In Trinity Magazine - Spring 2024

Academic scholars / Page 04 Instilling a lifelong love of learning.

Sports Players of the Month / Page 24 We nominate those who deserve recognition.

In Trinity Magazine Issue 6: Spring/Summer 2024

Encouraging Tomorrow's Leaders / Page 34 Helping fulfil future aspirations.

A look inside Trinity School

A note from the Editor...

Tuki Rounds Senior Deputy Head

The Chinese philosopher Lao Tzu (I am allowed to casually quote philosophers; it is my academic subject after all) said that ‘a leader is best when people barely know they exist,’ and I found myself coming back to this quote often as we collated the engaging stories of this edition. The development of leadership is something that is in our DNA at Trinity, manifesting itself in so many ways, and in so many spheres, some obvious, though they may not always be apparent. I hope you enjoy learning a little more about how this is implicit in our culture as you read about all the exciting activity that is covered in this issue.

Sometimes leadership is front and centre, and our stellar production of the Wizard of Oz had plenty of examples, notably our lead roles Mimi and Barney, who captivated audiences with their performances.

Beyond those in the spotlight, however, Drama provides a huge number of unseen roles for students to be directors, work backstage, run clubs, and ‘buddy’ younger actors, all of which you can discover in our Drama Scholars piece.

Many of our more overt leadership roles are fulfilled by our talented Sixth Formers, including our prefects and sports captains, but our articles on both these areas of school life will show that who they are when they are not in a gown or leading on a sports field is just as important.

We’re keen that it isn’t just students at the top of the school who have these opportunities, and in our community piece, you can hear about how our Primary School Partnership Programme is ably supported by our young people as they lead, and learn from, others.

A key place that students have the chance to lead is found in our CCF, a part of the school since 1915. Students are required to train their younger peers and lead them in exercises, during camps, by example, and of course enjoy plenty of adventurous activity along the way! Further adventures await in our trips programme, and in this edition, you can read about journeys to Taiwan, Austria, and volcanic Iceland as well.

In some areas, it is the school itself that leads, whether that is through the exceptional work and experiences in Ceramics, championed by our Art Department, or through our globally renowned Trinity Boys Choir. At Trinity, we are committed to leading through values, and our Assistant Head Pastoral, Jack Munnery, shares his aspirations for fostering in the Lower and Middle Schools what matters to us most, that our students are simply good humans. Perhaps there is no quieter and better way for a student, or school, to lead than by simply being that; so maybe Lao Tzu was right, and I hope you enjoy!

In Trinity Magazine Contents 1

In this issue 02

Headmaster's introduction

04

Academic

08

Music

12

Drama

18

Art

24

Sport

28

Community

38

Trinity Trips

42

Co-curricular

Features 04

Academic: Trinity's academic scholarship programme aims to instil a lifelong love of learning.

24

Sport: Sport at Trinity is not just about being the best.

Every month we nominate one girl and one boy who deserve recognition as our Sports Players of the Month.

34

Community: Our work with local primary schools helps inspire their young pupils and give leadership opportunities to our students.

2 In Trinity Magazine Headmaster's Introduction

The potenti is unlimited Headmasterʼs intro

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In Trinity Magazine Headmaster's Introduction 3

In January, I went to see Dear England, the West End play about the leadership of Gareth Southgate as England football manager. The production does a fantastic job of recreating the energy and emotional highs (and of course lows) of the ‘national game’ on stage, making the audience feel as though we are in the stadium with the players.

But what struck me most was the way the play explores how Southgate introduced a new culture and approach to leadership within the team.

Leading from within Not for him the bravado, rivalries, and hubris that are so common in football.

Instead, partly because he had to build his own way back after missing the crucial Euro ‘96 penalty, Southgate demonstrates a humble, low-ego, emotionally intelligent style, focused on deep relational connection with and between those that he leads.

In Southgate’s team, the players spend time together outside of football.

He places himself among the players, leading from within and by example, rather than placing himself above them.

Having had to work on his own character formation during his ‘wilderness years’, he sees his role on the team as enabling everyone else to grow and become the best possible versions of themselves.

Leading is tough We know quite a lot about Southgate’s approach to leadership because now everyone, from business gurus to government departments, is asking him to speak about it! He openly shares what he has learnt about caring for himself, noting “Leading is really tough.

But when I feel strong, I can cope with most things that are thrown at me.

Sleep, nutrition, exercise, and mental fitness are aspects we can work on: we can help ourselves by making sure we are looking after ourselves. And then we need to talk about things - maybe not with everyone, but with a chosen close group. You might think you’re the only one having certain thoughts or going through certain experiences, but you’d be amazed.”

Inspired by others People don’t realise how common it is for leaders to feel self-doubt, pressure, uncertainty, and lack of confidence.

But Southgate reminds us that good leaders draw on this in their leadership of others. “As leaders, one of the best things is to role model vulnerability to talk about things you get wrong, or things that didn’t quite work out.

This opens up other people to feel safe to speak.” It is clear that Southgate’s personal openness and vulnerability create a foundation of deep trust with his players. Nowhere is this authenticity more powerfully illustrated than in his ability to use his own failures and position as national scapegoat to demonstrate how to build back from disaster.

Overcoming setbacks Overcoming setbacks is part of leadership. We all experience them Southgate talks about being released from a club as a young player and being released as a young manager, as well as the experience of missing That Penalty. But he maintains optimism, saying, “We have a choice about how we respond to those difficult situations: our response is how we develop resilience. Go away, learn, and be determined to get better.” As well as building personal resilience, Southgate shows that how we choose to react and respond in moments of difficulty will determine how far we can ultimately go as a team. And the foundation he builds in his teams - where people know they are safe - makes it possible to properly debrief events and performances, which is critical if the aim is to learn and develop.

Seizing the opportunity The pages of this magazine are full of thrilling examples of leadership being exhibited by our students throughout the school. Trinity provides an environment where young people can begin to exercise their leadership skills, leading their peers and contributing to our whole community. We learn best by doing, and it’s exciting to see leadership in so many aspects of school life: from academic studies, drama, and music, to community, sport, art, and beyond. As Southgate told the Prince’s Trust, “Confidence comes over time when you’re young, you don’t realise everything you are capable of.” I hope that every single one of our students will seize the opportunities they have here to just ‘have a go’. The potential is unlimited.

Academic Our academic scholarship programme aims to instil a lifelong love of learning, while nurturing the essential skills we hope to develop in our academic leaders, skills vital to their future success.

While there are opportunities for every student to stretch and challenge themselves intellectually outside of lessons, we expect that academic scholars will actively participate in the school’s enrichment activities.

Our dedicated programme for scholars encourages them to demonstrate intellectual leadership in the classroom, adopt scholarly habits, and share their knowledge with their peers.

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It helps create a sense of community within their own year group as well as forming connections across the school.

Sixth Form students get involved in younger students’ events, providing mentorship and role-modelling.

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4 In Trinity Magazine Academic

“Hearing from other scholars, especially older ones who have been working on projects, is helpful when considering how to further extend your own learning.”

Alastair Strathearn, Third Year

In Trinity Magazine Academic 5

6 In Trinity Magazine Academic

Dominic Halliday Head of Academic Scholarship

In Trinity Magazine Academic 7

“Being an academic scholar has been a hugely rewarding experience as it has allowed me to go above and beyond the curriculum in many of my subjects (particularly in Lower and Middle School), helping me to do well in my academics.”

