Talk of Trinity Autumn/Winter 20/21

Talk of Trinity LOCKDOWN FA I L S T O DAMPEN ENTHUSIASM

SCHOOL COMMUNITY UNITES TO LEARN, PERFORM AND DONATE CHANGING LIVES

GIVING DAY RAISES £113,000 FOR TRINITY’S BURSARY FUND ANOTHER BUMPER YEAR FOR R E S U LT S

OVER A THIRD OF GCSE STUDENTS ACHIEVE FULL SET OF 8 OR 9 GRADES L E AV E R S

OVER 90% OF U6 LEAVERS MOVE ON TO FIRST-CHOICE DESTINATIONS Image by Alfie Nicol, exploring his Art topic of ‘Power, Energy and Dynamism’

WELCOME

TO OUR LATEST EDITION OF TALK OF TRINITY

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en Hill was one of our A level Photography students last year, and he produced these images of London bus journeys as part of his ‘Transformations’ study. He captures neatly the sense of commuters being enclosed, with little sense of their surroundings as they change, or where they are heading, until they arrive at their destination. In more than one sense Trinity is about transformation too, and particularly so in 2019-20.

Over last Easter holiday, the whole school moved online. Our staff showed they are very much learners as well as teachers as they explored a new way of working, and after a week of training they began delivering lessons to students at home. Our students had to learn quickly too, but their adaptability was impressive, and this change presented an opportunity to learn new and valuable skills – they are ready to use them further if we switch to remote learning again. We were delighted that our parents told us 95% of students were getting the support they needed to learn effectively in this time, and our dialogue with students and parents helped us to adapt our teaching further to improve the students’ experience.

Lockdown presented new avenues for creativity – cooking, design, music, drama, art, photography and various exercise regimes all flourished, with short films curated and shared within the school. We were delighted too that the hard work and ability of our exam year groups were rewarded with terrific grades.

Whatever success, talent or opportunities our students have, they will not think anything is beneath them.

In a confusing and sometimes chaotic year for them, 90% of our leavers achieved a place at their first choice of university or college, and we look forward to seeing what they will achieve and contribute in the years ahead.

The ongoing work of transformation is in our students however. I hope that this edition highlights not just the kind of young people that we want our students to become through being at Trinity, but also the nature of the school experience day-to-day which shapes them. There is a remarkable range of interests and achievements demonstrated here, but we expect too that whatever success, talent or opportunities our students have, they will not think anything is beneath them – they can be excellent but not elitist, ambitious but not pretentious, confident but not arrogant, and consciously inclusive not exclusive. I hope you enjoy reading about them.

PS Well done to Ben – he got his A* grade in Photography.

Alasdair Kennedy, Headmaster

LOCKDOWN STORIES

SCHOOL COMMUNITY IS BUSIER THAN EVER DURING PANDEMIC

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ockdown was hard for many, but the school community pulled together and the circumstances we found ourselves in failed to dampen our enthusiasm. Students amazed their teachers with a prolific amount of extremely high-quality academic work, musical recordings, artistic endeavours, fundraising, and fitness pursuits.

In Spanish, students cooked up a storm with a ‘cookalong’ every Friday involving the preparation of delicious Spanish and South American food, knocking up Tortillas, Paella, Mexican street food, and much, much more. Students also recorded themselves performing tongue twisters in various languages, doing tours of their homes and speaking out against racism in French - while a Trinity Fourth Year French class came fifth worldwide on a language website leaderboard, This is Language - out of 200,000 across the world. Bravo!

Staff and students also helped the wider community by creating PPE for the NHS, and writing postcards and delivering performances to local care homes. Sixth Form student Alex Harper even took on a role in three pharmacies. “The sector was understaffed,” he explains. “There were also employment opportunities – pharmacies being one of the few businesses that were allowed to stay open - so I could work to save up money for university. I have gained new responsibilities within the pharmacy setting and I am able to dispense more effectively.”

The Trinity Community supports frontline workers during the Coronavirus pandemic

There were employment opportunities – pharmacies being one of the few businesses that were allowed to stay open - so I could work to save up money for university.

TRINITY STUDENTS CELEBRATE EXCELLENT A LEVEL RESULTS

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espite unchartered circumstances, the vast majority of our hard-working students had their dedication rewarded, opting for a fantastic range of courses.

What’s more, a total of 15 students gained an offer from Oxford or Cambridge this year.

Katie Birch was one of these, having scooped four A*s.

She was also part of a school team which travelled to Malawi, helping to build a new school in Chipwepwete.

“I am thrilled to have been offered a place to study history at Somerville College, Oxford; a college which has pioneered women’s education since 1879. I love the social side of history and learning about specific people because I think this brings history alive,” she says, adding, “I’ve really appreciated the sense of mutual support between my year group and the teachers.”

A strong year for humanities In fact, the class of 2020 saw large numbers opting for subjects such as History and Philosophy at undergraduate level.

A LEVELS

Isaac Hilsley will study PPE at Oxford and says that he was drawn to the course because of the connections it made between the three areas.

“I’ve always had an interest in the way that the world works and what drives the decisions that those who run it make,” he adds.

Also opting for PPE is Trinity Ramsden-Board.

Having achieved three A* grades at the same time as fulfilling all her duties as Head Girl, she says she particularly enjoyed playing a leading role Politics Society.

