In Trinity Magazine - Autumn 2023

The future is bright / Page 02 Headmaster's introduction.

The future of futures / Page 08 An interview with the futures team.

In Trinity Magazine Issue 5: Autumn/Winter 2023

Digital learning / Page 14 Preparing students for the future.

Future focused A look inside Trinity School

A note from the Editor...

The start of the Autumn Term is one of my favourite times of the year, sitting as it does as a point of threshold. We are celebrating the successes of last year’s exam cohorts, but we are looking ahead to another exciting year at Trinity. In both cases, the future beckons, and that is the theme of this engaging issue of In Trinity.

Tuki Rounds Senior Deputy Head

We are pleased to share the impressive results that our students secured this summer and alongside these some of the exciting pathways that they will pursue. As well as traditional UK university places, our leavers are moving on to American universities, pursuing Degree Apprenticeships, using Gap years to work and volunteer, pursuing careers in sport, and using traditional subjects like Art to pursue anything but the traditional! All of these are covered in this issue and show how the breadth of opportunity here at Trinity facilitates futures of all kinds.

There are many areas of life that help students think beyond the traditional, and it is a pleasure to share an insight into some of these. The super-curricular provision at Trinity certainly lives up to its name, and we explore some of the ‘outside of the box’ options that students enjoy in our numerous societies. Our Festival of Ideas was a great success again, and a wonderful opportunity for our students to think beyond the curriculum on this year’s theme of ‘Imagine’. Students got to try their

hand at sports commentary, defend fairy tale characters as barristers, and we have perhaps started the next culinary star on their journey as students cooked up French and Spanish delicacies.

Once again, the performing arts dazzled, and this edition shares the incredible experiences that students had while touring in Europe, living the lives of professional musicians. Many students began their musical journeys with us, often culminating in the annual Trinity Musican of the Year competition and, for many, a future at a Conservatoire. The Spring and Summer drama productions are also the time that our younger generation of thespians get to shine, and I am sure you will find our reviews of Holes and the Lord of the Flies as engaging as they were to watch.

Here at Trinity, we have our eye on the future in more ways than one and this edition includes some of these projects.

Our Digital Learning Programme is ensuring that technology is as integrated in our students’ learning as it will be in their live. Our award-winning Green Council is leading our efforts to be a more sustainable institution and our EDI committee is helping us work to a more equitable future.

Of course, it isn’t just our futures we are interested in here as you will see in our update on the Malawi project, our first visit since Covid, and through our new Partner Primary initiative. I hope you enjoy!

In Trinity Magazine Contents 1

Results Futures Art Digital learning Societies ED&I Sport Drama Music Malawi Community Sustainability

02 08 12 14 16 20 26 32 36 40 44 48

2 In Trinity Magazine Headmaster's Introduction

The future Headmaster's intro

Research from employers tells us what they are looking for: complex problem solving, critical thinking, creativity, emotional intelligence, decision-making, cognitive flexibility, service and people management are the most sought-after skills.

at degree level still demands traditional academic strengths. In the recruitment of graduates, the candidates wanted by the top 100 companies are not necessarily from the most academically selective universities or those with the best degree results.

The research from employers tells us what they are looking for: complex problem solving, critical thinking, creativity, emotional intelligence, decision-making, cognitive flexibility, service and people management are the most sought-after skills.

At Trinity, there are two main ways in which we are equipping our students with these skills. One of these is our Diploma; all Sixth Formers follow this weekly, timetabled programme alongside their three or four A Levels. This firstly extends their academic skills into non-examined material, and they are taught critical thinking and research. Every student will write or create an independent project of their choosing in their Lower Sixth year, either for an externally marked Extended Project Qualification (EPQ) or for our internal Sixth Form Project. They also choose two elective courses of six weeks each, which give them a sense of what further study will look like beyond A Level in their areas of interest. To grow their wider skills, there are curriculum days on leadership and public speaking, as well as talks on wellbeing, and every student will work in our community in one of our partnerships.

All of these experiences promote people and communication skills, and crucially every student completes a written reflection on what they have learned through the programme.

In schools, we have recognised for some time that the academic curriculum alone is not sufficient to nurture these qualities, and success in public examinations can be achieved with a very narrow set of skills.

Many universities have also started to respond to this gap, but most assessment

Secondly, and more importantly, we believe that these skills are grown from a young age, not just in the Sixth Form, and it is in a vibrant, wide-ranging cocurricular programme that individuals develop them best. For example, students develop independent thinking, research

Just as the world of work has changed rapidly and significantly, so ‘Careers’ provision at schools has had to respond.

The model some of us may remember from school of 15-year-olds completing a questionnaire and the output being lawyer or fish-farmer, or struggling with an interviewer asking, ‘what do you want to be (for the rest of your life)?’ is some way behind us. The re-titling of ‘Careers’ to ‘Futures’, as many schools have done, gives a sense of the broader and more flexible preparation our young people need to thrive beyond school.

and presentation skills and can explore their passions through our Second Year TED Talk Competition and Fourth and Fifth Year Essay Competition. As I hope you will see from the articles in this edition, there are many ways in which our students of all ages can express their interests and creativity, become committed, build friendships, test themselves in competition or performance, and take on leadership.

Digital skills are also important, but our experience is that employers from different sectors vary in how much they want them, and in how they want them used. Through our 1-2-1 device provision, every student at Trinity will become fluent in using several organisational and communication platforms for their work, whether at home or in school. However, we hope that they will also begin to critique how and where technology can be best used. The cover for this magazine has been created by AI, which is going to play an important part in their future work and learning.

We must also prepare our students to tackle the issues of equity, diversity and inclusion that are prominent societally.

Our responsibility is to build a highly supportive and diverse environment at school, with strong and open engagement on issues such as mental health, racism and sexism. Through this we hope that our young people will become well-informed and confident to see, and counter, discriminatory behaviour where they study and work.

Alasdair Kennedy Headmaster

is bright...

A Levels

Fantastic results Trinity students celebrate Congratulations to our Sixth Form students who achieved an outstanding set of A Level results. The cohort of 168 students achieved more A* grades than any year group pre-Covid, and already 92% of the year group have secured places at their first or second choice of course beyond school.

32% 65% 91% A* A*A A*AB

“These grades represent an excellent set of achievements by our students. They have worked hard, and these results have opened doors for them to the best opportunities in the UK, but the character and commitment they have shown will continue to serve them well through the rest of their lives. We are proud of them and the range of interesting routes they have chosen, and we wish them every success in the next stage of their lives.”

Alasdair Kennedy, Headmaster

In Trinity Magazine A Level Results 5

“I needed three As to get to Warwick to study Philosophy, and I got one A* and two As, so I am massively relieved. It has only been in Sixth Form that I’ve decided to study Philosophy, and I picked a broader subject as I am not too sure about job choice yet.”

Sam Barwell studied English, Politics and Religious Studies.

“I have only been at Trinity for two years, but I have loved it and I don’t think I would have got the grades I did without the help from the school: the support is unmatched.”

Sophie Hayes studied Economics, Maths and English A Levels and is heading to Nottingham to study Economics and Philosophy.

“I am very happy I got what I needed. I have always loved science, but really decided to study Medicine while at Trinity. Mrs Highmore and the Careers department have been amazing.”

Zoe Clark took Maths, Chemistry and Biology A Levels and is heading to Exeter to study Medicine.

“I got what I needed, which was A*, A, A to study Modern and Medieval Languages at Cambridge. I am looking forward to living more independently at university and having a broad mix of experiences.”

Daniel Ekundayo studied History, Spanish and German A Level.

6 In Trinity Magazine GCSE Results

GCSE results

Impressive statistics In a cohort of 130 students, 44% of the results awarded were 9 grades, with 70% graded 9 or 8, and 88% graded 9, 8 or 7 3 students received 12 x straight 9 grades 15 students received 11 x straight 9 grades 1 student had 10 x straight 9 grades 100% Classical Greek students received 9s 100% students received 9, 8 or 7 grades in Music, Design & Technology, Biology and Physics

Mr Hodge, Head of Fifth Year, said, “I am so pleased for the group on such a fantastic set of GCSE grades. They have worked very hard for this and having seen them grow through the Lower and Middle Schools, it is lovely to have so many smiling faces on results day.”

Only 0.1% of all students in the UK took 12+ GCSEs and 0.02% of students received 11 or more grade 9s. Adhi Sasikumar is an Academic Scholar and was one of three Trinity students to achieve an impressive 12 straight 9 grades. As well as studying for 12 GCSEs, Adhi took part in the Fourth and Fifth Year (FAFY) Essay Competition and applied for an Arkwright Scholarship for design and engineering.

Trinity students celebrate

He says, “It was definitely hard work, but I guess it paid out in the end; my family is very pleased at how I've done. My favourite subject is Physics, because it can help to explain the workings of many different things in our everyday life that we take for granted. That interests me, so I look forward to studying it further at A Level.

“After Trinity, I'd like to go to university and study Engineering or Maths and Physics.

I would like to do post-graduate study as well and perhaps work on a PhD. In the future, maybe I would like to work at CERN, or for some space agency. But I guess I'll see.”

Lars Hansen achieved 11 straight 9 grades, including Design & Technology, Academic PE and Spanish. He says, “It was a huge relief getting my results and knowing that the work I had put in over the last few years had been worth it. I am going to study A Levels in Maths, Further Maths, Chemistry and Economics, which allows me to continue to learn about things I enjoy, but also allows to keep my options open after Trinity. As Economics is a new subject, I think it is the subject I'm most looking forward to, as it's a chance to try something slightly different.”

Max Virley achieved 11 straight 9 grades, including Academic PE, Further Maths and German. He will be studying Maths, Further Maths, English Literature and Economics A Level in the Sixth Form.

“I was very pleased when I opened my results; I was grateful that all the work I had done was worth it! After Trinity, I would like to go to university and study Maths or Economics. As I love to play hockey, I’d be keen to go to Nottingham or Exeter, as they have hockey teams playing in the premiership.

I really enjoyed last year’s FAFY Essay Competition, where I built important skills in independent research, essay writing and citation.”

“ We are delighted that the hard work and ability of this year group have been recognised in these results; collectively they are an excellent set of achievements, and there are many individual success stories where boys have made enormous improvements over the course of the last two years. They now have a strong academic base on which they can move forward with confidence to their A Levels.”

Alasdair Kennedy, Headmaster

“Trinity caters to every student. Whatever is right for them, whatever is best for them, we can support and help them to do that.”

Mark Aldridge, Head of Futures

The future of futures.

“My favourite thing about the job is working with our students 1-2-1: hearing about their dreams, aspirations, and guiding them towards the next steps in the process.

It’s exciting.”