Tom Braganza, Upper Sixth

Becoming an academic scholar Students applying to Trinity at 10+, 11+ and 13+ are identified as potential academic scholars based on exceptional performance in entrance exams and interviews. For entry to the Sixth Form, scholarships are awarded based on GCSE results – for current and new students.

Academic Scholars Breakfasts A key event is the half-termly Academic Scholars Breakfast. We introduce Professor Sandra Kaplan’s Habits of Scholarliness - which include goal setting, intellectual risk-taking, academic humility, and multiple perspectives. These topics are explored at the students’ different levels.

We also challenge our scholars to consider questions from Oxbridge interviews, such as: ‘Are there too many people in the world?’ or ‘How many petrol stations are there in America?’

These exercises develop problem-solving and lateral thinking skills, leading to engaging and entertaining discussions.

“The Academic Scholar Breakfasts have really helped me to get the most out of my lessons. We have been shown how to view and respond to challenging questions, think creatively and ‘outside the box’ and engage with the many opportunities at Trinity. I have chatted with other scholars in the year, which I find really helps to know how they approach school life.”

Jamie Hung, First Year

Educational excursions We invite scholars on dedicated trips to museums or universities in London or cities like Oxford and Cambridge.

These trips provide opportunities for experiential learning and reinforce the habits of scholarliness discussed in school. It also helps the group to develop further bonds.

Research projects Each year, academic scholars are given the opportunity to pursue an in-depth project they are personally interested in.

The Trinity Extension Award has an annual theme which ties into our Festival of Ideas, an extraordinary week of enrichment during the summer term.

Students pursue a project independently, helping them develop research skills highly valued by universities and employers. Over the years, students have submitted in various formats including websites, games, coding projects, cartography, musical scores, economics journals, drama presentations, as well as many fascinating essays.

In Sixth Form, scholars work on an individual project as part of their Extended Project Qualification (EPQ) or Sixth Form Project (SFP), where they hone their research and analytical skills.

Talks and lectures In our extensive co-curricular programme, Sixth Form societies explore ideas and topics beyond the A Level curriculum and are often run by older scholars.

We encourage younger students to attend specific talks, where appropriate, to provide additional academic challenge and to see the Sixth Form scholars in action.

“I recently presented a talk at Politics Society called 'Trident Tested' about the UK's nuclear deterrent. This was a very academically enriching experience allowing me to research into an area which hugely interests me.”

Tom Braganza, Upper Sixth “I attended a Sixth Form History talk on the good, the bad and the ugly prime ministers of the past and present, which I thought was a really interesting topic.

I learnt a lot, and it led me to research it further away from school.”

Jamie Hung, First Year As part of our Festival of Ideas, we also host a conference with external speakers.

Academic scholars are a key part of the audience, and last year’s speakers discussed the role of imagination in their respective industries.

LEADING VOICES 8 In Trinity Magazine Music

Music

TRINITY BOYS CHOIR

The Trinity Boys Choir was established by former Director of Music, David Squibb. The choir’s first professional engagement was in the mid-1960s and over the years they gained a national reputation, particularly for opera and Britten’s A Midsummer’s Night Dream, which has a key role for boy singers.

David Swinson took over in 2001 and has elevated the choir to world-class status. Trinity Boys Choir is now requested to perform in prestigious venues, record TV and film soundtracks, and back renowned artists internationally.

They are the leading boys’ choir.

In Trinity Magazine Music 9

MUSICAL DIRECTION

“When I started, I had two goals: to enhance the day-to-day singing in the school and to build an international reputation for the choir.

The starting point is the Junior and First Year choir. It’s fast, enthusiastic, boisterous – reinforcing the message that singing is fun.

Trinity Boys Choir can only be the headline act if lots of singing is happening in school every day.

I introduced the philosophy that singing is natural and something that every child can do. I wanted every boy who joined Trinity to believe they could be part of a choir if they wanted to.

As the students’ abilities develop, there are more choirs for them to get involved in. Understanding the students as singers and as individuals allows me to pick the right boys for different professional engagements.

If students are committed to the choir, we will do our best to make them as good as they can be and opportunities to perform will follow. That has underpinned everything we have tried to do.

For example, a large group of boys recently performed in Lord of the Rings at the Royal Albert Hall, we had time to teach them the music, so it was open to all; the Royal Opera House needs more experienced singers, and physical attributes are also a consideration; productions vary and often enthusiasm is valued over finesse. The other end of the spectrum is recording film soundtracks; these are professional engagements, but there is time pressure, so the boys need strong music reading skills.

The jobs we book range in terms of what we’re paid, but we focus on the educational ‘earnings’, not financial.

Anything we earn goes into a pot, and this funds free singing lessons, travel expenses and other incredible opportunities such as the choir’s tour to China this summer. It removes financial barriers to participation.

LEARNING LIFE SKILLS

We receive many requests, but an important aspect for me is ‘what is the educational value?’

Working professionally, we are teaching boys as young as 10 some important life skills that they will take forward into their future careers. They learn how to take responsibility, organise their time, behave appropriately in a grown-up environment and be charming with it.

We talk to them about the expectations on them in terms of performance but also behaviour. We remind them that they have a responsibility to the next generation of singers and are there because of the boys who went before them.

We like to give opportunities that stretch and challenge, because that’s our role as teachers, and it’s wonderful to see how they respond. We let them make mistakes because that’s how they learn.

I can always trust them, but I also know afterwards, they will need to let off steam, so that’s something we always factor in!"

10 In Trinity Magazine Music

WHAT DOES IT TAKE TO BE A LEADING BOYS’ CHOIR?

It’s the package we offer, with experience built up over 60 years: –W e must deliver musically – over the years I have learnt what those expectations are, and ensure the boys are prepared. That could include basic practising, memorising the music, or ensuring our German, Spanish or French language is as good as possible – The boys must behave appropriately, not just on day one, but for the full six-week run – Facilities – we have a state-of-the-art recording studio, which means for some jobs, students don’t even need to leave school – Supportive school – Trinity is very supportive of the choir’s activities and can be flexible to the demands of professional jobs: rehearsals, trips away, supporting students who miss school –S upportive parents - they trust our experience and knowledge that this is a positive experience for their children and provide the support they need at home.

David is stepping down as Director of Music at the end of this year, though will continue to support Trinity Boys Choir in its activities. “I wanted to increase singing at school and build an international reputation for the choir.

My successor will have different ideas because the world is changing, and they will have their own perspectives of what a leading boys’ choir can be.”

In Trinity Magazine Music 11

SUCCESS STORIES

Third Year Ben Fletcher was the soprano of choice last year, performing with the Trinity Boys Choir and also working solo around Europe. He says, “I joined the choir as a JBug and hadn’t done much singing before. It helped that I play violin and piano, so I understand music and had performed quite a bit in festivals and orchestras.

Last year was very busy! In addition to school choir trips and chorister services, I sang in four operas in Italy, Budapest, France, and here in the UK at Glyndebourne. I also took part in three film recordings and sang the solo part in a concert with a baroque orchestra in Spain.

I loved touring around Europe; I love the independence, being on stage, and I have made some amazing friends.

The coach trips and hotel or apartment stays with friends are some of my best memories and experiences from the past year. It feels good to be part of the music community at Trinity.”