Meanwhile, Isaac Flanagan will study Maths at Trinity College, Cambridge, having secured an outstanding ‘S’ in his STEP exams. He follows in the footsteps of his namesake Isaac Newton at probably the most competitive Maths course in the world.

The STEP exams this year were invigilated remotely from London and Isaac says: “Lockdown gave me the opportunity to focus more on the things I really like such as running.

I also still had the STEP exams to work for so I spent a lot of time revising,” he adds. It obviously paid off!

Ying Kei Lo also did extremely well in his STEP papers and will study Maths at Clare College, Cambridge.

But he says the best thing about Trinity, for him, were all the music tours and concert opportunities.

Many opt for vocational courses Within this year’s cohort of Trinity leavers, nine students have also gained places to study Medicine or Dentistry.

Rutuja Kale is now going to study Medicine at Sheffield. “The teachers are all incredibly supportive,” she says.

She advises other students to set up work experience. “I wasn’t sure I wanted to study Medicine until I did this and saw that it has an immediate effect on people’s lives,” she points out, adding, “be proactive in asking for help and make the use of the support that is there at Trinity.”

Meanwhile, Angela Chen will also be at King’s College, London, studying Dentistry. “My teachers were always happy to help me at breaks and lunches,” she says. “My advice to those starting A levels now is to stay on track; especially in this climate. Our grades were assessed on our normal, day-to-day work. So keep on top of it, but don’t worry too much. I just persevered.”

There are a similar of students from this year’s cohort going on to study Law following their A-level success.

Sam Leeves, for instance, will study at Exeter. With three A* grades under his belt, during lockdown, he worked at Waitrose and managed to save £3.5k towards his costs for university.

“I have Tourettes and ADHD and I was really looked after in the Sixth Form, after my diagnosis,” says Sam. “Fortunately I think there is more of a celebration of diversity in the workplace now. But what I’m proudest of is my work ethic.

I got that from Trinity but also my Mum and Dad.” Olamide Ogunnaike also chose Law and will study at Fitzwilliam College, Cambridge. He enjoys debating and exploring the legal aspects of current affairs and contemporary issues.

18 students from this year’s cohort choose to study Engineering No fewer than 18 students chose to study Engineering across all its guises this year – from Mechanical to Civil Engineering, Acoustical, and Electronic, some also opting for courses including Management or a year spent in industry.

What I’m proudest of is my work ethic. I got that from Trinity but also my Mum and Dad. Sam

Other popular choices this year were Economics, Business or Finance related degrees, with over 30 students going on to take courses in these areas.

Josh Crispin opted for Business with Professional Placements at Bath University. “I wanted to do a course which enabled professional placements in the working world,” he explains.

Matthew Aldridge will study Engineering at Cambridge, for instance. “I wanted the chance to make a genuine contribution to improving people’s lives,” he says. “I was first drawn to Engineering after a careers presentation in the Fourth Year. I chose Maths, Further Maths, Physics and Product Design. These subjects worked really well together.”

Matthew was inspired by a book by Louis Solway, a civil engineer who has travelled the world helping to solve problems utilising eco-friendly solutions as well as by an exhibition at the V&A, featuring the notebooks of Ove Arup, the renowned engineer who was responsible for working out the roof structure of Sydney Opera House, amongst many other projects.

Abby Davison chose Leeds, too, opting for Economics and Geography, having fallen in love with the city and wanting to take a course which combined both of these subjects; James Taylor opted to study Modern Languages with Business at Nottingham, having secured three As. “It’s a great combination of business and Mandarin that will hopefully make me very employable,” he says.

True creative excellence Amiri Harewood, a Trinity Steinway Scholar, has a full scholarship to the Royal College of Music, this having been his dream for many years, while Elaine Jones opted for the Guildford School of Acting, arguably the leading musical theatre school in the world. “I love that the performing arts can speak directly to a wide variety of people,” she says.

We are so proud of our diverse group of school leavers.

Seeing them go on to follow their passions has been immensely satisfying.

90%

Over

15

students gained an offer from Oxford or Cambridge

Sixth Form students were awarded a place at their first-choice University

2018-2020

MOST POPULAR UNIVERSITY DESTINATIONS FOR TRINITY LEAVERS Manchester UCL

12

Edinburgh

10

KCL

10

Leeds

37

13

Southampton

Bristol

14

30

Durham

15

Loughborough Warwick

15

27 Oxford

15

Nottingham

26

Cambridge

15

Exeter

Bath

18

Birmingham

18

20

OVER A THIRD OF TRINITY GCSE STUDENTS ACHIEVE ALL 8 OR 9 GRADES: THE HIGHEST POSSIBLE MARKS

Daniel Curtis was one of these and he will go on to study Maths, History, Latin and Government and Politics at A level. He hopes to study History at Oxbridge. “The Sixth Form preparation course at Trinity was a really good taster of A-level subjects,” he says.

Louis Morris also walked away with twelve 9s and is opting to take German, Spanish, Latin and English at A level, opting for languages ‘because, wherever you go, you can speak to people’. Louis says he particularly enjoyed a school trip to Salamanca, in Northern Spain. Next on his list is Costa Rica, and he says that during lockdown he also read his first book entirely in Spanish – El Camino by Miguel Delibes.

Seun Ogunyemi says that, despite the nervewracking, five month wait, he can’t wait to start Economics, Politics, RS and Spanish at A level. “I felt supported by the school and was prepared either way for my results,” he says.