Jack Paterson, Assistant Head of Futures

In Trinity Magazine The Futures Team 9

Interview

The Trinity Careers department is evolving and, starting this year, will be known as the Futures team. Mr Aldridge (MIA), Head of Futures, and Mr Paterson (JAP), Assistant Head of Futures, explain the change: JAP: Futures is a more inclusive term than Careers or UCAS, and we’ll cover all pathways post-Trinity, including gap years.

Pathways used to be very linear: A Levels, university, then into work. Our department has been evolving for some time, partly because we believe the future job market is going to look very different and partly due to demand from students themselves.

JAP: There are more students wanting to do a gap year, pursue apprenticeships, or study abroad, and those routes need to be catered to just as effectively as anything else. There has always been an Oxbridge programme at a school like Trinity, but there has not always been an apprenticeship programme. We want to help every student make the best decisions for themselves and get the most out of the pathway they choose.

MIA: Studying overseas can be expensive, and gaining admission to Ivy League institutions is highly competitive. We host an Overseas University Fair in partnership with University Guys, where internationally renowned business, hospitality, sport and science universities engage with interested students. Our students have earned scholarships with leading American universities for diving, water polo and hockey. Additionally, this year, we have students starting at prestigious business school Bocconi and a joint course at Trinity Dublin and Colombia.

JAP: The other change in recent years is that we have been engaging students in conversations about their future earlier, starting from the Fourth and Fifth Year.

They take aptitude tests, job suitability quizzes, undergo interviews with the Futures team, and we encourage them to reflect on their strengths.

MIA: We encourage students to start developing skills and content for their Futures applications early as well. We promote Lower and Middle Schools Projects; super-curricular activities, which are particularly valued by British universities; and part time work, which overseas universities and apprenticeships love. It’s about facilitating a smoother transition into discussions about their future.

JAP: Then, in Sixth Form, we do a big push and offer sessions on multiple pathways. I would always encourage students to attend as many of these as possible to keep their options open.

As part of my role, I oversee the Sixth Form Diploma Programme, which encompasses academic project work, volunteering, personal development, and life skills. We are aware that future employers value softer skills such as teamwork, communication, resilience and lateral thinking, which may not be learned directly from the classroom. Therefore, we run twilight sessions to foster these skills and offer additional sessions for interview training and Oxbridge applications.

MIA: Higher Education (HE) Week in Lower Sixth is packed with talks, workshops, and opportunities for students to begin drafting personal statements for UCAS. Each student is assigned a teacher, and there are often multiple iterations as we support them in crafting the strongest applications possible.

JAP: Towards the end of the Lower Sixth, we start 1-2-1 sessions with the students, and that’s my favourite aspect of the job.

Guiding students towards the next steps in the process, hearing about what their dreams and aspirations, what they’ve accomplished, and how we can help fill the gaps can be genuinely exciting. It's nice to see them awaken to other possible pathways towards their dreams.

MIA: The Alumni team help us in welcoming back former students who share a variety of personal experiences regarding university, apprenticeships, and work. It can be highly inspiring and motivating for our current Sixth Formers to realise that there isn’t a single ‘correct’ route to take. With the considerable pressure and apprehension that many students feel about the future, we have lots of examples of students who have taken interesting routes, or changed direction, and we’re keen to share these diverse stories.

JAP: Our support doesn't end when students leave Trinity. The team continues to offer support and advice if needed.

Many students may delay making decisions about their future, and some may return to reapply to university or resit exams. We are always available to assist with personal statements, interview coaching, and applications to get them to where they want to be.

10 In Trinity Magazine Apprenticeships

# A LT 3 R N AT E FUTURES> Careers

Apprenticeships have had an overhaul in the last decade and are no longer just for those pursuing technical or craft skills.

Now, many industries including financial services, accountancy, business consultancy, IT and digital roles, engineering, law and telecommunications offer apprenticeships and the opportunity to ‘earn while you learn.

We have an excellent record in helping our students achieve places at top universities, including Oxbridge and Russell Group institutions, with over 84% of last year’s leavers securing their first choice of institution.

However, the job market is evolving and brings with it new opportunities for students after Trinity. Our Futures team works with students on an individual basis to identify their strengths and passions, offering advice and assistance on not only university applications – in the UK and abroad – but also to identify suitable apprenticeship schemes and provide the latest information on gap year opportunities.

In Trinity Magazine Apprenticeships 11

Degree apprenticeships Apprenticeships have had an overhaul in the last decade and are no longer just for those pursuing technical or craft skills. Now, many industries including financial services, accountancy, business consultancy, IT and digital roles, engineering, law and telecommunications offer apprenticeships and the opportunity to ‘earn while you learn’.

With some firms paying for a university degree or similar qualification, plus a salary and hands-on experience in the workplace, apprenticeships can be highly competitive.

Upper Sixth student Ben Lowth has been selected for Deloitte’s prestigious BrightStart Apprenticeship scheme, joining the firm in September.

“The main reason I wanted to apply for an apprenticeship, rather than go to university, came from my current job.

Working as a waiter has shown me that getting straight out to full-time work after school is what I want to do. It has given me a new set of skills in a real-world environment including how to talk to customers, be engaging, work in a group of mixed ages and experience, and succeed as a team rather than as an individual."

“Finding an apprenticeship requires resilience and I would warn anyone who tries not to give up too quickly. You learn from every step and every rejection, and it only takes one good interview or bit of luck to land the position you want."

“I feel lucky to know what my future holds once I leave Trinity.”

Ben Lowth

Zainab Hussain

Zainab Hussain has been offered a business apprenticeship in assurance with EY and, after a four-and-a-half-year paid course, will have an ACA qualification and be a chartered accountant.

“For a long time, university was the main option for me, and I didn't consider other routes. However, after doing a week’s work experience at EY and speaking to people doing an apprenticeship, I decided to apply. I really enjoyed my time working, the culture and people I met were really inspiring and I saw how the apprenticeship opportunity can open so many doors."

“What really helped my application was [Apprenticeship Adviser] Mrs Highmore’s advice on how to stand out at the experience day. She threw question after question at me during practice interviews, covering a large range of questions.

Her detailed feedback helped me feel so prepared and more comfortable answering questions in the real interview."

“When I received the offer, I felt incredibly rewarded and relieved. I am now looking forward to starting, meeting other apprentices and working with clients from different industries.”

Sam Godfrey is starting on HSBC's new degree apprenticeship scheme, a fourand-a-half-year structured programme with salary and will complete a degree with the London Institute of Banking and Finance.

“A lot of companies now hire based off skills as well as qualifications, so I was interested in an opportunity where I could gain both. It's a fast-track system with a lot of benefits along the way. Unlike university your degree is paid for; you can live at home; you’re earning good money so will have savings instead of a big student debt at the end; and you won’t have to fight for a competitive graduate job."

“I also like the idea of learning skills that I can immediately put into practice in the workplace, working alongside successful people in the industry and being responsible for real-life scenarios and tasks."

“I applied to universities at the same time, as I wanted to keep my options open.

Some people worry about missing out on uni life, but it comes down to priorities: I am still going to be spending time with others my own age on the programme and seeing friends at the weekend. It is a little strange to be starting a real job immediately, but I’m willing to give this new path a go and see where it takes me.”

Gap year For many students, a gap year can be a rewarding and beneficial experience. It is a chance to take time for personal growth, to explore the world, develop skills or gain valuable work experience. It can help students gain a broader perspective and better prepare them for their next endeavours, whether further study or work. It can also help improve mental health and wellbeing, if students have found the academic rigour of A Levels a challenge. Some universities even prefer applications from students who already have their results and have used their gap years effectively.

“I really enjoyed my time working, the culture and people I met were really inspiring.”

Pursuing passions Eddie Newbold will be pursuing a career as a chef. He says, “I first started cooking with my dad when I was about 12 and I have always enjoyed it, though didn’t know that was what I wanted to do. Since working at a restaurant part-time during my A Levels, I have learnt proper knife technique, by making lots of mistakes, and how flavours work together and can elevate each other. I know to use all my senses to identify what's missing from a recipe and how to take it to the next level: Does it look right? Does it smell like it’s burning? What flavours are missing? Is it the right texture?"

“I know I want to build a career as a chef: I love working in a kitchen and meeting people and the accessibility of enjoying good food. After A Levels, I plan to work full time at the restaurant I currently work at, then later in the year move to Melbourne, Australia to live and work as a chef there. I am looking forward to meeting new people that can teach me new things, learning how certain cuisines are different on the other side of the world and learning about new types of food.”

Sam Godfrey

Eddie Newbold

12 In Trinity Magazine Art

Art

Studying Art at A Level does not always lead to a career in the creative industries.

There are so many skills and experiences learned through Art & Design that can be valuable in a range of future careers.

For example, attention to detail and manual dexterity are important in fields such as surgery or dentistry; critical analysis can be useful in law or research; and problem-solving, confidence and self-expression are useful in many industries. Art also exposes students to various cultures, perspectives, and emotions which can foster empathy and understanding – vital in any career today.

However, this year, two students will be pursuing university degrees inspired by their Art & Design A Levels. Joe Bodle studied A Level Photography, Geography and English and is heading to Falmouth University for a Photography degree.

Anish Shah studied English, Maths, History and Art and will be studying Architecture at the University of Manchester.

Joe

Anish

“I have always enjoyed creative subjects and even in primary school I was drawn to Art. At Trinity, by having elements of photography in the Lower School Art lessons, I discovered that I really enjoyed it and was drawn to both the technical and creative side of Photography.

“From joining Trinity to finishing my Art A Level examination, I have always felt at home in the Art Department. I have loved experimenting with a variety of mediums and have developed my skills in 3D work over the last two years, which has been my favourite.

As well as the phenomenal facilities and equipment at Trinity, such as the darkroom, range of cameras and lenses available, there have been many experiences in, and outside of, school which have increased my interest in photography.

I have used different types of clay, plaster casting and love an art form called Rangoli, which my parents taught me when I was young. It is made using coloured sand, rice and flowers, and originates from India. With encouragement from the Art Department, I was able to establish a large skill set in Rangoli and used this in my final exam.

Field trips to inspiring landscapes at Trinity’s Boetius Centre and regular visits to London galleries - big and small - introduced me to a range of artistic mediums. Outside of school I have run a photography workshop for clients at Dementia First, worked with a professional photographer on a shoot and even took on a paid job myself.

In order to challenge my photographic ability, I also entered the Young Close-Up Photographer of the Year competition 2021 and 2022, where my images were shortlisted. This gave me a better understanding of what it takes to win and inspired me to further my technical ability in the subject. I have really enjoyed exploring macro photography, use of colour and capturing a range of subjects, often in a way which distorts it or shows it from an unusual perspective.

I have been very fortunate to have incredibly supportive teachers who have gone above and beyond in enabling me to make my ideas come to life; their wealth of knowledge and great advice has given me the confidence to try new ways of working which has given me direction.

All these experiences have taught me different skills and have prepared me for further study of Photography and an eventual creative career.”