A YEAR IN THE LIFE

Trinity alumnus Mark Fleming was a member of the Trinity Boys Choir from 1976-84, was Head Chorister, and went on to study music at the University of East Anglia and the Royal College of Music. He is now a member of a comedic cabaret vocal group Cantabile the London Quartet.

Mark remembers the experiences of the choir as ‘exciting and fun’, as well as laying important foundations for his career in music: “The remarkable opportunities we were given when so young, and the high standards that were expected from us (without undue pressure) have stood me in good stead for my musical career. My singing, writing, arranging, conducting and violin playing were all informed greatly by my years at Trinity, the music department created a brilliant learning environment.

There are many choir highlights: I was a first-generation fairy in A Midsummer Night’s Dream at the Aldeburgh Festival, performed with Barry Forgie & the BBC Big Band, at the Royal Albert Hall, and with Bing Crosby on his last ever TV appearance – though I got moved for picking my nose!”

– 100% of new boys sing in a concert – 100+ boys sing professionally as part of the Trinity Boys Choir – 35+ boys have travelled abroad with the choir – The choir engages in over 50 professional engagements annually.

12 In Trinity Magazine Drama

Drama

The Wizard of

Every other year, Trinity stages a musical extravaganza for its whole school drama production.

This year, staff and students took us over the rainbow to revitalise the classic tale of The Wizard of Oz.

In Trinity Magazine Drama 13

“It's an amazing feeling when everything comes together for a whole school production at Trinity. Students from all year groups collaborate with dedicated staff and volunteers to create an entertaining and inspiring show.

It's an opportunity for students to participate in all aspects of production and learn by doing. The ongoing commitment – and occasional pressure – of meeting a shared goal builds lasting bonds. Like Joseph and Shrek, The Wizard of Oz had moments of magic that will live on: from Mimi Collins’ beautiful rendition of Somewhere Over The Rainbow to Barney Sayburn’s leatherbooted, vamping Wicked Witch of The West and the impressive bespoke projections of Alexander Molony’s quickwitted Wizard.

To bring Oz closer to the audience, we introduced a 6-metre revolving ‘thrust’ stage, enhancing the dramatic effect of each scene and providing different perspectives for the audience.

Yellow brick road vinyls leading into the Concert Hall and onto the stage, with the cast making entrances through the audience, immersed us in Oz. Lighting was re-rigged for an ‘in-theround’ feel, and pyrotechnics added to the entrances of the Witch and Wizard. Bespoke set pieces were built, including a house that split open when it landed on the Wicked Witch of The East.

Hundreds of costumes were made or adapted, as students took on multiple roles from Munchkins to flying monkeys.

Sound was overseen by professional technicians mentoring our eager tech students in the mixing of 30 radio mics!

Quirky ideas, like flying monkeys on light-up scooters and the ensemble rolling across the stage as tumbleweed, added something special. The wonder of Oz came to life through a strong design and concept, with fantastically enthusiastic and expressive student actors. I'm proud of everyone's work on The Wizard of Oz and look forward to our next epic adventure at Trinity Drama.″ Chris Chambers, Head of Drama Productions

14 In Trinity Magazine Drama

Mimi as

Dorothy Mimi joined the Lower Sixth in September and, within weeks, landed the lead role of Dorothy, despite having little acting experience.

“I had done quite a bit of classical singing at my previous school but had never taken on a lead role. Some of my old friends came to watch and were really surprised as they had never seen me act before.

As I am studying A Levels in Biology, Chemistry, Maths, and Further Maths, it was nice to do something so different, fun, and creative.

Getting involved in a Drama production is a great way to get to know people from across the school, especially if you have just joined. I felt settled so quickly.

It’s such a team effort, and while it’s important that the principal characters bring a lot of energy, it’s every single person who makes it. The guidance I got from Mr Chambers, Ms Steele, Dhyan and James was amazing – they are very talented student directors.

I loved putting on the ruby slippers; that was my favourite part of the costume. Being in that iconic dress and seeing everyone else in costume really brought the characters to life. A highlight for me was after opening night; we were all very nervous beforehand but realised we’d pulled it off!”

In Trinity Magazine Drama 15

Barney as the

Wicked Witch of the West Upper Sixth student Barney has taken on many lead roles during his time at Trinity. Now in his final year, Barney reflects on The Wizard of Oz and his previous roles: “It seemed to me that the funniest role was the witch, and I didn’t mind playing someone of the opposite sex as it heightened the humour.

The characterisation of her did evolve over time, and I tried to find a balance between humour and villainy, with lines like ‘You dropped your house on my sister; how could anyone be so unbelievably clumsy?’

Di Jones and Ms Bainbridge has previously bought me knee-high boots for Shakespeare in Love; they were too glamorous for that role but perfect for the witch. There was also a late request from the directors for my make-up to be more like a drag-artist, and this made a huge difference to the final performances.

One of my highlights was hearing Mimi sing her audition song (On My Own from Les Misérables). We’d been worried about who was going to play the iconic Dorothy, but when she sang, everyone knew she was perfect for the role.

What comes with taking on a lead role?

You must represent the ethos of the production, be committed in every sense, for your scene partners and as an example for younger members of the cast. It’s about acting well and learning your lines, but it’s also about being a good team player and creating a good community spirit where everyone feels equal, valued, and motivated to do their best.

My first leading role was the Artful Dodger when I was a First-Year student.

It was a huge responsibility but gave me the opportunity to mature and to appreciate the commitment and behaviour that was expected of me.

My favourite lead role was Shrek; it was just so fun; the songs are wonderful; there are quiet moments and big loud roaring moments. Shrek is such an iconic character (like the Wicked Witch) that you have to find a way to meet everyone’s expectations but also find something new.

I am happy to pass on the baton now and am excited by the talent in the lower years. It’s so nice to see the younger Drama scholars who have this whole journey with Trinity Drama ahead of them. They’ll find their home with Drama, as I did, and be leaders of their own. You’ll still see me though; I am going to be cringe and come back to every single Drama production going!″

16 In Trinity Magazine Drama

T

ak ing the

Drama

The Drama Department is a vibrant hub of energy, offering numerous opportunities for students to assume leading roles on and off the stage.

This helps develop students’ emotional intelligence, boost their confidence, support others in the creative process, and commit fully to their passions.

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Drama scholars

When selecting new scholars, we’re looking for students who are not only talented actors but have the potential to be positive role models within the Drama Department. We need to see their energy, ability to contribute, and passion for the creative process right from the start. We expect them to be figureheads in their lessons and inspire those around them.

We award drama scholarships to new students joining Trinity at 10+, 11+ and 16+. At 16+, they must be studying A Level Drama, but we also offer scholarships that are focused on lighting, sound, or set design, as well as performance.

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We operate a buddy system among the drama scholars, pairing students from different year groups and matching older students with new ones. This mentoring enables students to develop leadership qualities within this community.

Lower Sixth student Alexander Molony says, “One of my favourite parts of being a drama scholar is mentoring younger students. I’ve helped two students settle into the Drama Department and feel at ease, while also providing support with performance concerns or scripts.

The drama scholars have become a community where you can rely on and trust each other. There is a perfect blend of expectation, fun, and support.”

In Trinity Magazine Drama 17

e l o r d a le

Drama Department leaders

The opportunities for drama scholars are exciting: the annual Drama Showcase provides a platform for students to perform a monologue or duologue of their choice; there are regular London trips to see the latest shows; and industry experts run workshops in stage combat, improvisation or stage make-up.