Meanwhile, Ben de Sousa was thrilled with his nine 9s and two 8s. He describes it as the culmination of two years’ effort and will be going on to study History, RS, English, and Government and Politics at A level. Ben also enjoyed the Sixth Form preparation course.

“It was great to take part in collaborative work

and discussion; it helped to prepare us for September,” he comments.

Jim Borland will be going on to take Latin, English, Computer Science and Classical Civilisation and says he finds Classics in particular really fascinating – particularly looking at how different societies were.

Jojo Quaquah, who got ten 9s and two 8s, says his advice to others is to work hard throughout. “We weren’t expecting not to sit exams in the usual way. It would have backfired had you left everything too late. It’s wise to pretend every exam is your last.” Jojo is keen to study Medicine at university. Sadly, he didn’t get to celebrate the day he got his results as he was doing work experience. Well done Jojo; always thinking ahead!

Dameer Ahmed also said he was ‘over the moon’ with his results. He enjoyed the Computer Science discussions his class was able to pursue during the lessons in lockdown.

“What lockdown brought up was how important it is to stay in touch with people and all the ways you can do that. My friendships actually got stronger. I have also been making apps and playing around with technology.

I think I will likely do Computer Science or Engineering when I leave school,” he says.

With their enthusiasm and dedication, we can’t wait to see what this group of students will achieve.

What lockdown brought up was how important it is to stay in touch with people and all the ways you can do that.

My friendships actually got stronger.

53

students achieved a full set of A* grades at GCSE

18

students achieved all 9s in their GCSEs

GCSES

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his year over 50 students achieved a full set of grades 8 or 9, 18 of them achieving all 9s.

LIFE BEFORE LOCKDOWN

TRINITY STUDENTS FIT IN A NUMBER OF TRIPS BEFORE LOCKDOWN

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rinity students managed to cram in a selection of trips before lockdown, with Third Year students exploring Chinese cinema at the British Film Institute, the annual Bonn exchange, and a cultural trip to Vienna for the Religious Studies curriculum, to name but a few.

A seven-day tour of Abu Dhabi and Dubai was a highlight for many in the U12 Rugby team, with 26 boys from the First Form travelling with Mrs Long, Mr Kench and Mr Roberts on an Emirates A380 flight, which for some boys was their first-ever flight!

Trinity is a real standardbearer: its students leave school with a respect and appetite for learning; its commitment to arts, music and sport seems to delight almost every pupil, and to reassure many parents who, often justifiably, worry that 21st century living involves no stimulus other than that achieved at the end of an iPhone.

The Good Schools Guide

Vienna

Cameron Buxton says it was great getting to know everyone better, including boys not in his form. “We had to learn new skills and techniques very quickly,” he says. “My tip for boys going next time, would be to have a go at everything, and try to get to know your hosts.”

I had so much fun playing rugby in a different country. We learned more rules than I knew existed!

UAE

C L U B S& ACTIVITIES 100+

“Our job is to introduce our students to as wide a range as possible, to help them discover what they find fun, exciting and challenging,” says Julian Timm, Director of Co-Curricular Activities. Whether on our climbing wall, at our activity centre in the Brecon Beacons, under the water with Sub-Aqua, playing chess, fencing, on the ground with the Cadets, making ceramics or debating, all we ask is that our students have a go.

A Archery • African

Caribbean Society • Art Society • Arts & Crafts • Apiculture • Athletics B Badminton • Biology • Basketball • Big Band C Climbing • Cricket • Cross Country • Cycling • Christian Union • Charity Committee • ChemSoc • Chess Club • Chinese Culture Club • Classics Society • Computer Science • Creative Writing • Cryptic Crossword • CCF • Chinese • Concert Band • Ceramics Club • Chamber Choir D Debating • Design and Technology • Drama • Digital Art Club • Drawing Club E Economics & Business Society F Fencing • Football • First Aid Club • French Society • Further Physics • Film studio (Trinity News) G Golf • Geography Society • German Club • Greek Society H Hockey • History Society • Hard Sums Club • Hispanic Society J Junior Science • Junior Jazz Band • Junior Sailing Club L LAMDA • Law Society • Lower School Debating • Literary Society • Lego Robotics M Mathematics Club • Maths Challenge • Model Making • Modern Languages • Music Society N Netball P Photography • Physics Society • Psychology • Politics Society • Philosophy R Rugby Analysis • RS • Rounders • Rock Club S Swim Training • Sailing • Squash • Strength & Conditioning • Sub Aqua • Special FX • Sixth Form Council • SolidWorks and 3D Printing • STEM • Study Skills • Shooting • Senior Debating T Tennis • Table Tennis • ThinkSoc • Technical Theatre Club • Trinity Strings U Upper School Photography V Very Hard Sums Club W Water Polo • Wargaming Club • Wildlife Y Young Enterprise • Young Engineers

NATURAL SCIENCE SUCCESS FOR TRINITY STUDENTS

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ixth Form students Nicholas Johnsen and Jonathan Long have both received offers to study Natural Sciences at Cambridge. The course covers a wide range of natural sciences, from physical sciences to biology, taught alongside the history and philosophy of science.

SCIENCE

SPOTLIGHT ON SCIENCE

Nicholas is considering a career in technology consultancy. He said: “I’ve learnt that with hard work and the right attitude, there are no limitations. What I like most about science is being able to describe and explain natural phenomena in our universe.”

Jonathan added: “I am very much looking forward to studying at Cambridge and the opportunity to work with world-leading academics. I chose Cambridge’s Natural Sciences course because it gives you so much more flexibility than other courses, and includes aspects of a lot of areas I’m interested in, like ecology and zoology.