I knew I wanted to pursue a creative career as soon as I began my Art A Level. The collaborative culture within the department is one that I thoroughly enjoyed and believe improved my work and ideas. The unique way in which work was analysed, problems were overcome, and ideas were generated made me realise I wanted a degree and eventually a career in a creative, collaborative and open environment.

One of my favourite aspects of A Level Art was the gallery trips. We went to a huge range of galleries, museums, and auctions: viewing the art, exploring it, and discussing it. The class and teachers became like family through these moments In Lower School Art lessons I was able to enjoy and explore a whole range of techniques. In the Third Year, we studied buildings and spaces, and the way in which houses are designed to interact and complement nature. This extended my thinking beyond painting and drawing, into a vast realm of creative practices and ultimately inspired my university choice.

In terms of extra-curricular activities, I attended Ceramics Club, Lower School Art Club, Photography Club, and Upper School Art Society. These encouraged me to experiment with materials and ideas that complemented not only my studies in Art but in subjects such as English and History too.

All these lessons and memories from Art will stay with me as I begin my future after Trinity.”

14 In Trinity Magazine Digital Learning

P

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Preparing students for the future This year, students in six out of eight years will have their own digital device for school, with over 500 new iPads distributed at the start of term. Trinity’s Digital Learning Programme has been in development for several years with a pilot scheme running last year.

Mr van Graan, Director of Digital Strategy, explains: “We live in a digital world and school has an important role to play in preparing students for working in that world, as well as revolutionising the way they learn today.

We want to encourage curiosity, creativity and collaboration through digital learning, and these skills are useful in school and in the world of work.

We have already seen some of these benefitting from our Digital Learning Programme:

M

M

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Curiosity

It’s been fascinating to see how students work more independently, creatively and take ownership for their learning. If they’re interested in a topic, they’re able to use online resources to discover more during and outside of the lessons, instead of being restricted by set texts.

Creativity

The freedom that digital devices offer can further encourage creativity from teachers in their lessons and in students’ thinking.

Recently in English, students created videos for Shakespeare where they had to act and write a script. In Religious Studies, students used their devices to create comic books to tell the story of the Hajj.

Collaboration

Digital software allows group work in and outside of school, which is great for geographically-spread students or sharing class notes through OneNote.

Students built a website together as homework.

In Trinity Magazine Digital Learning 15

2

We did learn a lot during the pilot scheme and have made significant changes to the types of devices, control over the devices and training provided. We realised that iPads offer so much more in terms of programs and usability to enhance learning. They are good for students with SEND needs, visual impairments and dyslexia as well.

Students told us they wanted their digital devices to be a focused learning tool, without any distractions and so we are using the latest tools in security, personalisation, and control to manage this: all iPads are locked down, with every filter and firewall required to keep students safe. Teachers have absolute control over all devices during lessons and can decide whether the internet, camera and sound is on to make sure the devices are always an enhancement to their learning and never a distraction. In addition, we have our own version of the app store, where all apps are vetted and approved by Trinity as an added layer of safety.

We educate in partnership with our parents in all aspects of school life at Trinity, and so training has been introduced so that parents are supported in managing their child’s device at home.

Families came in to collect the devices before the start of term, and we spent time on training, set-up and FAQs before setting them fun challenges to get to know their devices. We’ll offer further advice for parents throughout the year on digital learning, staying safe online, and managing the digital life of our students.

While students may be familiar with devices in their home lives, digital literacy is quite different, and more training is needed. We have mapped digital skills

across the curriculum, for example learning timelines in History, graphs for Physics and Excel for data capture in Geography. As we’re using business-class applications, we’re equipping students with skills for university and beyond.

Employers often seek candidates who are digitally savvy because these skills enhance efficiency, productivity, and innovation in the workplace.

It is important students also understand how and why certain digital tools should be used; are able to judge whether a source is accurate and can be trusted; can use apps; and can keep themselves safe online. That means we need to stay abreast of the latest technologies including AI and learn how to use this and all digital programs to enhance learning.

We are very excited about the Digital Learning Programme and keen to incorporate the fantastic potential that digital offers with the outstanding traditional teaching at Trinity to fully prepare our students for the future. We will continue to monitor the programme, working closely with students, teachers and parents to ensure we have the right balance but are confident we’ll see gains across the board. We believe that digital devices are a tool, and it is about finding the right tool for the right job for the best learning experiences for our students.”

“We live in a digital world and school has an important role to play in preparing students for working in that world, as well as revolutionising the way they learn today.”

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Ryan van Graan Director of Digital Strategy

Super-curricular

Learning beyond lessons Trinity offers a wide range of supercurricular societies that challenge students, and often staff, to think beyond the curriculum and discuss new ideas. Students find the sessions enriching and the skills learnt help prepare them for university applications, interviews and future study.

Academic societies give students an opportunity to explore topics they're passionate about and form opinions on contemporary issues. As well as student-led sessions, external speakers and Trinity alumni are regularly invited to speak, bringing different perspectives into the mix. Who needs TED Talks when some of the larger societies below – which attract up to 60 attendees – cover such big ideas?

“Getting involved in such a varied society can spark lifelong interests and friendships.”

Dhyan Ruparel

Literary Society LitSoc has been running for 29 years and meets every week. The sessions allow students to express personal interests and draw connections between literary texts and wider cultural life. This year has seen presentations on a range of topics from Japanese Literature and Confessional Poetry to Horror Games as Literature and Fanfiction.

Dhyan Ruparel says, “Getting involved in such a varied society can spark lifelong interests and friendships for anyone interested in the world around them.

Society meets are always a highlight of the week, helping to build a strong sense of curiosity and community across the school.”

Abbie Daly says, “Whilst preparing my own talk on ‘The importance of diversity in Literature’, I came across a quote from Professor R. S. Bishop that ‘books are both windows and mirrors’. This has left a strong impression on me.”

Politics Society PolSoc is the school’s premier studentled forum for political discussion and is currently open to all students in the Sixth Form. Students set the agenda and each session features a 20-minute talk by an individual or group of students followed by 15 minutes’ discussion. Recent topics included ‘The Arab-Israeli conflict’, ‘Meta irony and the Alt Right’, ‘The masculinisation of women in politics’ and ‘The political importance of Taylor Swift’.

Aidan Keogh says, “PolSoc is a great opportunity to discuss interesting or obscure topics beyond the curriculum and often into the context of global politics, such as the war in Ukraine or the politics of Eurovision. I’d recommend getting involved in an academic society as it gives you a rich insight into your subject, or perhaps one you don't study but are interested in.”

PolSoc students are also encouraged to enter a range of student essay prizes, with many students being highly commended in the John Locke Essay Prize this year.

In Trinity Magazine Societies 17

Economics and Business Society The society aims to ignite students’ passion for understanding and navigating the intricate world of economics and business by fostering intellectual growth, promoting interdisciplinary discussions and connecting students with industry professionals.

This year talks by students covered everything from ‘Christonomics: The Importance of Spending during Christmas’ to ‘Econometrics and Game Theory’; alumni discussed career prospects in investment banking; and staff shared their recommendations for reading material and discussed contemporary issues such as ‘Kwasinomics’.

Pierre Rivet said, “Super-curricular is about challenging yourself and exploring the subject you want to study at university. Therefore, it is important that it isn't always easy to understand!”

Hassan Rehman says, “Mr Orungbamade has created a very accepting environment: where it is better for a student to give an incorrect answer as opposed to not answering at all. This has given many students confidence, allowing them to improve their economic reasoning and rationale.”

“What I love about Economics Society is that it is never just about the numbers: one week we could hear about sports and economics and the next, the business of fast fashion."

Pierre Rivet

MDV Society

ThinkSoc

The main aim of MDV Society is to prepare students interested in pursuing careers in Medicine, Dentistry or as Veterinarians by providing experiences and knowledge to boost their university applications and interviews.

ThinkSoc allows students to explore philosophy and theology beyond the A Level course and gives younger students, in Third Year and above, a taster of what those courses entail. This year’s student presentations have covered ‘Zhingzou on death’; ‘Nietzsche on Christianity’; ‘Virtue Ethics’; and 'How do the religions of today compare with those in Game of Thrones?’

The group explore ethical issues through case studies on topics like organ donation; debate contemporary issues such as the junior doctor strike; hear from Trinity alumni about working on the frontline; and take part in practical sessions such as sanitary handwashing where Ms Bala demonstrates germ transfer with a UV light.

Maya Malhotra says, “Delving into passionate debates about patient care helps prepare us for careers in the field, as it reflects how a multidisciplinary team would work in an actual hospital.”

Trinity has a partnership with Moorfields Eye Hospital where one of their consultants comes to speak to students and several gain work experience at their London and Croydon sites.

There is also MDV Book Club, an extension of the society, with students set medical texts to study and discuss. The MDV Presentation Competition is an annual event where students research and present on a topic of interest.

“MDV Society helped me realise that medicine is what I want to study at university. The most memorable thing we learned was how to suture on a banana."

Dylan Chung Kam Chung

Tom Law said, “The content is always digestible because it’s being presented by people you know, which also makes it more enjoyable. I like feeling part of a group and it’s more casual than a lesson, but you still get a lot out of it.”

ThinkSoc+ is primarily for Sixth Form Religious Studies (RS) students, but open to anyone interested. It introduces students to primary texts, speakers and enrichment outside of their course, preparing them for university and/or further study by discussing and debating the most important thinkers of all time.

Recent talks from staff, alumni and external speakers include Alexander Greenberg, Southampton University, who discussed ‘Can a Consequentialist Be a Real Friend?’; Peter Price (former Bishop of Bath and Wells) who spoke on ‘Liberation Theology’; and alumna Georgie Gillespie who presented on ‘Disney princesses and gender representation’.

ThinkSoc+ Reading Group meets every three weeks to take part in a university seminar style session. Students read a philosophy text in advance and must come prepared to discuss the ideas, often applied to contemporary events or issues. Recent discussions include Noam Chomsky’s ‘Manufacturing Consent’ in relation to the Ukraine conflict; Neurotheology and whether the brain is wired for belief in God; Wittgenstein’s critique of Rationalism.

Every year, a group of Upper Sixth ThinkSoc members produce a magazine entitled iThink, which is professionally printed for the school community.

This year’s issue discussed the question ‘Who am I?’ with the editorial team writing articles on the Japanese Philosophy ‘Wabi Sabi’; Philosophy, Geography and Identity; and the Illusory Self with many more student contributors.

Academic

The Trinity Festival of Ideas is an extraordinary week of school with a packed schedule of enriching activities.

This year’s theme was ‘Imagine’, inspired by the poem Tyger, Tyger, where William Blake questions the boundaries of imagination. Students were challenged to go beyond what they knew and had experienced previously in events throughout the week.

An off-timetable day gave students a choice of activities and workshops, and the week ended with Field Day on Friday.