Working together across year groups and participating in activities beyond the curriculum, stretches our scholars and allows them to learn from older students.

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There are leadership opportunities for students who are not drama scholars but are equally committed and passionate about the department. Upper Sixth A Level Drama student Rob Wilding has been actively involved in every production for years and has run Drama Club for the younger students for the last three.

A ‘complete legend’, he commands their respect and gets the best out of them.

He is a positive role model within the department and students look up to him, which is beneficial during whole school productions. Rob does get involved in the scholar activities, if there is space, to reward his commitment.

Rob says, “I attended Drama Club from First Year onwards, and it undoubtedly ignited my passion for the stage. After emerging from the forest of lockdown in the Fifth Year, I decided to start assisting in the running of Drama Club: managing activities and devising my own games.

As attendance increased, I had to adapt, using tailored games for smaller or larger groups. It can be challenging to run the most high-octane of all the co-curricular activities (and yes, I’m including contact rugby), but it’s about exploring the most fun aspects of performance.

“Running Drama Club has absolutely improved my leadership skills – how could it not – and my confidence in managing group activities. The best part is having the opportunity to inspire Lower School students to take to the stage, by allowing them to experience the most fun parts of drama.”

Engaging primary schools Twice a year, we invite local Trinity Partner Primary Schools in for a themed workshop run by our GCSE Drama students. This provides an opportunity for Trinity students to lead group activities, support the children in creating their own pieces, and provide feedback and encouragement.

Gabriel Newlands is specialising in lighting for his GCSE Drama course; he says, “The most challenging part was adapting how I interacted with students much younger than me, as I couldn’t relate to them in the same way as people my age. However, I was able to suggest new techniques and ways to perform their pieces, which they enjoyed and learned from. I found this incredibly rewarding and it boosted my confidence.”

Tom Haynes agreed, “I learned a lot of patience, and different ways to engage and entertain the primary school children.

I am sure having someone closer to their age allowed them to relax a little more, and I hope they looked up to me, as it would be an honour to be a role model to someone.”

18 In Trinity Magazine Art

Art

Ceramics has been growing in popularity among the students, James Robertson, Director of Art, tells us about it: There was a time when it felt as though ceramics was disappearing from schools: due to the level of investment required, but also from a loss of knowledge. Running a kiln can be a very time-intensive activity, but we’re lucky at Trinity to have Martha, who is a professional ceramicist and who has worked at the school for years. She runs Ceramics Club but also helps to maintain the flow of work through the kilns.

We have a dedicated ceramics workshop here with three kilns, six wheels for throwing, and we’ve just invested in a professional-grade wheel that is fully adjustable. This means we can offer leftand right-hand throwing, which makes it accessible to different students. Plus, there’s a new slab roller, which allows us to roll a whole bag of clay, which is great for students wanting to make bigger pieces.

Martha at Ceramics Club

In Trinity Magazine Art 19

Ceramics at Trinity We offer students their first taster of ceramics in the Second Year, with an architecture project. They can design and build their own buildings, exploring different types of textures through ceramics. Students really engage with this project as it is almost scientific: using clay to understand structural integrity, material properties, and how it changes when you add moisture. It’s a far cry from simply making pots.

The Fourth Years explore ceramics as part of their GCSE projects, and it’s more involved; they try different techniques and clays and can choose to focus on ceramics as part of their final pieces.

In Sixth Form, A Level students can take it further and try throwing, slip casting (using moulds), and experimenting with ceramics on different scales.

Second Year / Ceramics

Fourth Year / Ceramics

Sixth Form / Ceramics

20 In Trinity Magazine Art

We often invite professionals in to run specialist workshops too: last year, local ceramicist Hilda Carr taught our students how to throw on the wheel, and several students went on to use these skills in their GCSE and A Level projects.

Ceramics Club runs every Wednesday after school and is one of the most popular co-curricular activities. Students from across the school attend, whether they are studying Art or not. There is a level of freedom in Ceramics Club that they might not get in other clubs; students can take ownership of their project, work at a different pace, and there’s a creative reward at the end of it.

Lower Sixth student Daniel Todd studied Art at GCSE and now at A Level.

He is the current Art Assistant, which involves being an ambassador for the department, helping younger years and supporting our work with local primary schools.

For me, ceramics is a means of escape from life’s pressures, it helps take my mind off things and recuperate mentally.

I love the social aspect of Ceramics Club too and the opportunity to collaborate with friends. It has also taught me so much resilience. Time after time, a pot has gone wrong in the last moment or exploded in the kiln whilst being fired, and I have learnt that the only way forward is to try again.

“I'd never tried ceramics before starting at Trinity and went to Ceramics Club in the Junior Year out of curiosity and wanting to try something completely new. Since then, I’ve developed my skills through Art lessons as well as continuing with Ceramics Club, and now even have my own kiln and pottery wheel at home.

I feel fortunate to be able to specialise in ceramics, as many schools don't have the facilities or resources. My final GCSE Art piece was a collection of ceramic pieces; and in A Level Art, I am enjoying the head sculpture project as a new approach to portraiture beyond the traditional painting and drawing mediums.

I started teaching some of the younger students during Ceramics Club when I was in Fifth Year: answering questions, showing them hand-building techniques, and how to use the pottery wheel. I've also helped teach younger students at Art Competition Club. As the Art Assistant, I am given more opportunities to help elsewhere in the Art Department too, such as leading on the design of exhibitions of GCSE work in the Shaw Gallery.”

We use ceramics as part of the Trinity Partner Primary Schools programme too, often using it to look at Roman or African creations. We go into local primary schools, teach a lesson, bring back the creations and fire them here. It’s nice to be able to share our equipment and expertise to give younger students the opportunity to try new things.

“Ceramics has opened a lot of doors for me: allowing me to develop my creative skills, leadership skills as well as giving me realworld experience of how to market and sell my own work outside of school.”

Daniel Todd, Lower Sixth student

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Daniel Todd, Lower Sixth student

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Art

with Antony Gormley

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Last term, Fifth Year student Maxwell Hardy had the incredible opportunity to gain work experience with the famous sculptor and Turner Prize Winner, Antony Gormley OBE. A leader in his field, Antony’s sculptures, installations and public artworks investigate the relationship of the human body to space.

Max spent a week at the studio in Kings Cross, London and says, “I got to know everyone working in the studio. Because I am so curious, I asked a lot of questions and got to fully understand the creative process.

Everyone was more than happy to help and support me.”

Max got involved in creating a polystyrene prototype based on a digital model of Antony Gormley himself, simplified into 3D geometric shapes.

He then used computer modelling software to turn the complex shape of a human falling backwards into basic forms which could then be made into a prototype.

“I met Antony Gormley on my second day, and he came over to see what I was working on and said, ‘I really like what you’re doing’, which was unbelievable to me. Although I was only supposed to be working on a prototype, he then asked me to work on a proper sculpture which would potentially be part of his Body Politics exhibition at the White Cube. It is one of the biggest things I have done in my life.

The work experience has really boosted my confidence as an artist.

Having access to an artist that well known, and him being so generous with his time and feedback is something I won’t forget. Before my GCSE choices, I had thought about pursuing a career in architecture, and I almost didn’t study GCSE Art. Now I am set on studying Art at A Level and this experience has given me focus and helped me to find my creative voice.

We took a recent GCSE Art trip up to London and went to Antony Gormley’s Body Politics exhibition.