“One thing I’ve really enjoyed is how our work this year builds on the more basic work we’ve done in the past, explaining the mechanisms and complexities behind why things are the way they are.”

Our work explains the mechanisms and complexities behind why things are the way they are.

Jonathan

Trinity science students spend the afternoon sampling at the wild botanic garden at Wakehurst, West Sussex - home to the Millennium Seed Bank

We saw information in the text book turning into reality in the lab in front of us.

Sebastian

“There are 118 ‘known’ elements in the universe, but the concept of the ‘unknown’ is what fuelled my passion for Chemistry,” says Jessica Man. “It is this sense of discovery which led me to the diverse A-level combination of Maths, Chemistry, Spanish and Psychology. Maths complemented Chemistry in numerous aspects of the course, particularly inorganic which allowed me to manipulate questions scientifically and mathematically. Forensic Psychology was one of my favourite topics of the Psychology syllabus as forensic toxicology is a path I’d like to explore.

“The opportunities at Trinity are unparalleled.

MedSoc and ChemSoc talks enabled me to refine my understanding of the influences that Chemistry has on society. Gaining insight from these assisted me in achieving awards in the Cambridge Chemistry Challenge and the UK Chemistry Olympiad.”

“I find it so safisfying to learn about the world around me,” adds Lauren Stewart. “We always had a laugh, which is something I liked about the way science was taught at Trinity. Even seemingly mundane things can be exciting once you start learning how it all fits together.”

What I like most about science is being able to describe and explain natural phenomena in our universe.

Nicholas

Q&A Rohit will study Materials Science at Oxford: What do you like most about science? I like that I am not limited to my career choice by choosing a degree in science. I’ve found inspiration in those who have started their career in science or STEM and gone on to reach positions of success in other fields.

What advice do you have for those joining the Trinity Sixth Form? Use your free periods to work when exams are near, and use the library.

Why did you choose this course? It aligned well with the A-levels I was doing and the course content seemed applicable to many areas; making life easier when I come to finding internships, or permanent work.

I’ve found inspiration in those who have started their career in science or STEM and gone on to reach positions of success in other fields.

PROFILE: MICHAEL WILL STUDY BIOLOGY AT THE UNIVERSITY OF YORK

Biology will be an important subject for the future, not least because of the variety of human diseases, including COVID-19, but also to tackle the environmental crisis

I

chose to study Biology due to years of being fascinated by this incredibly diverse subject, both within and outside of lessons. The support and enthusiasm from my Biology teachers and Mrs Highmore, Head of Careers, further encouraged me to follow my interests. I genuinely believe that Biology will be an important subject for the future, not least because of the variety of human diseases, including COVID-19, but also to tackle the environmental crisis.

I chose York as the place to study largely because of its course and excellent facilities. The course allowed for me to fully experience all of the aspects of Biology in the first year and then specialise in a chosen field by the third year. York has regular tutorials in which four students are taught by one professor in the area of their scientific research. The close proximity with current research, which is actively made available to students, was of big interest to me.

What I like best about Biology comes down to understanding the living world around us, being able to look at our environment or at ourselves and to learn how these complex processes really work. It only makes “life” more fascinating and I know that I have only scratched the surface. I am looking forward to playing an active part in expanding our knowledge and understanding of biology in order to help answer some key challenges for our future.

First Year students show fantastic creativity in cell competition

Artwork supplied

by Lower Sixth students exploring the workings of motor neurons during lockdown

Q&A Pierre will study Physics at Oxford: Which subjects did you study in the Sixth Form and what did you most enjoy during those two years? I studied History, Physics, Maths and Further maths. I really enjoyed my History lessons because I felt we were able to explore matters beyond the course that helped us develop key historical analysis skills.

What are you most looking forward to about university life? I’m mostly looking forward to being able to explore a new area and effectively begin a new chapter of my life.

What advice do you have for those joining the Sixth Form? Pick the subjects you enjoy and then the subjects you pick will give a good guidance for the career you want.

Another piece of advice is to bear through. The transition from GCSE to A level is not easy.

But with a strong work ethic and determination there comes a “eureka” moment where it all fits into place and becomes a lot easier. Most people have a distinct lack of determination and just give up.

So, just work hard and pick the subjects you want to do.

There comes a ‘eureka’ moment where it all fits into place.

If you could share one piece of your scientific knowledge that you find the most interesting - what would that be? I enjoy Einstein’s theory of special relativity because it proves that, while one of the things our limited mind believes is that time is permanent, in reality it’s also relative, much like position.

Where do you see yourself in five years’ time? I hope I will be able to go to America for my postgrad.

Why did you choose physics? I chose physics because I enjoy the mathematical element of it and its ubiquity in our daily lives.

s sco

MYRIAD OF OPPORTUNITIES

HELPING OUR COMMUNITY TO STAY CONNECTED DURING LOCKDOWN

BY DAVID SWINSON, HEAD OF MUSIC

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s soon as the national lockdown became inevitable, plans were rapidly put in place to ensure that our young musicians continued to make good progress. Key was ensuring that individual instrumental and singing lessons could continue.