It was also the culmination of months of hard work for our musicians, theatre enthusiasts, and academics who presented the Summer Concert, production of Lord of the Flies and their independent research projects.

Enrichment weeks such as these are hugely important to foster a love of learning in students beyond lesson time, helping them to develop new skills, interests, and collaborate across year groups.

01. Creative writing showcase 02. Next Gen Sports Broadcasting 03. Challenging Stereotypes in Film workshop 04. Song writing 05. Laser cutter workshop 06. Shakespeare workshop on Twelfth Night 07. Winning Chess Endgames 08. Judge and Jury – a mock criminal trial 09. Reimagining the Deathstar – Star Wars workshop 10. The Neurodiverse Universe 11. Wizard of Oz Choir 12. Performing Hercules’: A Classics and Drama Workshop 13. Imagining Sporting careers Beyond the Field 14. Imagine A Day of Compassion: Care for Animals, Care for Our Planet 15. British Parliamentary Debating 16. Chinese Tea Cake Making & Tea appreciation apprentice challenge 17. GameJam - videogame design workshop 18. Create your own zine 19. Live music throughout the day 20. Spanish cooking – make a paella 21. French cooking – make a Belgian waffle 22. African & Caribbean Society creates new school resources 23. Newsroom Capturing content from the day 24. Political campaign – Put together your own 25. Lower School play – Lord of the Flies 26. The Imagine Conference with inspirational external speakers

In Trinity Magazine The Festival of Ideas 19

ED&I Equity, diversity & inclusion

“The diversity of culture within Trinity is something we should all be proud of.”

Aarav Ganguli, Head Boy, Trinity School

In Trinity Magazine ED&I 21

Introduction

Trinity is proud to be part of the John Whitgift Foundation, whose legacy was to educate and care for the people of Croydon, one of the most ethnically, socially, and economically diverse boroughs in London. We have a long history of supporting talented students from all backgrounds through various free, funded, and assisted places.

With a richly diverse student population comes a responsibility to create an inclusive and welcoming community where everyone feels valued, respected, and empowered to reach their full potential.

Marian Wright Edelman famously said, “You can’t be what you can’t see”.

We are continually challenging ourselves to be representative in all aspects of school life, so that every student feels included.

Do our lessons, displays, external speakers, resources and staff reflect our diverse community and the society we live in?

Our Equity, Diversity and Inclusion (EDI) programme is one of our key priorities as a school and we take a multifaceted approach to fostering inclusivity. We have comprehensive EDI policies in place, dedicated staff and student EDI Committees, pastoral care including counselling and mentoring programmes, as well as the many fantastic initiatives shared below.

We acknowledge there is always more to be done to evolve and grow the programme every year, and are committed to making positive changes to be more inclusive and to better represent our community.

1.Tackling racism

Winnie Obiesie EDI Lead

Sam Cater EDI Lead

We carry out an annual survey on staff and students’ experiences of racism in school. Sadly, there are still examples of inappropriate comments or behaviour and the results of this survey help guide and improve our activity going forward. This year, we are introducing four dedicated staff members to tackle projects addressing racism. Two EDI leads will be reviewing current activity and engaging staff, and two staff members will be working on a bystander project, engaging directly with students.

Winnie Obiesie, Information Management Assistant, is a new EDI lead. She says,

“It’s important to me that Trinity is an inclusive school. Being a mum of four school-age kids, I hear many stories of things they’ve experienced or seen. I can’t always be there to influence those, but I can try and influence things here.

There are areas where we feel we can make a difference, by giving staff and students the confidence to deal with racist issues or ensuring the curriculum fully reflects our student population. I am looking forward to getting stuck in.”

Sam Cater, Teacher of English, is also a new EDI lead, having recently completed a review of the EDI programme at King’s College London. She says, “The main focus for this year will be to evaluate our existing programme, and work closely with our staff to address issues. We want to celebrate the outstanding work we are already doing, while challenging ourselves to consider additional measures to improve the day-to-day experiences of our staff and students.

“How can Trinity be actively anti-racist where staff feel empowered to address issues? We’ll be working with all departments, sharing best practices, and exploring creative teaching approaches.

In my subject, English, this might involve studying Shakespeare but exclusively through adaptations by minority groups, as demonstrated by Leicester University.”

ED&I

In Trinity Magazine ED&I 23

2.Student leadership Lauren Johnson is an Administrative Assistant and will be working on the bystander project – specifically engaging directly with students. She says, “I wanted to be involved because, when I was younger, I did not engage much in advocating for minority groups or combating injustice. As a bisexual mixedrace woman, I believe I have numerous experiences to share with others, but I am also excited about the opportunity to learn more.

“We will recruit a team of students to help us understand why some peers hesitate to intervene when someone behaves offensively. Our goal is to encourage students to support others during challenging times and advocate for those facing injustices.

I strongly encourage students to get involved sooner rather than later, as you never know how many more people you can help by starting now.”

We’re very proud to have students actively engage and lead on EDI initiatives at Trinity. The student-led EDI Committee is responsible for organising our annual Diversity Week, celebrating our culture and origins, which this year saw students wear cultural dress.

Head Boy Aarav Ganguli commented at the time, "The diversity of cultures within Trinity is something we should all be proud of because diversity serves as a positive force connecting people worldwide and bringing out the best in everyone. Our message for the week emphasised that expressing one's culture is a positive process, actively encouraged and promoted within the school.

“Seeing so many other students embracing their cultural attire and feeling pride while wearing it around the school underscores that Trinity is a community for all.

This was vividly demonstrated through the warm and inquisitive response of younger students to the week”

This year, as part of their Sixth Form Diploma, students have also helped to write teaching resources on the topics of sexism, consent, being proud of your culture, and understanding racism. These were delivered to First Year students as part of their Personal Development (PHSE) lessons, providing engaging content that the younger students could relate to.

ED&I

“Rainbow Laces are a visible sign to say everyone's welcome in our game. For those kids or even adults that might be unsure if they'll be accepted, or who don't have those role models who are LGBT, it really connects when you see that the sport you love, loves you back.”

3.Co-curricular

4.Trinity Pride

5.Beyond Equality

Our co-curricular provision caters to a wide range of interests, with clubs including Trinity Pride Club, African Caribbean Society, and Everyone for STEM. Student members of these clubs often lead whole school assemblies during awareness weeks such as Black History Month, LGBT History Month, and Science Week. Last year, we saw many passionate students address their peers on topics including the representation of minority groups across many industries or to share personal experiences.

Trinity Pride Club relaunched the Rainbow Laces campaign at this year's Sports Day.

Every year, our Third-Year students take part in a series of interactive workshops with external facilitators Beyond Equality, to discuss gender issues among young men and boys.

Originally introduced by Trinity's former Head of Cricket, Sam Schofield, the campaign promotes inclusion and allyship in school sports. We are delighted to be passing on his message to a new generation, he said: "Rainbow Laces are a visible sign to say everyone's welcome in our game. For those kids or even adults that might be unsure if they'll be accepted, or who don't have those role models who are LGBT, it really connects when you see that the sport you love, loves you back."

The sessions tackle issues such as selfesteem, body image, diversity, consent, homophobia, mental health, and peer pressure, whilst addressing negative stereotypes and attitudes towards different genders.

After one session, a student shared, “It challenged a lot of my ideas about male stereotypes and made me feel a lot more comfortable about myself.”

Beyond Equality also ran a seminar to help guide parents who were concerned about how social media personalities like Andrew Tate were influencing the attitudes and values of young people, particularly teenage boys.

In Trinity Magazine ED&I 25

6.Alumni network

7.Partnerships

8.Bursary programme

We are fortunate to have an engaged and diverse alumni network who are keen to return to Trinity to share their experiences with current students.

Through our recently launched Trinity Partner Primary Schools programme, we collaborate with multiple primary schools in the Croydon area, particularly in economically deprived regions through the Rowdown Foundation.

An important part of the EDI programme is about offering bursaries to academically able students whose families may not have the means to pay the fees. We have a long history of providing bursaries or free places to students from the Croydon borough through the John Whitgift Foundation, and this helps promote diversity in the student body, encourage social mobility, and support meritocracy.

This year, we were delighted to host talks from Paul Cleal OBE, who discussed tackling racism in football following his work with the Premier League. Professional cricketer Kira Chathli visited on International Women's Day to speak to our female students about the challenges in women's cricket. We also welcomed back Georgie Gillespie who addressed the ThinkSoc+ group on Disney and gender representation.

Alumni Paul Cleal OBE

We share Trinity's outstanding facilities and resources, provide teacher training, and help academically capable students prepare for 11+ entrance exams. This initiative empowers them to realise their potential and access bursaries and scholarship opportunities.

The Trinity Bursary Fund was established to increase bursary places, and to bridge the gap between rising costs and a depreciating annual fund from the Foundation.

We rely on the generosity of alumni, parents and staff through regular fundraising and donations to sustain bursary provision and keep our school diverse. We believe a diverse student population can foster inclusivity, prepare students for a globalised world, and benefit not only individuals but also their families and the broader community.

26 In Trinity Magazine Sport

Sport

This year, our Director of Sport Mr Kench, celebrated eight current students who represented their country across various sports, as well as a long list of alumni who have been playing professionally since leaving Trinity.

While many students join Trinity already possessing remarkable skills in a sport, we aim to support their development through the opportunities we provide, giving future sports stars the best chance for success. Students can represent the school competitively, tour internationally, participate in co-curricular sports, follow the high-performance programme and be mentored by our elite Sports Department.

Josh Bellamy Lucy Bullock Conor Byrne Kira Chathli Lucas Friday Hannah Karpal Imani-Lara Lansiquot Christian Pauling

Stand out performers

At the end of every academic year, we recognise outstanding achievements among our student body at our Prizegiving ceremony.

By encouraging early participation, we have discovered that many students discover a new sport they enjoy and can excel in. It's remarkable that 50% of our senior first teams had never played their respective sports before joining us. Therefore, there may well be a few national sports players among us this year who currently know nothing about the sport they will represent their country in the future.

In Trinity Magazine Sport 27

Josh Bellamy England U18 & U19 Rugby

Lucas Friday England U18 Rugby

Conor Byrne England U18 Rugby

Josh joined Trinity in the Third Year as a talented rugby player and has further developed his ability during his time with us. He was a key part of his year group’s run in the U15 National Cup, making the quarter final. Post-Covid, he also played a key role when Trinity was crowned National Cup winners in 2022. He was called up to the England U18s last season, later joining the U19s, and has just signed a contract with the Harlequins to play with them full time after Trinity.

Lucas joined Trinity as a JBug and had a great skillset already, coming from a rugby-playing family. Although he was small, he is tough and very selfmotivated. Through his time at Trinity, Lucas has become a strong leader and will be the Senior Rugby Team Captain this year.