I felt proud that there was a large model of the sculpture I had worked on, and it was empowering to share my knowledge of the processes with classmates and teachers.”

SPORTS PL OF THE MO 24 In Trinity Magazine Sport

Sport at Trinity is not just about being the best. Of course, winning is important to us and our students, but we value attitude and effort above all. That is why every month the Sports Department nominates and votes for two students – one girl and one boy, from across our age range – who deserve recognition as our Sports Players of the Month.

PLAYERS ONTH The reasons for their nomination can vary widely and are not always about performance. We are looking for leaders who embody Trinity Sport's values: kindness, perseverance, collaboration, competitiveness, and dedication.

We know that positive attitudes and behaviours have a ripple effect and are keen to encourage students who foster a collective mindset among their peers.

Recent recipients exemplify these values in diverse ways: Felix demonstrated exceptional coaching of younger students; Jarrod made an incredible comeback after significant injury; Hannah embraced new challenges and set high standards in her training ethic.

Their stories inspire us all.

In Trinity Magazine Sport 25

Sport

Students have also been recognised for responding with superb character to disappointing selection decisions, demonstrating a desire to improve no matter what sport, playing up a year and forging bonds with older teammates, and many times these behaviours are coupled with outstanding individual performances.

The Sports Players of the Month award demonstrates that winning is much more than a number on a scoresheet; it is about character forged through sport.

26 In Trinity Magazine Sport

Sport

A WINNING FORMULA

Jack Mann

Ollie Falero

Lucas Friday

Jack exemplifies the core values of the first team: dedication through hard work, enthusiasm for the game, and a commitment to respect for all involved.

Jack is passionate about hockey, is ambitious for himself and others, and sets the standard for work ethic in training.

Ollie embodies everything a school sports captain should be. He is a talented middle-order batsman and a role model who carries himself both on the pitch and around school to the very highest standards. He is very generous with his time, despite being in his final year, and attends the U15 winter training sessions, often taking a lead role in working with our younger batters.

This not only sets a great example but also exposes younger players to what a 1st XI player looks like.

Lucas is a leader on the field. He is hugely passionate yet composed and has a great understanding of the game. More importantly, Lucas is a role model off the field; he works hard in the classroom and sets high personal standards for himself and others. He is empathetic and supports others when they need it. Lucas has helped coach the U14 rugby team during this season’s cup run and is always looking to help others develop their skills.

Despite being injured for much of this season, Lucas has shown incredible commitment to the team and the sport within school.

HOCKEY

As a highly skilled drag flicker, Jack has committed to coaching younger players one-to-one in this scoring technique and has been a huge influence in improving this skill across the school. Jack has also learned how to communicate effectively with every member of the team and motivate them to perform to the best of their ability.

Nick Giles, Head of Hockey

CRICKET

Unlike other sports, in Ollie’s role as cricket captain, he is in charge of making the tactical decisions on the field of play, with very little input from the coach.

The ability to adapt to an ever-changing environment and make difficult decisions under pressure, which may upset his teammates, will teach Ollie some valuable lessons this year.

Steve Richards, Head of Cricket

RUGBY

Generally, for rugby captains, being a natural leader, a positive influence on the team and representing the sport and school are more important than students’ performance on the pitch.

Paul Roberts, Head of Rugby

In Trinity Magazine Sport 27

It has been said that leadership is an action, not a position and it is this attitude that our heads of sports look for when selecting a student to become captain for the season. The students are usually in the Upper Sixth and although the position varies across sports, the values, traits and actions of those selected are consistent.

Sports captains are great communicators and support their teammates to bring the best out in them. They’re passionate about their sport and have ambition for themselves and the team and the example they set off the field, is as important as the one they set on it.

Lauren Baldwin

Pierre Rivet

Lauren is our talismanic netball captain and plays for Surrey Storm on the England Performance Pathway. She is the ultimate leader on the court and always gives more than 100% in every game. Her position at Centre allows her to dictate the speed, the plays, and set pieces of a game, and she always motivates the rest of the team to play to her impeccably high standards.

Pierre is the latest in a long succession of captains who have set the standard for attitude and training ethic, and the positive influence that has on the rest of the team. Water polo captains are an ambassador for the sport in school.

Pierre has done something more; he’s made water polo ‘cool’.

NETBALL

It has been said that when Lauren’s playing, the PE department will stop what they're doing to come and watch.

However, she is incredibly humble, always there to help and encourage other players in the squad. Lauren embodies all there is about being a fabulous sportswoman and leader, and with her attitude and athletic ability, she will undoubtedly go far.

Issy Bennett, Head of Netball

WATER POLO

Within training, Pierre is incredibly supportive of everyone, but his greatest strength is what he does around the school. He has strengthened the water polo community by chatting to the younger players and congratulating them in the corridor. He’s built this over time, and water polo has become popular to be involved in. Pierre also embodies Trinity Sport; he wants to be a part of everything. He represented Great Britain in water polo last weekend, but the day before he was excited to be playing hockey for the second team. I can’t speak highly enough of Pierre and what he has done for the school.

Sean King, Director of Sport

28 In Trinity Magazine Community

Community

Cultivating good humans Jack Munnery, Teacher of Geography, is our new Assistant Head ‑ Pastoral. Jack is the Head of the Lower and Middle Schools (from the JBugs to Fifth Year) and must ensure the safeguarding and welfare of those students, as well as their academic and personal progress.

This is important because from the ages of 10 to 16, students undergo significant physical, emotional, and social changes as they explore their identity, values, and increasing independence. The school environment, interaction with peers and adult mentors, and the school’s culture play a huge role in influencing who our students become.

“I am leading the creation and maintenance of a positive culture so that when the boys leave us in the Fifth Year, they are well-rounded, down-to-earth, responsible individuals who can make a difference in the Sixth Form and beyond.

We believe that who you’ve become while you’re at Trinity will affect how well you’ll be able to wear the jobs of not only your career, but as a partner, a parent, a carer or a leader. This makes our culture important beyond just a young person’s schooling. We are aiming to help our students develop skills such as humility, responsibility and compassion to help them become good humans.

My aim in this new role has been to clearly define and establish a culture that will achieve that.

We have two levels of culture, aligned to the Trinity School values, because we need to speak to students in the Lower School slightly differently to older students.

older students can cognitively appreciate more: ambition or purpose; humility, and the idea that each student must ‘do the work’ themselves; and lastly empathy and compassion towards others.

For the Lower School we talk about Star Culture, and the fact there are billions and trillions of stars rather than one ‘winning’ star. We encourage curiosity – which they usually have in abundance, responsibility and kindness. We reward behaviour that reflects those values through our newly introduced Star Culture commendations.

We are more established in the ways we encourage that culture in the Middle School: We have started working more closely with our Future Pathways team to inspire ambition and purpose in our Middle School students, so they have something to aim for beyond GCSEs. We discuss issues they genuinely care about to authentically guide the career choices they make. For example, if they are interested in caring for people, they could become a doctor or work for a charitable organisation.

For the Middle School, we concentrate on being a Good Human. The same school values are conveyed in ways that

In Trinity Magazine Community 29

We want them to be true to themselves rather than focusing on what they want to earn or what they perceive is a good job.

I set up a termly Good Humans Breakfast, where Middle School students are recognised by teachers for embodying these values and rewarded with a nice breakfast.