Our visiting music teachers set about getting to grips with Teams and Zoom. The vast majority of pupils have continued to learn online and, while this method of remote teaching doesn’t replace the immediacy of faceto-face interaction, there have been many positives: Teachers often report increased focus among pupils and the use of technology has enabled teachers to link resources through the use of OneNote, YouTube, and so on. A further benefit has been the increased flexibility of scheduling: pupils have been able easily to request extra lessons, and leavers have become excited by the prospect of continuing lessons with their current teachers when they commence their university studies.

School musicians love to make music with their friends and we have worked tirelessly to maintain a sense of

The school’s music is so good… that it defies any easy description... There are superb opportunities.

The Good Schools Guide

community while separated. We have done this in two ways. First, we have continued to have rehearsals and run clubs. Rehearsing a group online does not really work as variable internet speeds make it impossible to co-ordinate an ensemble. However, rehearsals can work if individuals play or sing to each other and a teacher-led discussion follows; new music can be learnt this way. Most importantly, it has been good for the morale of both teachers and pupils to stay in touch.

The weekly jazz club has been particularly successful in combining social and educational elements. Second, we embarked on a series of virtual recordings.

Put simply, a virtual recording combines recordings made separately by individuals. Many professional orchestras and choirs have been making these and the results can be most impressive and often moving, as viewers reflect on that fundamental human need for shared experience. The skills required are not inconsiderable. Our pupils are performing pieces they usually perform with others. That often requires courage and confidence. Many of our virtual recordings

Rehearsing at AIR studios for the film score for Leo Carax’s musical, Annette

were already published on the Music Lockdown Series on YouTube – including performances by the Girls’ Choir, the Boys’ Choir, a mammoth project by the Choristers involving a whole service of evensong dedicated to our leavers, the Big Band, and various guitar groups and orchestras.

MUSIC

Many of our young musicians are motivated by performing to others and we have given them an additional platform in this way. The results were phenomenal.

A look ahead to longawaited performances

The producers and directors were convinced that the boys were going to be the stars of the opera. Performances were sold out.

The boys had the satisfaction of rehearsing the whole opera thoroughly, and with the orchestra on stage, but then also the frustration of being denied an audience to appreciate their talents. Malmo Opera was so thrilled with their work and professionalism that the production has been postponed to October 2021, with Trinity boys again taking the leading roles.

The coronavirus lockdown involved the cancellation and postponement of many exciting concerts, operas and tours. Happily, the diary for 2021 is busy and exciting!

At the end of March, eleven boys were about to make their debut at Malmo Opera in Sweden. They had spent the previous seven weeks working on Sir Peter Hall’s famous Glyndebourne production of Britten’s A Midsummer Night’s Dream; a production Trinity boys have performed on four occasions at Glyndebourne and in Malaysia.

Jasper Bew and Jacob Haunstetter were sharing the principal acting role of Puck while the other boys (Felix Barry-Casademunt, Daniel Todd, Simeon Wren, Thushan Peiris, Arthur Clark, Caden Cheong, Maksim Lalic, Finn Rabheru and Joseph Lipinski) were singing the named and chorus fairy parts.

The boys had a wonderful time in Malmo, exploring the local environs, improving their culinary skills and making new friends, all while keeping up with their schoolwork. They were one week from the first show when they had to return to the UK and they had been about to perform magnificently.

The results of virtual recordings can be impressive and often moving, as viewers reflect on that fundamental human need for shared experience.

Meanwhile, back in London, Leo Jemison was also in the final stages of rehearsing for an opera production. Leo was about to perform the principal role of Miles in Britten’s The Turn of the Screw with conductor John Wilson and director, the actress Selina Cadell. Again, this production has been rescheduled for this coming October.

There is much to look forward to in 2021 with invitations to sing in France, Germany, Luxembourg and Sweden, operas at Glyndebourne and concerts at the main London venues.

Eleven boys make their debut at Malmo Opera in Sweden

PROFILE: JOSHUA KENNEY HAS REACHED GRADE 8 IN PIANO AND VOICE AND GRADE 7 IN CLARINET.

He took A-levels in Music, English and Psychology and is going to study Music at Merton College, Oxford.

“I was lucky enough to perform abroad as a treble singer in the choir, including Japan, Poland and France.

Playing in the orchestras and chamber groups at Trinity was very enjoyable and has shaped me as a musician,” he says. “My advice is to always say yes to performance opportunities; playing to an audience really pushes your ability as a musician.”

“Practising an instrument requires immense discipline and time management, but the end result is so satisfying,” he adds.

Joshua is looking forward to meeting new people who are passionate about their subject, whether they’re reading music or something else, and to collaborating.

“Oxford’s tutorial system means I can have in-depth discussions about ideas or theories with tutors and students,” he adds. “I have enjoyed participating in online music projects. The school choir has been recording a virtual evensong, which is a new challenge I haven’t had before. Practising away from the instrument and in my head has also helped me as a musician.”

My advice is to always say ‘yes’ to performance opportunities; playing to an audience really pushes your ability as a musician.

Trinity Music by numbers

100 150+

students involved in professional engagements each year

pupils in choirs

I love singing and listening to Handel’s music, it is so intricate and conveys the intended emotion perfectly.

PROFILE: BETH FITZPATRICK IS A VIOLINIST, PIANIST AND SINGER.

She has grade 8 distinctions in violin and singing and an ARSM performance diploma in piano. She is going to study Music at St Peter’s College, Oxford.

50 3 1

Steinway pianos

Over

500 26

instrumental lessons per week

organs

“In the lockdown period, the only part of making music I miss is the collaborative element. When you are playing or singing in the same room as others, you feel the energy of the room – it is something technology cannot replicate.”