Conor joined Trinity in the Sixth Form as a seasoned rugby player, kicking off his Trinity career with a remarkable solo try, and has never looked back. He has worked on picking his moments and reading the game, and this is now one of his real strengths.

David Picksley Pierre Rivet Ollie Scarles

Mr Roberts, Head of Rugby, says, “What stands out about Josh is his determination and competitiveness.

He believes in himself and his ability to make a difference in any game.

He grew to be a tremendous leader in the team and someone they would look to in big moments. I am really looking forward to following his journey in the professional game.”

He has been training with the Harlequins Academy since U14 level and played up a year to join their U18 team. Lucas was selected for the England Rugby training camp a year early, made the U18 team for the Six Nations last season, and spent the summer in South Africa for the U18 International Series.

Lucas’s dream is to continue playing rugby professionally, and one day play for England in the men’s team. Mr Roberts says, “What stands out about Lucas is his work ethic: he is in the gym every morning, trains hard with the team, and trains hard on his own.”

Conor played fly-half during our National Cup winning run in 2022. He was also player of the tournament at the World Schools Festival in Thailand last December. During the 2021 season, he was called up to the England U18s squad and played in that team for two years, even touring South Africa with them last summer. Connor has just signed a contract with Harlequins and will train and play at Exeter University this year.

“What stands out about Conor is his inner confidence. Whether playing big school games, or England games, he is assured of himself and does not shy away from the moment. At Trinity, he has had some individually special moments on the ball and, in those games, everyone on the pitch would recognise that he was on a different level.”

Pictured from left to right.

Josh Bellamy / Lucas Friday / Conor Byrne

Hannah Karpal Great Britain Weightlifting Hannah started powerlifting in January 2022 and, by September that year, was representing Great Britain at the World Powerlifting Championships. In May this year, she was crowned British Junior Champion in the U18 under 57kg category, achieving three PBs including a 102.5kg squat, 55kg bench press and 142.5kg deadlift.

Hannah trains at home and in our Strength and Conditioning Suite. She will continue competing on a European and international level while studying. She says, “I enjoy feeling strong when lifting heavy and seeing improvements as I train regularly.

Having more strength helps in other sports too.” Hannah plays hockey, football, cricket, netball and rugby at Trinity: “I can run faster, hit the ball harder, and have stronger passing.”

Pierre Rivet England U19 Water Polo

Lucy Bullock GB Senior Women’s Water Polo

Christian Pauling English Schools Water Polo

Pierre started playing water polo as a JBug, and his talent and potential were immediately obvious. He has since matured into one of the finest players in school history and will take over as Water Polo Captain this season as we look to defend our U18 National Title.

Lucy has been playing water polo since she was 12, and represents Great Britain in the Junior and Senior Squad. She recently joined Trinity alumna Kathy Rogers in Berlin for the Women's Water Polo World Cup.

Upper Sixth student Chris swam competitively for Beckenham before trying water polo as a First Year: his fitness and speed in the water are still two strengths of his game. He is one of three students who has won an impressive four ESSA National Titles to date, making him one of the most successful players in Trinity history.

Chris’s attitude and effort in training are outstanding, and he is a wonderful example to our younger players.

When he was in the Fifth Year, and due to the Covid-19 pandemic, Pierre was offered the opportunity, which he took, to move to Hannover to spend a season training and playing with White Sharks Hannover (1st Bundesliga team). He made such a good and lasting impression that they are hopeful he will return one day. Pierre has been on the Trinity High Performance programme since and has also represented both Great Britain and England at junior level. He is part of the leadership group within the Great Britain 2005 squad and compete in Europe early next year.

Lucy has accepted a sports scholarship at San Diego State University and will join their water polo team from September.

She follows in Kathy’s footsteps, with her sports scholarship at Michigan University leading Kathy to play water polo professionally for Greek team Larissa.

While at Trinity, Lucy has applied her strong teamwork ethos and been a dominant force in the Girls’ Water Polo (reaching the ESSA U18 National Quarter Finals), Hockey and Rugby teams. She was part of the 1st Netball team that made school history by placing ninth nationally and winning the World Schools Netball Cup 2023.

Having been part of the Great Britain 2006 training squad, Chris was selected to represent English Schools U18 back in October at an International tournament in Szentes, Hungary.

Imani-Lara Lansiquot (Class of 2016) GB sprinter

In Trinity Magazine Sport 29

Imani achieved a bronze medalat the Tokyo 2021 Olympic Games and won gold at the Commonwealth Games 2022 for the 100m relay.

In March, Imani was excited to present her first TEDx Talk, To Shrink or Shine: Decision Making in the World of High Performance.

This summer, Imani represented Great Britain at the World Championships in Budapest and won a bronze medal for the 100m relay. She also improved her 100m personal best to 10.99 seconds, becoming the third British woman ever to go under 11 seconds.

Alumni success stories Ollie Scarles (Class of 2022) Footballer

David Picksley (Class of 1951) London Marathon

Kira Chathli (Class of 2017) Oval Invincibles

Ollie left after the Fifth Year to pursue a career as a professional footballer, training with the West Ham Academy on a scholarship contract.

David was the oldest competitor to finish this year's London Marathon at the sprightly age of 90.

Kira was drafted into the Oval Invincibles for the 2023 season, after being part of their winning team in 2022. She continues to play for Surrey CC and the South-East Stars and recently set up her own coaching company, Next Level Cricket Academy, which aims to provide greater access to quality coaching for girls in the Southeast. We were lucky enough to welcome Kira back to Trinity for International Women’s Day in March, where she spoke to students about the challenges in women’s cricket today, and the progress that has been made.

He had been an active member of Trinity’s Football programme, as well as training with the academy since he was 12. In November 2022, Ollie made his debut for the West Ham first team, at just 16 years old. He plays as part of the U18 team, who won 26 out of 30 games in all competitions, winning the U18 Premier League South and the FA Youth Cup last season.

He had completed the Virtual London Marathon in October 2022 and decided to apply to the in-person race so he could fundraise for charity. David successfully completed the race in an impressive 7:16:46, raising over £7,000 for Bowel Cancer UK in memory of his sister April.

30 In Trinity Magazine Charity

Colour rush!

Non-Uniform Day

Last term, Trinity held its first-ever Colour Rush event for Non-Uniform Day, as a brilliant way to raise money for the student-chosen charity, Cancer Research UK. It was also a brilliant way to bring the whole school community together on a beautifully sunny evening.

Eager students signed up to cover themselves and each other in coloured powder paint, while completing a fun run around the edge of the school grounds.

As the countdown concluded, a colourful explosion of paint marked the beginning of the event. Students emerged from the vivid cloud, and started off around the course. They had to navigate five further paint stations, at different points, where staff and Sixth Form volunteers were ready and waiting to bombard them with even more paint until some participants were barely recognisable!

Many teachers signed up, including the Headmaster Mr Kennedy, and one brave student even completed the course dressed as a traffic cone. Students ran round the course multiple times adding extra layers of paint to their old white clothes, hair, and skin.

In Trinity Magazine Charity 31

“ It’s not only a brilliant way to end the week and have fun, but we’ve also raised over £1,500 for Cancer Research UK.” Claire Burrage, Head of Community Action

Afterwards, the grounds team enjoyed being on hand with their leaf blowers to help participants shake off some of the loose paint.

Student-run snack stalls and an icecream van also showed up to give everyone a well-deserved treat after completing the run and to raise more money for charity.

First Year student Theo said, “That was brilliant, I can’t wait to do it again next year!”

Mrs Burrage, Head of Community Action, said, “I am thrilled with how enthusiastic the Trinity community has been, and the look of pure joy on everyone’s faces has made organising the event so worthwhile.

It’s not only a brilliant way to end the week and have fun, but we’ve also raised over £1,500 for Cancer Research UK. Thanks to everyone who took part and helped organise the event. I am looking forward to an even bigger event next year!”

“ That was

brilliant, I can’t wait to do it again next year!”

Theo Regan

32 In Trinity Magazine Drama

Drama

THE antastic sults OF

In Trinity Magazine Drama 33

“I was pleased to see how the students were empathetic and insightful in their analysis of the power struggles between the boys in the story.”

c

Chris Chambers, Head of Drama Productions

Mr Chambers, Head of Drama Productions, talks us through the summer term’s production of Lord of the Flies.

“Our Lower School Drama productions are a fantastic opportunity for students to develop their acting, technical skills, and, in some cases, is the first step on a journey that may end on the professional stage or screen. Students get involved in every aspect of acting, directing, and stage management, and we have seen students become dedicated to their craft, even pursuing it outside of and after Trinity.

This summer’s production of Lord of the Flies (LOTF) was a challenging piece to take on, particularly for younger students, because of the deep themes involved. It explores the outcome of a breakdown of empathy and a deeply embedded lust for power and control over others. It’s not only the dialogue which seems outdated, but the nature of bullying and complete lack of kindness – and unthinkable violence – towards anyone perceived to be ‘different’.

I was pleased to see how the students were empathetic and insightful in their analysis of the power struggles between the boys in the story, and I found this united them more closely as they tried to work out why their characters behaved as they did. This sense of togetherness grew throughout the process, transforming note sessions after rehearsals into collaborative group sharings, where everyone's voice held equal weight.

Fa

34 In Trinity Magazine Drama

“I loved being involved in LOTF and forging friendships with people I didn’t know.”

Kian Patel

Mr Chambers, continues: I was thrilled by the outstanding acting from such a young cast. Will Jones (Ralph), Theo Weston (Jack) and Kian Patel (Piggy) had an enormous number of lines, made more difficult by the constant repetition of dialogue such as ‘Let’s have a meetin’ and ‘Kill the Pig’. This led to occasional jumps across pages of text, cutting key moments from performance. What was impressive was how the ensemble became adept at helping each other back on track, so the audience would never know!

James Bradburn has a real skill for building pictures on-stage and codirected Lord of The Flies, building on previous experience. Dhyan Ruparel has proved himself both as an actor and stage manager, with an organisational flair that makes the process more manageable for all. Both will be co-directing The Wizard of Oz in the Autumn – continuing Trinity Drama's commitment to nurturing future talent.

Technically, LOTF provided opportunities for students to learn more about building atmospheres and utilising lighting, sound, costume and props to enhance and drive the onstage action. Ethan Campbell was instrumental in programming the lighting desk and James Legge operated the sound every night. The sound was drawn from a classical music track I heard on the radio, driving home - Rachmaninov’s Isle of The Dead - which was the perfect mix of emotion to enhance the play.

“I played the role of Piggy, a boy aged 13 who is bullied and outcast from the others because of his name and appearance. The most challenging part of the role was the way Piggy speaks, which is an important part of his character. He doesn’t speak in proper sentences and my brain kept on ‘auto correcting’ his grammar!

astic ts Two other students have been developing key drama skills through work on recent productions.

