the top of the building we saw where they have barbeques and the amazing view. I could see the tall trees and people walking their dogs.

For the next task we went to a room to decorate a cake and play games until the next group came. We decorated the cakes with blue, pink or purple icing, then we put a sticker that said our last names onto it. Afterwards we went to see one of the suites, where we met the housekeeper who was cleaning: the lady told us it only takes them eight minutes to remake the bed from scratch!

If I could work in the Marriott Hotel I would like it because I could meet new people every day and I could have lots of different roles: a cook, cleaner, receptionist, events planner or even a ballroom dance teacher!

Kelly-May W WHEN WE arrived I saw a doorman getting ready to welcome us in. When I walked in I was amazed: the lobby was huge! Then we met the workers and they took us to a room. We got cookies, tea, water and coffee. Some of the workers introduced themselves. There were lots of other people with different jobs, for example reception, housekeeping, finance, events planner, maintenance and a bar man. This trip has made me want to do my work experience at the Marriott Hotel.

Skye R

PHYSICAL EDUCATION

Diving for Britain

I

n April I travelled to Germany for the Dresden Junior Diving Championships. It was my second time with team GB, representing my country, and I was looking forward to meeting divers from other countries and being part of a strong team. We travelled on two planes and a double-decker train.

The pool was only a short walk from the hostel where we were staying and we had a few

We had to face the Union Jack and sing the National Anthem days to get used to the boards. The three-metre springboard that I would be competing on moved into position with a hydraulic lift.

It was amazing to see my name on the board with GBR beside it. I felt so proud to be competing for my country. We had to face the Union Jack and sing the National Anthem slowly. I was very nervous for my individual event but really happy that I made the final.

We had team talks and individual appraisals every evening after all the competitions to review our technique and performance, and were encouraged to reflect on what we did well.

I felt more relaxed for Synchro with my teammate, Maddie. We dived really well and won a silver medal which was my first for GB! I have now been selected to compete at the Junior Europeans in Ozero Krugloe, Moscow, Russia at the end of June, which means I need to continue to train hard, five or six times a week. I have an appointment with the Russian Embassy to have a biometrics scan of my eye in order to be granted a visa!

Scarlet M-J, Year 8

PARKOUR Parkour is the ability to get from A to B as efficiently as possible — and it’s a lot of fun, too! In the classes you learn how to balance, run, jump and climb on different obstacles that the coaches have prepared. The entire body benefits from it.

I enjoy doing parkour because it allows you to overcome mental and physical barriers that everyday life may have allowed you to avoid before.

At these classes there is no need to worry about being alone as you learn to make a lot of new friends and everyone tends to be encouraging.

The first few weeks you may find it quite challenging as the entire body might not be used to working hard all at once. However, the class is divided into different groups depending on your capability. If you are new or uncomfortable being in a bigger group you can always go in a group where there are people at your level.

Maya G, Year 11 21

REFUGEE WEEK

Raised awareness inspires poetry

R

efugee Week has been celebrated with great gusto this summer. On Monday 15th June, we enjoyed an assembly in which one of our refugee students told us her story of displacement; we then learnt about research that suggests that the best way to welcome people from diverse cultures into our society is by discussing cultural differences with them. On Tuesday, there was a good turnout to watch the award-winning film God Grew Tired of Us, about the plight of some of Sudan's ‘Lost Boys’ in their journey to the United States.

Students participated enthusiastically in a ‘Find the Refugee Teacher’ competition, which broadened their knowledge of refugee problems around the world. And one of the highlights was the Year 7 Refugee Week Poetry Competition, which saw a large number of high-quality poems produced. The judges found it difficult to select the best poem, but after shortlisted candidates were invited to recite their poems in front of a panel, there was a unanimous decision on the winner. Elsa G’s poem ‘War, Fear, War’ contains some startling images, and was read with great emotion both in the competition final and again as Thursday morning's Thought for the Day. Mr Voller, Head of Linguistic and Cultural Inclusion

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‘War, Fear, War’ ‘I was born when they were killing each other; I was raised when they were killing each other; War, fear, war.

[Quote from a refugee] I remember... I could never forget...

The rhythm of that gun, reflecting my heart, Harming emptiness, yet tearing me apart, That ice-cold grip, tightening my throat, Their crescent moon mouths, howling in gloat, The silent scream of sorrow engulfing my brain.

People never accept, I’m just not the same.

People never accept, I’m just not the same.

“I was born when they were killing each other; I was raised when they were killing each other; War, fear, war.”

I remember... I could never forget...

The hole in your skin if outcast or girl...