She tells other budding musicians: “The best part of learning any instrument is the ability to express yourself. In the initial stages of learning a piece, the main challenge is playing the right notes. After that, the ability to begin putting emotion into the music helps develop a real joy in playing the piece, whether it is for yourself or others. Crossing that bridge is so satisfying and helps propel me towards the next stage.

MUSIC

“I have been part of musical recordings with numbers of people ranging from one to two hundred and fifty. I really enjoy watching and contributing to these kinds of projects.

I have been involved in so many concerts and groups, performing huge choral numbers such as Mozart’s Requiem and orchestral works such as Tchaikovsky’s Symphony No. 5 and Gershwin’s Rhapsody in Blue. I was also given the opportunity to perform Dido in Purcell’s opera Dido and Aeneas and the female solo in Duruflé’s Requiem. And I learned how to create a good programme for recitals and competitions, which I would not have been taught elsewhere. The school ethos which encourages students of all ages and abilities to engage with musical activities is wonderful,” she says.

“I love singing and listening to Handel’s music, it is so intricate and conveys the intended emotion perfectly,” she adds. “When you are in a competitive situation, it is important not to become disheartened if you do not perform as well as others. Instead, listen to criticism.

Advice can be invaluable.”

pupils with grade 8, almost all with Distinction professionally equipped recording studio

80

group rehearsals per week

JOINING IN

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LOCKDOWN FAILS TO DAMPEN ENTHUSIASM AS PRODUCTIONS MOVE ONLINE WRITES CHRIS CHAMBERS, HEAD OF DRAMA

ockdown was implemented just prior to production week for Coram Boy, writes Chris Chambers, Head of Drama. “We had rehearsed the play throughout the spring term and it was a different experience for the boys and girls of the cast as we were collaborating with local amateur theatre group The Mitre Players – the first collaboration in over ten years.

This united adults and students from all over the local community and within the school. We were working closely with musicians and singers who would provide the underscore. It was an ambitious production and we had arranged for one of our student actors, Barney Sayburn, to be flown

on a wire from an eight foot balcony, as he tried to save two drowning ‘Coram’ boys. The set had been built and was ready to go…

I can still remember the feeling when Mr Kennedy appeared in The Mitre Theatre on the day of the final run through, to ask us to consider whether we may need to postpone the production. We went ahead that evening and recorded a full run, raw but brilliantly acted and the next day we postponed the show. In this instance, sadly, the show must not go on.

In the weeks and months after, I have been struck by how theatre unites people in the here and now – the

I will be working to invent new ways of collaborating on drama projects and giving that sense of togetherness, which is what it is all about.

invention, camaraderie and creativity.

The very act of rehearsing a play over an extended period, relying on every actor or technician to dedicate themselves to a communal goal, being willing to adapt and being open to the challenges of working as a team has always resonated with me as something rare, demanding and inspirational.

It is built on a hope that all the necessary factors will combine, through hard work, to create something unique, that can never be replicated in the same way again. It is an act of great trust, to put on a play.

And, in my experience at Trinity, I feel these qualities are being expressed consistently.

Coram Boy will make it to the stage this Autumn. But it’s always the case that the production we made together at that time will never happen in exactly the same way.

One production that did make it all the way was Lloyd-Webber’s Joseph and The Amazing Technicolor Dreamcoat. It felt like the perfect project for Trinity as it allowed whole school involvement, crossdepartmental collaboration, involving both music and arts departments, and was a great story full of stunning melodies.

Building on past productions of Oliver and Treasure Island I was keen to tackle an ambitious project with students taking the lead in every aspect of production. Students were able to work closely with visiting professionals on sound, lighting, set design and choreography. Key design elements were a hydraulic lift for Joseph to rise up at the end of the show, his hand-made multi-coloured coat (Thanks, Mr Coma) and countless props to add variety to each scene.

But the most invigorating period is of course working daily with the students - over 80 of them - each adding layer after layer to their performance as we gradually piece the production together. A collaborative ethos ran through the cast and crew and together I believe we created something unique for the 2,000 people who saw the show, including 450 primary school children who attended. A production on this scale allowed the ensemble to engage fully and bring their own energy to the characters they played. What I am sure of is that many will treasure having been part of this show as they move on to the next challenge.

We then moved online, with Shakespeare In Pieces - a hybrid collection of 37 Shakespeare scenes, filmed in lockdown by students and staff. It has been a jigsaw puzzle, playing with different footage, with scenes filmed on different devices and in different weathers – but the final results have been entertaining and moving at times. There is a rough magic in the request for someone to blindly send in lines of a Shakespeare scene and again, the process has been key – taking some time out to

learn a piece of verse, to think about costume and a background and then to film and send through. It all takes time and proves that the spirit of Trinity Drama continues.

Before lockdown, we were developing Backstage Platforms – a chance for students to meet and chat informally with a working professional in the creative industries. Our first platform was Bill Ward, who starred in Coronation Street and Emmerdale Farm as well as recently performing in Everybody’s Talking About Jamie in The West End. We plan to continue inviting creatives to these informative sessions.

Drama Club and Technical Theatre Club attract many of the lower school for weekly sessions on improvisation and developing script-writing and technical skills. We continue to inspire students to make their own projects and come forward with any ideas.

This summer, we have Lord of The Flies to look forward to. I will be working to invent new ways of collaborating on drama projects and giving that sense of togetherness, which is what it is all about.