Kian Patel

I loved being involved in LOTF and forging friendships with people I didn’t know, whether they were a First Year or a Fifth Year. It was a fun and creative journey, and the bond we all formed helped us to wow the audience with a fantastic show.”

aseqts In Trinity Magazine Drama 35

“My passion for lighting design started when I first joined the school and became involved in the backstage aspects of various Drama productions.

Working with the school's staff and doing my own research have been extremely helpful in developing my skills.”

Ethan Campbell

Theo Weston

Ethan Campbell

“I played Jack Merridew, one of the older boys on the island, who is very bossy and ends up becoming the main antagonist and the leader of the hunters.

I hadn’t been involved in any other Drama productions before, as I usually focus on sport, but my mum suggested I widen my scope of skills. I auditioned because my friends were and couldn’t believe it when I was given the role of Jack, one of the main characters. It was the best day of the year!

Ethan took on the key roles of lighting designer and deputy stage manager.

He says, “My passion for lighting design started when I first joined the school and became involved in the backstage aspects of various Drama productions. Working with the school's staff and doing my own research have been extremely helpful in developing my skills.

There were a lot of nerves before the first performance as in the dress rehearsal some lines were all over the place but, somehow, we performed amazingly, and I will never forget how happy I was that day.

The biggest thing I have learnt is that to form the best production, you need to work as a team and not bring others down. I believe that is key in sport or drama, as individual skill doesn’t matter if you can’t work as a team. I will carry on with drama and believe LOTF is just the beginning for me.”

One of the most significant challenges I faced with LOTF was trying to create an immersive experience for the audience. I needed to make them believe they were watching a group of boys stranded on a desert island. Watching the whole show come together was wonderful.

I am drawn to the idea of pursuing a career in lighting design and the broader entertainment sector as the passion I've developed for this field while at Trinity is undeniable.”

36 In Trinity Magazine Music

Trinity Musician of the Year 2023 Music

The Trinity Musician of the Year (TMOTY) competition is a highlight of the musical calendar, and this year was no exception, with the crowning of our first classical guitarist, Dominic Holland. Although the competition has developed a huge amount since its inception almost twenty years ago, it continues to teach and inspire the next generation of professional musicians.

Mr Swinson, Director of Music, explains, “The idea originally came from the students. We had introduced sectional competitions for piano, strings, brass, singing, and woodwind, but the students wanted a ‘best of the best’ competition. It was all very good natured, but back then, the number of potential competitors was much smaller than it is now.”

The notable improvement in musical facilities and expansion of the teaching staff have both inspired students to achieve exceptional results and attracted many more talented young musicians to the school. A recent survey found that the school currently has over fifty students who have achieved grade 8 with distinction.

In 2004, the school had fewer than ten students playing at grade 8 or above.

Mr Swinson is keen to protect the school’s inclusive philosophy of musical involvement but is mindful that there is also an obligation to provide the very best environment for aspiring professional musicians. “The life of a professional performing musician has always been highly competitive, and the recent pandemic hasn’t made things easier.

Yet, those who succeed have also had to learn resilience, marketing savvy, and collaborative skills."

In Trinity Magazine Music 37

Dominic Holland Dominic, a classical guitarist, was crowned 2023’s Trinity Musician of the Year.

The first incarnations of the competition’s final included all students who had achieved grade 8 with distinction and comprised a solo accompanied by piano. The final is now in two rounds: a recital class for the winners of each sectional category, plus one or two wild card entrants, and a concerto final, in which three competitors play a concerto, or part of one, accompanied by the London Mozart Players.

The educational value of the competition is paramount. Mr Swinson continues, “School music should always feel collaborative: students support each other, and teachers support students. We shouldn’t be frightened of competition but must keep a sense of perspective. Competitions don’t always produce the right result in everyone’s opinion; the adjudicator may make surprising decisions and competitors may not do themselves justice. My hope is that every competitor learns something positive from the experience, and takes this with them after they leave Trinity.”

The prize on offer, in addition to the cup, the accolade and some cash, is a series of performances in Venice, Italy during the following October. This is, in effect, a professional tour and students are coached to manage the challenges and opportunities that a career in music entails.

A steady stream of musicians has left Trinity over the past twenty years and embarked on successful careers in music and, of course, many took part in the competition. An early winner was Jonathan Musgrave, who went on to study piano at The Royal College of Music, and is now much in demand as an accompanist, working at the various music colleges. Another from earlier times, Andrew Samarasekara (violin), has just completed his Masters at The Yale School of Music. More recent winners have included Joe Mackley (saxophone) and Amiri Harewood (piano), both of whom were awarded scholarships at the Royal College of Music.

"Dominic’s

dedication to his craft has earned him this well-deserved recognition."

Mr Reck, Head of Guitar

In this year's TMOTY concerto final, Dominic Holland was accompanied by the Trinity Symphony Orchestra and members of the London Mozart Players to perform Vivaldi’s Concerto for Guitar, Strings and Continuo. He says, “I am so excited to have won the competition, it is a huge honour; particularly as the musicians at all three stages were extremely talented.

The process was intense as the competition was so high. I always play from memory as I find it gives me more freedom to be expressive and enjoy the music, but it was a lot of work to memorise so much material!

"I don't currently have plans to study music beyond Trinity, although I have thought about it. I have been learning the guitar since I was about six and hope that music will always be an important part of my life.

I would love to continue with the string quartet I am part of after I leave Trinity and am looking forward to the future."

Mr Reck, Head of Guitar and Dominic’s teacher, said, “Dominic’s dedication to his craft has earned him this well-deserved recognition, making us immensely proud of his remarkable achievement. It is the first time a guitarist has won the competition. He has been an inspiration for all students learning classical guitar at Trinity School.”

Travel

Notes from Tuscany Since becoming the first All Steinway School in 2012, the Trinity Music Department has been committed to supporting talented musicians and preparing them for potential careers in music.We now have students every year continuing their studies at conservatoire.

For those who choose a different path, Trinity is still providing unique experiences and excellent training that instil a lifelong love of music, which we hope they will pass on in the future.

Part of our mission is to introduce students to people and experiences beyond the Trinity community, allowing them to grow not only musically, but also as individuals. The flagship opportunities for talented instrumentalists are tours to Venice for our senior musicians and, for the first time this year, a tour to Tuscany for our junior musicians.

The tour to Venice was established in 2013 as a result of our reputation as a Steinway School, though it has evolved and grown since that first trip. The aim is to challenge students with a taste of life as professional musicians, encompassing all aspects of preparation, performance and presentation to industry contacts.

The opportunity is given to the current Steinway Scholar, the Trinity Musician of the Year, and two other talented musicians.

The students are coached by Mr Evans, Head of Piano, and Mr Persinaru, Head of Strings, in all aspects of a professional musician's life. They must ensure they eat and sleep properly, adapt to different acoustics in various venues, and, for the Steinway Scholars, play on different pianos. The most recent tour involved six concerts at various venues, including the Palazzo Cavagnis and the Music Conservatoire in Verona.

In Trinity Magazine Travel 39

Mr Evans, Head of Piano, says, “In Venice, we treat them less as students but more as professional musicians, and we have high expectations. They not only have a responsibility to the paying audience but also to maintain opportunities for the next year's cohort, and we make sure they understand this.

"In previous trips, we extensively prepared and coached the senior students to handle the challenges of a tour like Venice. We soon realised it would be beneficial to influence their development earlier and introduce an opportunity for our younger musicians.

Through our partnership in Venice, an opportunity arose to collaborate with other European music schools, leading us to take ten outstanding young musicians to Tuscany for the first time this year."

The Tuscany trip is for a small group of Third Year students and below who are exceptionally talented musicians, at grade 8 or above. The collaboration is between Trinity and two music schools from Italy and Spain. The students spent five days in the beautiful town of Castagneto Carducci, playing, rehearsing and performing together. They gave three solo concerts with the other schools and completed a collaborative orchestral project.

Mr Evans explains, “We approached this trip the same way we do Venice, treating the group as young professional musicians rather than students. This had a tremendous impact on their behaviour and approach to the trip.

"They were outstanding and embraced every opportunity, demonstrating incredible progression through each performance. Initially, we had to provide them with a lot of guidance regarding expectations, but by the end, they were confident and enjoyed every minute.

We’re pleased to see that the students have brought this confidence and maturity back with them, and it is influencing others at school."

"We recognise that these trips will keep having a positive effect on all students, improving standards of play and professionalism each time we go. We’re looking to repeat the Tuscany trip every two years and some of the younger ones who went this year are already talking about how they could go again next time.

The older ones are already talking about going to Venice.”

Richard Evans Head of Piano

These unique experiences stand our talented musicians in good stead to consider a career in music. Many students who toured Venice have gone on to conservatoire, like last year’s Steinway Scholar Edward Warner, feeling better prepared and confident to embrace all that a future in music entails.

Building better futures through education A memorable trip to Malawi

“The enduring memories of our encounters with the local people, the impactful contributions to the school and community projects and the remarkable experiences we undertook will remain cherished memories for life.”

Mr Coma, Head of Junior Year and Teacher of Art, reports back from Malawi:

After a long break due to Covid restrictions, 32 of our Upper Sixth students and five staff were delighted to embark on a three-week trip to Malawi during the summer holidays. The Trinity community has been raising money for Chipwepwete Primary School for many years, with hours from our dedicated student team spent helping at various TPA events, and other fundraising events such as the Christmas Drama production and the Junior Year Triathlon. We were all looking forward to meeting our friends at Chipwepwete School, and our Malawi contacts Sarah and Mark Goodman, founders of Hope4Malawi and the parents of former Trinity School students.

Landing at the modest Blantyre Airport with bags brimming with teaching supplies and donated clothing, we were immediately struck by the warmth and friendliness of the local residents as the Community Projects truck took us to our accommodation at Fisherman’s Rest.

The surrounding environment was a stark contrast to South London, with dirt roads meandering through the landscape, bustling clusters of market vendors waving to us from the roadsides and awesome views of mountains as we ascended towards our lodgings. Upon arrival, we were met with open arms by

our hosts, and the genuine kindness and generosity displayed by the staff at the Fisherman’s Rest left a lasting impression.

The next day, we visited Chipwepwete Primary School and the adjoining Hope Secondary School and were overwhelmed by our friendly greeting from hundreds of smiling students. The rural location of the school, accessed only by tracks littered with potholes, means that the majority of students spend around an hour walking to school each day. The promise of Phala (a fortified maize ‘porridge’), funded completely by the Trinity community, encourages the students to attend.

Over the following couple of weeks, we dedicated our mornings at the school, teaching lessons in Maths, English, Science and Art, and our students quickly realised the appetite the local children had for learning. With large class sizes, and issues with staff attendance, the Chipwepwete primary school children relished the attention and guidance from our enthusiastic student teachers.