The hole in your lives if your real thoughts unfurl...

The hole in your hearts if you choose against...

The hole you can’t fix if feeling’s dispensed...

The hole you can’t fix if feeling’s dispensed...

“I was born when they were killing each other; I was raised when they were killing each other; War, fear, war.”

I remember... I could never forget...

It’s all just a game, just the cat and the mouse, Never such thing as a permanent house, Reaching, falling, reaching, falling, Grasping nothingness, a non-verbal warning To stay away, leave everything there, Swept by your hopes up into the air, Swept by your hopes up into the air.

“I was born when they were killing each other; I was raised when they were killing each other; War, fear, war.”

But you know refugees are never welcomed.

We make it as hard as possible for them.

They are just running, running... running.

War, fear, war...

Elsa G, Year 7

TEACHER TALK

Evangelical about running

I

t was at university that my love affair with running began. Suddenly living in a hall of residence with hundreds of other 18-yearolds, I relished the chunk of quiet, independent time it provided. Also, we lived on a beautiful wooded campus, where I saw muntjac deer, rabbits, foxes, and, one wonderful morning, a mother cat and a nest of new-born kit-

It’s a rare privilege to see the pockets of nature in our metropolis up close tens. In daytime, these animals stayed tucked away, and the campus felt like any other noisy university, but, first thing in the morning, the air still misty, the debris of the night before still littering the pathways, it felt magical to glimpse this hidden animal kingdom.

My love for my morning run to school is almost evangelical. I live next to Regent’s Canal, so within 30 seconds I am on the towpath.

Summer is a wonderful time to be out running early. Whereas a few months ago, it was bleak and dark, now the sun is already high in the sky but the air is fresh, brimming with promise.

Bushes and trees are in full flower. Mile End Park is filled with elderflower blossom, and the

sloe bush that only I seem to have discovered is heavy with ripe, black sloes. The smell of honeysuckle mingles with the delicious fragrance of bacon sandwiches from the canal boats.

Meanwhile, in the animal kingdom, things have also awakened. In winter, all I can see are a few huddled ducks, grumpily fluffed in their feathers like school children forced out at break time, but by this time of year everything has come theatrically to life. I witness drama as battles between Canada geese break out on the water, and tragedy as I follow the fate of a group of cygnets, despairing as, week on week, their numbers go down, and rejoicing when two make it through fluffy, vulnerable babyhood to become grown-up swans. I am pleased to see a mother coot running down the bank like a rowing coach, peeping at a chick gamely struggling through the water on his first independent swim.

So, why do I love running to school so much? It is partly the running itself – the satisfying grind of tired muscles kicking into gear and carrying you along, the joyful burn in your chest and the cool air wooshing in. But it’s mostly the rare, wonderful privilege to see the little, bravely existent pockets of nature, here in our huge metropolis, up close, alone, before the day begins, the people come out, and the animals retreat back into secrecy.

Miss Bletcher, Head of English

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Term dates 2015-2016 Term dates 2015-2016 Date of return for Term 1

Year Group Sept 2015-July 2016

Start time

September 2015 Inset 1st & 2nd September 2015

7 8 9 10 11 12 13 Term 1 ends

Thursday 3rd September Monday 7th September Monday 7th September Friday 4th September Monday 7th September Thursday 3rd September Friday 4th September Friday 23rd October

Terms 2-6 2015-2016

8.30am 8.30am 8.30am 8.30am 8.30am 8.30am 8.30am School ends at 12.30pm

Start time first day back

End of term Finish time

Half-term holidays Saturday 24th October – Sunday 1st November 2015

Term 2

Monday 2nd November- Friday 18th December

8.30am

12.30pm

Christmas Holidays Saturday 19th December 2015- Monday 4th January 2016 NB Inset day Monday 4th Jan

Term 3

Tuesday 5th January 2016-Thursday 11th February

Half-term holiday Friday 12th February – Sunday 21st February 2016 NB:

Term 4

Monday 22nd February-Wednesday 23rd March 2016

Pupil Easter holidays: Thursday 24th March–Sunday 10th April 2016

Term 5

Monday 11th April –Friday 27th May 2016

8.30am

3.30pm

Inset day Friday 12th Feb 8.30am

12.30pm

NB: Inset day Thursday 24th March 8.30am

3.30pm

8.30am

12.30pm

Half-term holidays Saturday 28th May –Sunday 5th June 2016

Term 6

Monday 6th June – Wednesday 20th July 2016

Summer Break: Thursday 21st July- Wednesday 31st August 2016

Subject to change: please check the school website termly for any updates