DRAMA

JOINING IN

DRAMA

JOSEPH

review

BY SIXTH FORM STUDENT ALEXANDRA PERSINARU As well-known as Joseph and the Amazing Technicolor Dreamcoat is, I was still very excited when buying tickets to see Trinity’s production as I knew it would be one of a kind. With an array of sassy, heart-wrenching and boogie-licious songs perfectly suited to the diverse cast, the show was bound to be a success.

You’re able to connect with other members of school that you wouldn’t get the chance to otherwise.

I thought that the inclusion of not only some of our very best Sixth Form actors/A-Level drama students, but also many budding young performers led to a very well-rounded production.

The maturity and professionalism of the more experienced cast members was complemented by the energy of the younger performers which made me feel instantly at ease when watching – not easy for a school play to achieve!

There were many moments when I felt like I was watching a West End production. One of these moments was when I heard the famous solo of “Close every door”, sung by Lucas Pinto as Joseph. The incredible emotion this actor evoked when singing was like that of a Greek tragedy, and his high notes were astounding. I’d also like to point out how the show couldn’t have been as successful without the narrators holding it all together. Even from the back row, I could tell that Elaine and Angali were putting their heart and soul into every number.

Every single member of the audience gasped at the entry of Will Hardy as the Pharoah.

Complemented by black eyeliner and slicked back hair, Hardy embodied Elvis Presley’s stagepresence and charisma with such ease, it was easy to forget that he was a secondary school student. His singing and acting was that of a true professional.

Watching this production reminded me of the incredibly high standard of performing at Trinity.

Due to a combination of passion and love from the teachers involved and the talent and hard work of students, the cast and crew were able to produce a show that exceeded all my expectations. My only wish is that I could see it again!

ROBERT WILDING, 3J

“

I

started at Trinity in J-bugs and, so far, I have been involved in Beowulf, The Importance of Being Earnest, A Midsummer Night’s Dream, Treasure Island, The Customer is Always Wrong, Cyrano de Bergerac, Joseph and the Amazing Technicolor Dream Coat and Coram Boy. The Trinity Drama department puts on amazing performances with classic shows from every genre. You might find a show that isn’t your cup of tea, but I assure you there will be a play that you love.

My personal favourite was The Customer is Always Wrong; a one-act, student-directed play paired with a play called Lockdown for a handful of evening performances. My friend Barney Sayburn was the director, my friend Aidan Keogh stage manager and I was assistant director/actor.

I played a waitress, Heidi, one of four teenagers taking on new jobs and facing obnoxious customers. I loved everything about this play: It was student-directed and it welcomed many new younger children to the stage. It was a comedy, which I love to perform and write. It was my first major role in a production, and as a bonus my friend and I won awards from a professional adjudicator; my first Best Actor award!

I love that drama is taken so seriously and respected so much; the productions are almost professional quality.

SIXTH FORM STUDENT ERIN EDWARDS

“

Drama is my favourite because it’s massively fun and leaves you with great memories. I’ve built very strong bonds through drama with my friends, and it is a great way to make new ones.

I have learnt a lot about acting, technical drama and writing plays, but you do not need eight plays on your resumé to learn what I have; one play will teach so much.

Performing a play is like entering a different world, in which you leave behind everything on your shoulders, everything you worry about, and just live as this new person in a new place. It is the perfect expression of emotion, passion and energy.

I would definitely recommend getting involved in the next drama production. I know I will be participating”!

Performing a play or just a small piece is like entering a different world, in which you leave behind everything on your shoulders.

I

have been a part of Joseph and the Technicolor Dreamcoat along with A-Level pieces so far. In my last school I never got the opportunity to be part of a theatre department even close to the calibre of the one at Trinity. I love that drama is taken so seriously and respected so much; the productions are almost professional quality.

“It’s been hilarious doing scene read-throughs over Microsoft Teams. Lockdown hasn’t affected how much passion and commitment everyone has.

“Drama is one of the biggest parts of my life at Trinity and I don’t know what I’d do without it. You’re able to connect with other members of school that you wouldn’t get the chance to otherwise. It also really helps if you think you might be interested in doing peer or form mentoring because as one of the ‘big kids’ a few of the younger cast members come to you for advice sometimes.”

SPORT JOINING IN

ANOTHER BUMPER YEAR FOR TRINITY SPORTS

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ver this past year, we again saw Trinity students compete at an extremely high level, including some at national standard. Second Year student, Alex Middleton, represented Great Britain in Biathle and Triathle - running, swimming and shooting; whilst in Football, Third Year Oliver Scarles, made his international debut against Belgium in February.

“I was thrilled to make my International debut for England U15’s,” says Ollie. “I spent a week up at the England training ground, St George’s Park, and had the opportunity to hear from Gareth Southgate, who gave the team a briefing session.

“I’ve been trying to maintain my fitness and practice my skills whilst in lockdown, and recently I received a notification that my current contract with West Ham will be extended for a further two years.”

I spent a week up at the England training ground, St George’s Park, and had the opportunity to hear from Gareth Southgate.

Meanwhile, in swimming, Zain Lam won five gold medals and one silver at the Surrey Age Group Championships, with gold medals across the 50m, 100m and 200m breast; 50m free, and 50m fly. He won silver in the 100m fly.

This success follows his selection for the Swim England National Development Programme and the Swim England National County Team Championships. Based on the last times that he swam in competition, Zain ranks fourth in the UK for 50m fly, fifth for the 50m free, seventh for 50m breast, and eleventh for 100m breast. Not bad!