Recognising Good Humans is now part of our end of year Prizegiving Ceremony too, so we’re rewarding students for more than academic, music or sporting achievements. Further to this, all staff nominate Stars and Good Humans who have really bought into our culture on a weekly basis, with Heads of Year writing postcards home to boys on a Friday.

“We believe that who you’ve become while you’re at Trinity will affect how well you’ll be able to wear the jobs of not only your career, but as a partner, a parent, a carer or a leader.”

I’m passionate about getting this right.

Over the last three or four years, I worked at establishing this culture as the Head of Third, Fourth and Fifth Year and then expanded it across the Middle School with the support of my predecessor. I am excited to fully embed this culture across the Lower and Middle Schools.

However, it is a big job, and that’s why it’s a team effort. My vision was to define what we mean by Good Humans, but it has been a collaborative process and I learn so much from my talented colleagues who are the Heads of Year and separate Heads of Lower and Middle School. There are challenges to this vision, like social media and influences beyond our control, so we have to get

it right where we can, and all pull in the same direction.

Our measure of success is what the students are like when ‘nobody is watching’ and how well they embody those values both within and beyond the school community now, and importantly, when they have left us.”

Men 30 In Trinity Magazine Community

Community

Guiding others The mentoring programme at Trinity continues to expand, with half of the Lower Sixth Form applying every October. We have seen a direct link between students who are mentors and those who later become prefects, highlighting the programme’s role in nurturing aspiring leaders.

Mentors are selected based on a range of skills. Some may have relevant experience, such as running a society or coaching younger students, while others see this role as an opportunity for personal growth or as a stepping stone towards a specific goal.

Becoming a mentor entails a significant commitment. Mentors undergo five weeks of training in November, shadow Upper Sixth mentors, and in Spring term they are thrown in at the deep end and must run one form session with a Lower or Middle School group every week.

Ideally, mentors collaborate with form tutors to deliver Personal Development (PD) topics or resources, and through this they build relationships with the younger students.

In addition to form sessions, mentors offer one-to-one support to students who need help with schoolwork or personal problems. Mentors bridge the gap between the younger students and teachers, serving as role models and positively influencing their peers. Many mentors were mentored themselves and want to give back to the school community.

The qualities that make a good mentor align with those of a good leader: selflessness, commitment, collaboration, a genuine desire to help, punctuality, and effective communication.

Upper Sixth student Leah DevereuxMckenzie was keen to become a mentor to support the younger community and share her experiences for the benefit of others. As part her role, she developed a set of PD resources on topics like friendship for use in form times, which are now being widely utilised throughout the school.

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“Mentoring has made me more open-minded, and I have learnt just as much from younger students as they have from me.”

Leah Devereux-Mckenzie, Upper Sixth student

She says, “I enjoy the funny moments during form times and seeing mentees around school; connecting with others makes my day more enjoyable.

Mentoring has made me more openminded, and I have learnt just as much from younger students as they have from me. Experiences like these make you more confident, personable and organised, all skills which will stand me in good stead for the future. It’s confirmed to me that pursuing a people-focused career like law, is right for me.”

“As a mentor, you need to be adaptable and creative to change your sessions to best suit the form you are with. When the students react positively to activities, like when I incorporate guitar-playing during form time, it boosts my confidence. Mentoring is a two-way street; you learn as much from the students as they do from you. You also need to be a good team player and collaborate with the other mentors to plan and deliver engaging and productive activities.

Another stand out mentor from the Upper Sixth, Felix Gomulka, shares, “I joined the school as a JBug, and some of my fondest memories are from my own mentoring sessions, which made the transition from my small primary school much easier. I wanted to become a mentor so I could help others in the same way.

“Being a mentor has encouraged me to keep an open mind about my future plans.

I’ve thoroughly enjoyed working with younger students, which has motivated me to complete my ECB Level 2 Cricket Coach certification to continue this type of role.”

32 In Trinity Magazine Community

Prefects: Leading by example.

Community

Trinity prefects embody the values of the school, serving as our biggest ambassadors, and the very best examples of what Trinity students aspire to become. They command the respect of their peer group, staff, and younger students, serving as role models of the good humans we aspire our students to become.

We appoint around 50 prefects every year from the Upper Sixth, including eight senior prefects, two heads of school and a deputy.

We want to ensure that prefects accurately reflect the student body, in terms of backgrounds, interests and personalities. It is also important that various facets of student life are represented; be that Art, Drama, Music, STEM or Sports.

“The responsibility to represent the school's values has made me be a better version of myself.”

“I set my sights on being a prefect when I was a JBug; I really looked up to them and they got to wear cool Harry Potter style robes. I’ve enjoyed the regular duties and, through these, forming relationships with staff and other prefects.”

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“I wanted to be a prefect to develop my leadership skills and build my confidence. Being a new girl in a predominantly male environment I knew it would be challenging, but learning to find common ground with younger students has made it a such rewarding experience; I’m so glad I went for it.”

Key responsibilities

Becoming a prefect

Prefects have a broad role in the day-today running of the school – undertaking duties in the lunch hall, library and outdoor areas. Moreover, they play a pivotal role in admissions events, welcoming guests, conducting tours, and sharing their experiences of life at Trinity.

There is a rigorous application process to become a prefect or head of school, which in itself is a useful experience for the students.

There is a student vote, staff vote, we look at their academic profile to ensure they can cope with the additional workload and there are interviews and presentations for the more senior roles.

Our Senior Prefect team assumes overall responsibility for managing the large prefect team, serving as the primary point of contact for additional requests for assistance. They are very visible to the rest of the school, helping at our big events like Mob Run, and dressed in their gowns earn the admiration and respect of the younger students.

The Heads of School – usually one male and one female student, alongside a deputy - are very special students who live and breathe the values of the school.

They manage the Senior Prefect team and are entrusted to drive positive change within the school community and to speak to them, and for them, at public occasions.

They are challenged to come up with a whole school initiative every year to promote unity and inclusivity. This has included the launch of our now annual Diversity Week and this year the Heads of School pioneered ‘TriniTeams’, a version of a house system with cross-year teams participating in fundraising activities and competitions.

The Heads of School act as a key line of communication between Sixth Form students and the Sixth Form staff team (Head of Sixth Form, Deputy and Heads of Year) to discuss wellbeing or workload issues.

They also have weekly meetings with the Headmaster and Senior Deputy Head to plan their involvement in whole school assemblies but also have the forum to raise any issues on behalf of the Sixth Form and wider student population. It’s a big responsibility.

The experience gained from these roles is invaluable, nurturing essential leadership qualities sought after by universities and future employers.

Prefects undergo training in safeguarding and coaching, hone soft skills such as advocacy, problemsolving, and conflict resolution.

They learn how to listen and communicate effectively with everyone from the youngest students to the headmaster, and prospective families; inspiring the next generation of Trinity students before they have even arrived.

For many, it is also an opportunity for them to give back to the school before they leave Trinity to start their next chapters.

“The best bit about being a senior prefect has been how responsive the school has been to our suggestions; when we put something forward, we can work on it and eventually see it implemented.”

34 In Trinity Magazine Community

Empowerin Tomorrow’ Leaders Community

At Trinity, we understand the impact of an exceptional education in helping young people fulfil their future aspirations.

ing ’s

In Trinity Magazine Community 35

We have worked closely with local primary schools for many years, sharing our facilities, resources, and teaching talent to offer opportunities to primary school children they may not otherwise have and encourage the same educational aspiration our students enjoy.