At Hope Secondary School, we were impressed with the skills and knowledge of the teenagers, many of whom had spent their early years at Chipwepwete. It was wonderful to hear of the ambitions of these students, and popular career choices included doctors, dentists and

teachers! It quickly dawned on us the value that education has in shaping attitudes and building better futures for the communities in Malawi.

Afternoons were spent participating in community projects including borehole repairs, changa-changa-moto oven building and delivering personal development sessions to students.

Amidst their altruistic efforts, the students (and staff!) were treated to some extraordinary experiences.

We had an unforgettable two-night stay at Majete Safari Park, visited a prison to play sports with the inmates, attended Sunday church services to be overwhelmed with the beauty and power of hymns being sung, and we wrapped up our journey with a luxurious resort stay on the picturesque shores of Lake Malawi.

The enduring memories of our encounters with the local people, the impactful contributions to the school and community projects and the remarkable experiences we undertook will remain cherished memories for life. A group of students and staff have already been selected to visit in 2024, and we look forward to seeing the continued positive impact that the Trinity community has in helping to build a better future for our friends in Malawi.

42 In Trinity Magazine Trip to Malawi

The students experience Malawi

Roma Matebalavu

Peter Gilbert-Alan

Alice Febles

The trip to the local church was much anticipated and something that will stick with me for years to come. The building itself was a world apart from any I had ever seen, low ceilinged, sparse and built from mud bricks. The need for its repair was emphasised by the pastor, as various beams had been attacked by termites.

Boreholes are so important to the communities in Malawi. If one breaks, people travel miles to another, producing long queues for water and putting extensive stress on working boreholes.

Of course, clean running water is crucial for the local people, and it was a privilege to help fix some which had been broken for months. However, it was not a simple task. We had to use a hacksaw to remove rusted bolts, pull up a 45-metre pipe and saw open the pipe, soaking the whole team with pressurised water. At the bottom of the pipe, we discovered the source of the problem, a simple broken seal. After several attempts to replace the seal and pipe it was the moment of truth: we stood there wet, anxious but hopeful.

Whilst the first few pumps had no luck, we could hear the water coming closer to the top until a stream of clean, cold water was rushing from the tap. It was so satisfying to see that our hard work had paid off and this, combined with the locals dancing and singing, culminated in an experience that we will never forget.

At Chipwepwete primary school, the children’s good hearts, generosity, and true friendship shone out to me. The classrooms were often bare, with very few benches and tables, but when children walked in late, their classmates would squeeze up to allow more children to sit down. This was even though 10 were already squeezed onto a bench for five.

They were so supportive of each other, and me as their teacher, in every lesson.

The service itself contained more singing and dancing than preaching. The melodic hymns were accompanied by clapping and dancing which we soon joined in with, though some of us found this challenging among strangers. However, the welcoming and joyous demeanour of the congregation encouraged us to try.

We even formed our own choir to give a rendition of Palibe (a Chichewa song about God) which had become somewhat of a cult classic among the group.

Admittedly our singing was inferior when it came to tone, pitch, and harmony but I am sure the congregation appreciated our bravery. It was a lovely denouement to our first week in Malawi and left me with a sense of spirituality.

One of the most memorable moments in Malawi was when a 17-year-old boy I had been teaching thanked me at the end of our lesson and told me that just by speaking English with him, I had given him hope for his education. The Hope Secondary School pupils continuously had a bright, interested attitude, were always ready to learn, listened to one another, and made me feel welcome. In return, they were eager to teach us about their country, culture, and language which united us all as we learnt from each other.

It reminded me how important education is, and how the things we take for granted in the UK are often those we need most.

In Trinity Magazine Trip to Malawi 43

Eva Haunstetter Working with our guides from Fisherman’s Rest on the ‘changuchangu-moto’ project to build oven stoves from sand, water and mud bricks for the local communities was such a special experience. It allowed us to work directly with families, entering their homes and leaving a tangible legacy that will enable them to cook more sustainably. As we were constructing the stoves, more and more people came out to watch, creating a spirit of togetherness.

Zoe Clark

“I really enjoyed ‘Brave’, a project to discuss important issues around healthy relationships, feminine hygiene, and gender roles with the local secondary school. We had great discussions with the students and learned from each other.

The female students received a period pack with reusable sanitary items and soap that would last them into the future.”

Oliver Butler

Hugh Bishop

Izzy Crispin

The feeding programme was one of the highlights of the trip for me. Arriving early in the morning to see the primary school children lining up for the Phala. This would be the first meal of the day, but for many it could also be their only meal of the day.

We took it in turns to stir the large pots of Phala and pour it into the children’s pots as they came forward one by one to be served. They were so happy to receive the food and never once pushed each other or were rude, which was so interesting for me. Despite it maybe being their only meal and having just walked 4km to school, they were happy to wait their turn.

This summed up the attitudes of many in Malawi, where they are always grateful and cheerful.

One of the most humbling experiences on the trip was the visit to Chikwawa low-security prison. It was surreal walking into the yard to be faced with two hundred prisoners, with whom we had no connection. We shared songs (hastily learnt in Chichewa), sermons, reflections, and games of football. Speaking to them through a translator was intimidating and it was difficult to gauge what the right thing to say was, and whether our songs were appropriate.

The community centre was a place of fun and friendship with something for everyone. We were lucky to have the opportunity to meet the children and form friendships by playing football, netball, arts and crafts or singing and dancing.

The famous film night saw the viewing of Tom & Jerry, which allowed for lots of laughter and was one of the best nights we had in Malawi. To finish the trip in style, Tilitonse hosted an epic football tournament with teams from Trinity, the community centre and Fisherman’s Rest.

With everyone getting involved, our final day was made a memorable one, and we can only thank Tilitonse for welcoming us with open arms and making our time there so special.

By the end, it was clear that we succeeded in bringing some joy and amusement to the community. Finally, we distributed a loaf of bread to each inmate: it was a particularly moving moment, as one meal a day is the norm and so this gift meant a lot to them. Overall, the experience pushed us out of our comfort zone into utterly uncharted territory, but at the same time brought us closer to the heart of Malawi and some of its most troubled areas.

Joe Canning

“It was truly the best experience of my life.”

44 In Trinity Magazine Community

Community Spirit.

Trinity Partner Primary Schools

In Trinity Magazine Community 45

“Community has been at the heart of Trinity's mission since it's founding.”

“All this activity is designed in the hope that some of the students who visit might just find a new interest, and through that spark an aspiration for their futures.”

I recently stood in the pavilion on a sunny afternoon to speak to the sixteen Trinity Partner Primary Schools. There aren’t many places that illustrate how lucky we are at Trinity as well as the pavilion on a sunny afternoon, and so it was a fitting place for me to explain to them what this new and exciting community initiative has to offer their staff and students as well as our own.

Art provided teacher training, ceramics sessions, and our inaugural photographic competition. History gave TPPS students an experience of the Saxon age, and we hosted major events for our primaries as well. In sport, 50 primary school staff received training across six different sports, schools used our pool, attended sports festivals, and were coached by our talented sports staff and students.

Community has been at the heart of Trinity’s mission since its founding, and our place in our borough remains central today; something reflected in a diversity of student body that is atypical of our sector and so highly valued by our whole community. Our ultimate aspiration for our students is that they leave us achieving excellence without arrogance, success without a sense of privilege, and as a diverse group of young people ready to be positive influences on the future world.

For this to be the case, of course, they need to come from and be engaged in that wider world, and so, community plays a huge part in our past, our present, and our future. The Trinity Primary Partner Schools programme, or TPPS, is a major way in which we now strive towards that aim.

All this activity is designed in the hope that some of the students who visit might just find a new interest and, through that, spark an aspiration for their futures.

By introducing them to our diverse and down-to-earth community, we hope that they will understand Trinity is a place where they would belong and where those aspirations would thrive. The aim of the TPPS is to ensure that an absence of exposure to what might be, is not a barrier to their future aspirations, and the support that is provided by the Foundation, and through the Trinity Bursary Fund, means finances need not be a barrier either for the right students.

The programme was born from a review of our work with our local schools when Covid shut all this activity down. It is designed to ensure that our partnership work is as meaningful and impactful as possible to our locality. We decided that focussing more attention on a slightly smaller number local schools, rather than a broader sweep of activity with a larger number of schools, would allow us to create a meaningful partnership in comparison to our previous outreach.

This partnership would mean that we could offer more opportunities that are directly tailored to their needs and curriculums. In addition, these relationships would also enable us to overcome any obstacles to participation that we might not have known about, share our resources beyond the areas we might have traditionally thought about, and allow our staff and students to really get to know the TPPS communities.

Our first full year of the TPPS has been a huge success, and what a lot of activity has taken place! We engaged in over 30 different activities, including hosting concerts, an orchestral day, volunteers in the primary schools, a special performance of Louis Sachar’s ‘Holes’, STEM opportunities through lab experiences, computing sessions, and design tasks.

Partnership is, of course, a two-way street, and our students have benefitted hugely from the TPPS. Our students have been able to show primary pupils the wonders of a science lab, they have been able to coach younger students the sports they love, work towards their sports leader certificates, and help them with their reading in their primary schools. We hope that this work will play an important part in developing the character that we want our students to take into their futures, and the magic of the TPPS is that the involvement of our current students with these pupils might just inspire a future generation of Trinity students before they have even joined.

Tuki Rounds Senior Deputy Head

46 In Trinity Magazine Volunteering

Making a difference Volunteering

At Trinity, our approach is to ‘lead through values’ and provide students with experiences that promote the character, leadership, qualifications, and self-confidence to understand they can make a difference in their world.

We believe that by playing an active role in the community, students will develop as well-rounded and caring individuals who are better prepared to make a meaningful contribution to their future society.

From their earliest days at Trinity, students have opportunities to get involved in their local and wider communities. Volunteering is an extremely powerful way for students to realise the impact they can make and develop new skills themselves.

“The feeling of fulfilment you get from making a positive impact on others is one that simply cannot be replicated.”

Felix Gomulka

Field Day During termly Field Days, Fourth- and Fifth-Year students volunteer within the local community, undertaking various tasks such as woodland clearance, animal care, visits to care homes, and supporting events with local primary schools.

Zak Ali-Hughes, a Fourth-Year student, recently excelled while volunteering at Howard Primary School. His caring and mature approach received fantastic feedback: "Zak was absolutely brilliant, showing great initiative and thriving in a challenging environment. We cannot praise him enough, and if he were older, we'd hire him as a Teaching Assistant in a heartbeat."

Zak reflects, "I was uncertain about how the children would respond to me, but I had a wonderful experience when one child took a shine to me, freeing up a teaching assistant to spend time with others. I learned important skills like adaptability, reading situations, and defusing them while maintaining a caring and welcoming demeanour. It was exhausting but also fun and rewarding."