In turn, our own students benefit from working with the staff and pupils from our partner primary schools, with opportunities for them to engage in leadership activities across various events.

Our featured leaders Dan Owen

Haris Adeoye

Aayan Abbas

Matthew Oppong

36 In Trinity Magazine Community

Leadership in STEM

A great example of this is as part of our Science, Technology, Engineering and Maths (STEM) programme. There is a small group of student ambassadors from the Second and Third Year whose main role is to assist with our primary school STEM sessions, which take place every six weeks.

There is a selection process; we look for passionate scientists who want to share their love of science with younger students, have good interpersonal skills, and are willing to give up their time to be involved.

Their main role is to relay information between the primary school students and the teacher leading the STEM session, so they need to be engaged and engaging. They also help us develop these sessions over time by providing excellent feedback. We call them STEM ambassadors because as well as representing Trinity, they are representing the subject matter, and we hope they make it engaging and fun.

Again, we always get very positive feedback from the visiting schools on how well the ambassadors have interacted with the primary school children and helped them learn more, while learning valuable lessons themselves.

Second Year student Haris Adeoye says, “I’ve been captivated by science for as long as I can remember, and I want to pass on the excitement that I got from those science experiments to others.

I really enjoy seeing the smiles on their faces and knowing they are having fun and learning makes me feel amazing.

I have learnt to be patient - learning does not have to be rushed – and to be a good listener.”

Third Year student Aayan Abbas says, “Science is my passion and when I saw this opportunity, I got really excited.

I wanted to inspire younger students to explore, have fun and be curious about different concepts in science. I believe they feel comfortable talking and sharing their ideas with me as I am closer to their age. Being an ambassador has helped me develop skills in communication, leadership, and teaching. I hope it will also help me to pursue my aspirations in science.”

“I wanted to inspire younger students to explore science” Aayan Abbas, Third Year student

In Trinity Magazine Community 37

Leadership in sport Part of the PE curriculum is about leadership and coaching, and Fourthand Fifth-Year students who stand out during those lessons are given the opportunity to run sessions with our partner primary schools.

Every Field Day, our termly off-timetable day, we host sports tournaments, and our students oversee the smooth running of these rugby, cricket, and hockey events. They officiate the matches by timekeeping, scoring, refereeing, as well as liaising with parents, coaches and teachers from the primary schools. It can be a challenging role, but many students feel empowered by the opportunity.

As well as officiating, our students act as team leaders for the schools. They look after the children when their teachers are at the briefing, conduct the warm-up, and coach them through the tournament.

They are also in charge of substitutions, rewarding and praising good play, and improving technique or tactics within their team.

“To be a sports leader you need to have patience” Matthew Oppong, Fifth Year student

Stacia Long, Teacher of PE and Trinity Partner Primary Schools Lead, says, “We like to pair our students with their old primary schools, so there’s an immediate connection. What I love about Trinity students is they always try their hardest because they know how much it means to the younger children.

“They need to be effective communicators, have integrity and be decisive, especially when refereeing. They also need to connect with the younger pupils; we recommend learning their names, to gain their trust and ensure their experience is positive. They need to remember they’re representing Trinity as well as themselves; it’s a lot of responsibility, but responsibility that they relish.

The primary schools programme is very successful; the feedback we get is always positive.”

One student who is regularly involved is Fifth Year Matthew Oppong. He is a star basketball player, but also plays multiple other sports, so gets involved in different tournaments. He helps with his former school, St James the Great RC Primary, and the feedback is always amazing.

Matthew says, “I find helping during the Field Day sport tournaments great fun and I love to see the joy sport can bring to primary school kids. To be a sports leader you need to have patience and be able to communicate, as often you need to explain the same things lots of times! I’ve learned lots of transferable skills for playing sport as well as leadership in general.”

Dan Owen, Fifth Year student, has formalised his leadership skills and has just qualified as a rugby referee. He says, “I was interested in becoming a referee to learn more about the game. Trinity taught me that being a good leader in sport is more about communication and character than being the best player. Refereeing for some of the younger students at school is very empowering; I really enjoy it.”

38 In Trinity Magazine Trinity Trips

Trinity Trips

Education beyond borders

1 2 3

From Trinity to Taiwan: a cultural exchange

Austria ski trip: adventure on and off the slopes

Chasing geysers: Geography trip to Iceland

We believe in providing our students with transformative educational experiences that extend far beyond the classroom walls. This year, our overseas excursions spanned Europe, Africa, Asia, and North America and offered students amazing opportunities for personal growth and cultural exploration.

By immersing themselves in new environments and pushing themselves out of their comfort zones, our students not only expand their horizons but also develop essential life skills, fostering independence and resilience.

Through these experiences, we aim to empower our students to become global citizens who are prepared to thrive in an ever-changing world, equipped with cherished memories and lifelong friendships forged along the way.

1

From Trinity to Taiwan: a cultural exchange In October, the Chinese Department embarked on an unforgettable trip to Taiwan with 25 students from the Third to Fifth Year. They travelled from central Taiwan to Taipei and onto Hualien on the east coast; students tried local delicacies, experienced the culture of the aboriginal Ami Tribe and befriended Taiwanese students. The trip was also a rare opportunity for students to use their Chinese language skills.

Fourth Year student Aaron George says, “The Taiwan trip is one I shall remember for the rest of my life. It was probably the most eventful week I have ever had.

From visiting the Taipei 101, a building which used to be the tallest in the world, to having a boat ride on the Sun Moon Lake; from tasting new cuisines to seeing the National Palace Museum. The whole experience was made better by our tour guide, Louis, a much-loved member of our group who made everything funnier and more interesting.

“However, the best part of the trip was visiting Tzu Chi High School. We met new people, made new friends, participated in activities important to Taiwanese culture (such as calligraphy and martial arts), cooked our own food, learned about the history of the Tzu Chi Charity Foundation, and finally said goodbye to our new friends. You might think the language barrier would be a problem, but it was our difficulty in speaking to each other that made the conversations more interesting.”

“We made bao buns and bubble tea, shot fire out of bamboo cannons, and climbed to the top of Taipei 101: it was a truly brilliant experience.”

Emile Guiblin, Third Year

40 In Trinity Magazine Trinity Trips

2

Austria ski trip: adventure on and off the slopes Trinity embarked on an exhilarating ski adventure to Austria’s Zel Am See and Kaprun before Christmas, with a group of enthusiastic student skiers from across the school, joined by an equally enthusiastic staff team. The pristine conditions of fresh snowfall and endless blue skies made it an unforgettable trip for all.

Georgie Webber, Head of Upper Sixth who attended the trip, says, “The progress among all our skiers was remarkable: our beginners pushed their boundaries, culminating the week by fearlessly tackling red runs, a testament to their dedication and growth. Meanwhile, our advanced skiers embraced the challenges of deep trail snow.

“Beyond the slopes, our activities were just as vibrant. From ice-skating to traditional Austrian skittles and swimming, students certainly made the most of their time.”

Nate Shirbon, First Year student, said, “What made the trip so great is that after a day of skiing and then dinner, we would go off and do other activities such as swimming, a Christmas market, party games, table tennis, bowling, ice skating and The Alpine Coaster.”

Alexander Wright, First Year student, added, “The best part of the trip for me was the half pipe. It was the shape of a pipe cut in half and you had to ski down it in ‘u’ shapes. I remember being really nervous the first time and going up to the icy part of the pipe, but then I became more confident.”

“My highlight of the trip would probably be spending time with my friends. It was amazing sharing all our falls, fails, and successes.”

Guru Dhamodaran, Third Year

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3

Chasing geysers: Geography trip to Iceland The Geography Department took a group of 40 students on an adventurous trip to explore the diverse natural landscapes of Iceland last October.

Third Year student Finlay Johnson reports, “The itinerary looked amazing, and we were all really excited to set off on our trip. We started in the Southwestern Region of Reykjanes which is a conservation area. There was a good photo opportunity to stand in the middle of two continents – Eurasia and North America – across the tectonic plate boundary.

We visited the world-renowned waterfall Seljalandsfoss which was really cool because you could walk behind it and the water was very loud – it sounded like thunder! We learned about how Iceland gets its energy from geothermal power stations. We also visited Geysir to see... geysers! We were all excited to film one erupting and they didn’t disappoint; we all got showered with warm water, it was amazing.

We experienced an authentic Icelandic spa, where outdoor springs were heated geothermally and there were wisps of steam coming from the hot pools. It was incredible to be outdoors in such a cold country but still be nice and warm in the pools.

On our last day, we went to view molten lava. To see this in real life was incredible and something I won’t forget.

Finally, we went to do a 4D FlyOver of Iceland, experiencing a bird’s eye view of the best spots on the island. Our chairs shifted in all directions as we ‘flew’ over glaciers, the capital city and the stunning beaches, it was truly amazing.”

42 In Trinity Magazine Co-curricular

, e r u t n e v d A d n a e g a r u o c p i h s r e d a le

Co-curricular

F C C s ’ y it n i r T n i

The origins Trinity’s Combined Cadet Force (CCF) dates back to 19 October 1915 when a Cadets Corps, comprising of an army company, was introduced.

It was a very different time, and poignantly, their first duty was to attend the funeral of the school’s three Currie brothers, all killed in action during the First World War. The Royal Air Force and Royal Navy sections were added in the 1940s, and the CCF as a national organisation was established in 1948.

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Trinity CCF today Although in the early days, there was a direct link between school CCF and recruiting for the armed forces, today joining the CCF is about offering students the opportunity to experience a broad range of challenging, exciting, adventurous, and educational activities.

Cadets will also develop their sense of responsibility and the qualities of selfreliance, resourcefulness, leadership, perseverance and a sense of service to the community. These will remain of value throughout the cadets’ lives and will be relevant far beyond their school days.

We are very lucky at Trinity to have fantastic resources for the CCF including two dedicated members of staff School Staff Instructor, Capt Anthony Muirhead (OMW 04) and Contingent Commander, 2Lt Rahji Shrinarine. We have recently refurbished our indoor shooting range, our CCF RIB – Trinity – has just had a substantial refit completed and the cadets make use of the school’s extensive grounds and training equipment.

We continue to offer an Army, Royal Navy and Royal Air Force section, and each follows their parent unit’s syllabus training. Key skills learnt across the three sections include: marksmanship skills, drill, navigation, first aid, the field gun, and camp craft.

In addition, the Royal Navy section learns about ropework, seamanship and has an unsurprising focus on afloat training.

The Army section learns about fieldcraft, tactics, signals, and skill-at-arms. In the Royal Air Force section, cadets can attain a plethora of badges, including; shooting, radio, leadership, first aid, and more.

Adventures away from school There are regular training camps and trips – locally and abroad – which are the highlight for cadets and a great opportunity to put their skills to the test.

Last summer’s camp in Cyprus was an unforgettable experience, with cadets taking a helicopter ride in a Puma HC2, spending time in the dog section, the Explosive Ordnance Disposal (EOD) squadron, Air Traffic Control, and the local Cypriot Fire Department. They had a lot of fun too, with beach visits, water fights, BBQs and karaoke, and our cadets were there with others from neighbouring Croydon schools.

“Overall, I loved the experience and will never forget the memories I made with my friends and those from other schools.

I gained so much both leisurely and expanded my CCF knowledge, it was a resounding success.”

LCpl Tobechi Uche, Fifth Year student

44 In Trinity Magazine Co-curricular

Skills development The CCF develops cadets in a way that is difficult to emulate in other areas of the school and students with aptitudes in all areas of school life can develop lifechanging skills.

Leadership As a cadet progresses in the Corps, they may receive a promotion – based on merit – which will give them more responsibility for junior cadets.

Fifth Year cadets undertake a leadership and method of instruction course at the start of the year and develop skills and styles of leadership. Older students benefit from the experience of leading younger students in activities on camp as well as in the classroom as instructors.

Self-discipline Cadets are expected to show selfdiscipline in their conduct. In their presentation on parade and their precision during drill. Some activities can be dangerous – although they are always conducted with strict safety criteria in place – and cadets are required to be extremely disciplined during these activities.

Courage Cadets are encouraged to be courageous in what they do, be it moral or physical courage. Controlled risk taking always requires courage and this is a life skill that will benefit them in so many ways whilst still at school and beyond.

Confidence Cadets build their confidence during their time in the CCF through the range of activities and experiences they enjoy. When they reach the Sixth Form, they are often confident, articulate public speakers, they have pushed their own boundaries in many ways, and they are ready to take on any challenge.

WO2C Abi Watkins Abi Watkins in the Upper Sixth is this year’s Senior Cadet, the student figurehead of Trinity CCF. She says, “The Senior Cadet acts as a role model to the younger years and this is especially important as a female in a position of authority, with only boys in the lower years.

I am also involved in the student Equity, Diversity and Inclusion (EDI) committee, so am particularly passionate about tackling stereotypes in the CCF and wider school.

“The Cyprus camp at RAF Akrotiri is a definite highlight of my time in Trinity CCF (particularly riding in a helicopter). The competitions which run on Field Days are always really good; I love a little healthy rivalry between the sections!

“Being in the CCF has really boosted my confidence. There have been many situations that have encouraged me to trust my own judgement, and this has helped me improve outside of CCF as well.

Training the younger cadets has also given me confidence to stand up on stage, play music in big concerts, and even to deliver a speech at the CCF Corps Dinner.”

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Major Joshua Sanders Major Joshua Sanders (Class of 2006) joined the Army in 2012, and has enjoyed a broad career with many roles. He has been deployed on operations and for training across the world including parts of Africa, Eastern Europe, and Central America and in the UK supporting the Civil Authority, most recently during the COVID-19 pandemic.

He says, “I remember very early on watching the older boys parade each week looking smart and military-like, ready to take part in the week’s CCF activities and I always knew I wanted to give it a go myself. For me there were fewer better ways to spend my spare time than learning basic military skills including how to live and survive in the field, how to shoot, the value of physical fitness, and even how to get the best shine on my boots! Permanent Staff Instructor Mel Thompson, a fearsome Irish Guards officer, was an inspiration to me; a role model outside the classroom, and someone who taught me the values of honesty and discipline which I have since found to be so critical in my military career.

“I was selected for a scholarship to the Army whilst still at Trinity and continued my early military education whilst at university as part of the Officer Training Corps. Whilst I was already considering a career in the Army even before I joined the CCF, my time as a Cadet gave me my first real taster of what it could be like and prepared me well for the process of applying to join the Army. I cannot recommend it highly enough.”

Leading through values

On the cover

Thank you

Contact

The cover image for this issue incorporates a statement which explores the idea of leadership, and what it means to all of us in the Trinity community.

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.

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