In Trinity Magazine Volunteering 47

Annual collective volunteering barometer In hours spent

160

1,600

500+

2,400

1,495

6,155

Community Christmas Party

Duke of Edinburgh

Trinity Malawi Project

The Trinity Community Christmas Party is one of the earliest volunteering opportunities where JBugs and First Years look after residents from local care homes and neighbourhood care groups. It is lovely to see old and young interacting in a fun environment and sets the tone for their whole journey through school.

We have an active Duke of Edinburgh (DofE) programme, where students volunteer at every award level. This year, a record number of Sixth Form students pursued their Gold Award, contributing over 1,300 hours of community action.

DofE students usually volunteer in school, coaching junior sports teams or helping in the library, or at their local sports clubs and charitable organisations.

We have a special charity partnership with Hope4Malawi and fundraise to support Chipwepwete Primary School through the provision of free school meals, exercise books and uniform to encourage school attendance.

Community Christmas Party

Field Day

STEM Ambassador Programme While in the Second Year, three enthusiastic and committed students are specially selected to be STEM ambassadors for their Third Year.

They volunteer to assist with the STEM sessions we run for local primary schools, giving up three hours of lunch and lesson time every six weeks. They act as a liaison between the visiting primary pupils and the Trinity teacher, help conduct experiments, educate and inspire the pupils. This allows the ambassadors to develop vital skills and ensures the primary schools get a lot from each session too.

Sixth Form Volunteering Programme Every year, our Sixth Form students volunteer in the local community as part of their Sixth Form Diploma. This is usually delivered across a selection of local primary schools and voluntary organisations including and local charity shops. We believe volunteering helps our students develop important leadership and teamwork skills, as well as encouraging a strong sense of citizenship and social enterprise.

Sixth Form volunteering programme

Duke of Edinburgh

Volunteering outside Many students who enjoy volunteering within school also support their local communities outside of school.

Through The Big Help Out campaign, we celebrated the benefits of volunteering, with students and staff sharing their experiences and showcasing volunteering opportunities at Trinity.

Lower Sixth student Sivakami Arunan volunteers for Sutton Night Watch and Cats Protection, she says, “You can learn about different people, and it makes you a more confident and well-rounded person.

I think it is crucial to develop empathy and understanding of other people's situations.”

Fifth Year student Semiloore Bankole volunteers with the CCF, he says, “While volunteering at its core is about helping others, you'll often develop good qualities and skills to add to your repertoire while making a positive difference in other people's lives.”

Liz Nixon, Assistant Librarian, volunteers for the Samaritans. She says, “I appreciate the valuable skills I’ve acquired; it reminds me to count my blessings; I get to work with compassionate and wise colleagues; and probably save some lives.”

Mr Kennedy, Headmaster, volunteers at HM Prison Brixton. He says, “Prisons are an unseen and often forgotten part of our community, filled with individuals who commonly have grown up with multiple disadvantages. I have met some amazing people with extraordinary stories there.”

Trinity Malawi Project

Total hours (Equivalent to 164 working weeks) = £75,552 at the London Living Wage

Each year, a group of self-funded Sixth Form students embark on a life-changing trip to Malawi, volunteering at the school and within the local community. The students have previously taught basic lessons, engaged in building work to improve the school, reforestation projects and shared sustainable practices with the local community.

The trip allows the students to see for themselves the impact of the partnership and is an often life-changing experience, with students taking different things from it.

Alex went to Malawi in 2019, she says, “It was a truly unforgettable experience...

I made new friends, faced fears, challenged myself, learned lots of new skills and broadened my knowledge of an unfamiliar culture.”

Trinity alumnus Max says, “The trip led to me reflecting on the huge inequalities between the UK and somewhere like Malawi, including the cost of food. While at university I became very interested in the economics and politics of inequality and the intersection of this with human rights and programs to alleviate and support poverty. In short – what do we owe to each other – I think this all links back to my experiences in Malawi.”

Trinity alumnus Michael says, “We gave them a few hours of lessons; they taught us for life. The children had so little, but they were hungry to learn, they were always happy and a strong community.

Sustainability

Sustainable.

Future.

Together.

This year, Trinity received the EcoSchools Green Flag for the first time, in recognition of the commitment by students and the school to sustainability issues. It celebrates the ecological achievements of our young people, and we hope it will motivate them to continue actively engage with environmental issues now and in the future.

This year, Mrs Prestney, Teacher of Geography, took over the student-led Green Council and has worked hard with a small team to achieve wonderful things. Together, they have established the Trinity Community Garden, which achieved a Royal Horticultural Society Level 2 Award in the summer term. They have also successfully completed the Eco-Schools Green Flag application and have made exciting plans to help the school community further reduce our carbon footprint.

In Trinity Magazine Sustainability 49

“That’s why the Trinity Community Garden is, by far, the achievement I am most proud of this year.”

Antonia Prestney, Head of the Green Council

Mrs Prestney says, “The concept of sustainability is important to me as a Geography teacher but should be an integrated part of all our thinking. Climate change is no longer something we can ignore, and we are seeing the impact on our lives every day through the news. It can be overwhelming to consider what we can do to help, and I think it’s really important that young people understand the actions they can take on a small scale in their community and then beyond.

“As a school there are many things we’re doing well. The Green Council has made significant progress this year, and while researching for the Green Flag award, I was excited to see how many subjects are teaching about environmental issues and climate change through their curriculum.

I discovered a First-Year rap writing competition in Chinese about protecting the environment, a Second-Year animation project on climate change, and Sixth Form Politics classes covering deep green, shallow green and environmental determinism.

“We are very lucky to have amazing grounds at Trinity, with so many green spaces for students to access in their free time, maintained excellently by our grounds staff. I have always been interested in gardening and the importance of being outside: fresh air and working with the earth and nature are so important for our mental wellbeing.

“That’s why the Trinity Community Garden is, by far, the achievement I am most proud of this year. The plan was to build a planter for each JBug form, but the Sixth Form gave a compelling presentation to the Senior Management Team, and we were allocated a whole plot of unused land instead. It is now an amazing space with planters, a greenhouse, vegetable patches, a compost heap and even a shed. It has been a delight to see plants and produce grow. The garden has also fostered a real sense of community within the school, which I hope continues to thrive and grow further next year.”

50 In Trinity Magazine Sustainability

“It has successfully brought people together from all year groups to promote sustainable agriculture.”

David Aisa Miller, Upper Sixth Form student.

David Aisa Miller, Upper Sixth Form student, was a key member of the Green Council last year and was actively involved in collating information for the Green Flag Environmental Report, presenting on green issues to the whole school, and setting up the garden. He says, “I have always been interested in the environment and being part of the school’s Green Council. This passion primarily stems from my love for Geography, but also from my ambition to help instigate positive change.

It's about protecting and sustaining the places where we live and work, which is relevant to all of us.

“The most exciting aspect of this year’s endeavours was the creation of our allotment and garden. It has successfully brought people together from all year groups to promote sustainable agriculture whilst simultaneously creating a welcoming environment where people can take a step back from their busy schedules to relax for a moment."

“This year has seen the most action by the Green Council ever, driven by passionate students and staff who understand the value of taking care of the environment.

However, there is still much work to be done to build on our sustainability credentials. As Barack Obama says ‘Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek.’ I hope receiving the Eco-Schools Green Flag will acts as inspiration for future students to demand further positive change.”

1,133 Solar panels (up 257 from 2022)

404 New solar panels to be installed this year.

Taking the total up to 1,437

Sustainability Update 2023

Energy produced from Trinity solar panels since installation: 1.34GWh.

9%

We currently export 9% of power generated from solar back to the grid.

15,673

(which is enough to power 456 average UK houses for one year*)

This is set to double by 2024

This is the equivalent of planting 15,673 trees

456

*Based on figures from Ofgem https://www.ofgem.gov.uk/ information-consumers/energyadvice-households/average-gasand-electricity-use-explained

Our solar panels have cut our carbon emissions by a total of 259,052kg.

5

12.1%

140k

Installed September 2023

Due to solar panel installation and reduction in international trips

Reflling 140,000 litres of water, saving plastic

ElectricVehicle Charging points

Carbon footprint reduction since 2018/19

Our high-tech bottle filling stations are a success

52 In Trinity Magazine Trinity School Culture

Trinity School culture

A moment in time During the first week of the summer term, more than 1,100 staff and students assembled for the quinquennial whole school photograph.

This year’s event was not without some drama, as heavy rain threatened to postpone it entirely. However, more favourable conditions developed in the afternoon, and there was a buzz in the air as everyone filed out of school onto the lower pitches, to been arranged by year group.

Fortunately, the professionals took charge, and soon the oldest students began to position themselves in the centre of the stand, with younger year groups filling up each side. Once most students had found their places, the teaching and support staff lined up along the front, with the catering staff eliciting appreciative cheers from the students.

A handful of JBugs were squeezed into the final spaces, and the megaphonewielding organisers made some adjustments to ensure that every individual could be properly seen. Much smiling, effort to avoid blinking, squinting, and sneezing followed until it was announced that we were done!

The dismount was a lot quicker, and everyone returned to school, relieved to have avoided a downpour.

It is strange to think that the next time we gather for this event, our youngest will be at the top of the school and many of our oldest students will have finished university and be embarking on their future careers.

More than 100 years since the first whole school photograph (on record), it remains an important tradition in the school calendar. How has it evolved over the years and, with the availability of new technologies, will we continue to capture history in the same manner?

Mr King, Trinity School Archivist and Trinity alumnus (Class of 1977), says, “The traditional whole school photograph is part of our heritage and is likely to remain so for the foreseeable future, in my opinion. It is one of those rare occasions when all staff – whether teaching, support, catering or visiting – come together with all the students to record a ‘Trinity moment in time’. However, it is likely that the traditional rolled printed copies for staff and students will be less common, and digital copies will become the norm.

“In the future, will we see a drone hovering above the school to capture the photo, or will a series of photos document the event? Will we be able to create a whole school photo in the office using AI, eliminating the need for several hours of set up? As far as the Archive is concerned, we will preserve all formats produced, ensuring their accessibility for generations to come.”

Did you know?

In the 1920s, a couple of individual students appear twice in some of the early photographs, having run around the back while the old cameras scanned from one side to the other!

1921—2023 Facts from the archive:

How times have changed!

#Selfie

1921

The first school photo

1954

Trinity School is born

1977

The first in colour

The first whole school photograph in the archives

The first as Trinity School of John Whitgift

The first colour photograph of the school is taken

2023 28 school photos

The number of whole school photographs in the archives (this year will be the school’s 28th)

Leading through values

On the cover

Thank you

Contact

We have already felt the impact of CGI and AI in our daily lives. To celebrate this future focused edition we have used AI software to generate our front cover image.

Thank you for reading this issue of In Trinity magazine. It has been compiled with the help of staff and students to give you further insight into the life and culture of the school. We would like to thank Diana Jonesco for her photography.

Shirley Park Croydon CR9 7AT 020 8656 9541 trinity-school.org marketingmailbox@trinity.croydon.sch.uk