In Fourth Year, Aarav Ganguli was drafted in as an emergency goalkeeper in the U15 ESSA Water Polo National Finals in 2019, that we went on to win. Within six months he was invited to join the England U16 squad. He was also captain of our U15 team that retained the national title in March 2020, saving two penalties in the final…

“Sporting-wise, this past year has been my favourite at Trinity,” says Aarav. “Looking forward, I am excited to develop my goalkeeping skills as this is a position I took up fairly recently.”

Across Fifth Year, Joe Cotton played for England’s U16 Hockey team, scoring a double in his debut against Ireland. Joe was also a key part of our U15 Rugby team which won the NatWest Plate in 2019. And Benedict Young has formed part of the England U16 Water Polo Squad. Benedict is a dual international having also represented England at Junior level in Korfball.

Barnaby Corry was ranked second in the country at U17 for Pole Vault – his personal best standing at a whopping 4.31m. He is in the top ten in the 400m hurdles, with a personal best of 58.56 seconds. Barnaby says that this year he is looking forward to fighting to qualify for a place on the Great Britain Rieti 2021 team for the European U18 Championships, which will require a vault of 4.60m.

In the same year group, Josh Ellis was also selected for the Swim England London Swim Team for 2020, competing in Barcelona in March.

In the Sixth Form, Tayla Lock was nominated to trial for ISFA U18s with the help of Mr Kingston. She was selected as part of the squad to take part in training camps and to play an international fixture against England Colleges.

After the game she was presented with an international cap to commemorate the occasion - something she says she was very proud of.

“After a player vote, I was selected as the captain for the development squad at Crystal Palace Women. The season ended in style with a 5-0 victory in the National Reserve Cup final against Nottingham Forest and I lifted the trophy with my team,” she adds.

Lucy Robinson has also seen great recent success, having recently finished her seventh season with Crystal Palace. “I entered the women’s reserve team in the middle of last season and have since been in the starting 11 for most games, despite being one of the youngest players. As a squad, we finished our last game top of the league,” she comments, adding that she is looking forward to another year with Palace.

Last but certainly not least, Alex Connaghton, who started in the U12D team for Rugby, having only played a little of the sport before joining Trinity, was selected for the England Lambs this season, as well as making the School Boys’ 15 of the year, following an exceptional season for our first team. “Trinity didn’t only give me the facilities; it gave me the confidence,” says Alex. “It doesn’t matter what level you are. You are always given an opportunity.”

There are many other stories of our students who are competing at an extremely high level. We can’t wait to see what this year brings.

I

n other news, Anna Bradescu secured a diving scholarship at Georgia Tech in the US. She competed in the GB Junior Elite Diving Championships earlier this year, coming 4th, and also won double gold at the Swim England National Age Group Championships. The Georgia Institute of Technology is a technology-focused college in Atlanta and one of the top research universities in the USA and Anna plans to major in Maths there.

She said: “Everyone at Trinity has been so helpful.

I’m really excited. The divers’ accommodation is close to both the pool and the lectures so I won’t have to travel very far. But I enjoy training. It never feels like hard work. Sometimes when you learn new dives it’s scary. But it’s so fun. I like that excitement; the adrenaline.”

“I enjoyed the workshops on topics like nutrition and sports psychology at Trinity,” she adds. “I’d recommend these to others. I was exposed to this as part of the High Performance Pathway.”

Sometimes when you learn new dives it’s scary. But it’s so fun. I like that excitement; the adrenaline.

JOINING IN

SPOTLIGHT ON SOME OF TRINITY’S 19/20 COHORT OF ARTISTS AND ARCHITECTS

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ack Lowndes chose Ravensbourne University for the digital focus in its foundation course. “My interest in digital media started at Trinity, using Photoshop on the computer every lunchtime,” he says.

At A-level, Jack studied German, English and Art and he hopes to pursue a career in design. “I am excited to really challenge myself to embrace the different course segments in the short one year span,” he says. “Something that I’ve learnt at Trinity is the ability to give and take constructive criticism, which I imagine will be important in the working world and on a creative course where the reception of work by others is the most important part.”

“My favourite artists are Jean-Michel Basquiat, for his semi-politically grounded, yet almost childish paintings that reflect the vibrant yet abrasive hip hop and punk culture in New York in the 1970s and 80s, and also photographer Adam Amengual. His culturally charged portraits communicate strong passion and personality.”

Benedict Hill studied Maths, Art and Photography at A-level and is going on to Central Saint Martins.

He has an interest in architecture.

“There is such a huge amount I have learnt at Trinity and in so many different ways,” he says. “Most obvious is the strong academic training. However, more importantly, in my opinion, has been the non-academic life at Trinity in which I have learnt things that can’t be traditionally taught.”

Ben says he is inspired by Virgil Alboh, the artistic director of Louis Vuitton: “His social media platforms are full of the creative journey he undergoes while developing products, which I find makes him more human, rather than a name on a product on a shelf.”

Alfie Nicol, whose work is pictured, studied Art, Drama and English at Trinity.

“I feel like I’ve always thought deeply, perhaps too much sometimes!” he says. “When I was still at primary school, my friend showed me a short clip he had created using an App called ‘Action Movie FX.’ Mesmerised by the ability to create movie effects, I downloaded the App myself, and made as many videos as I could. This desire never waned.”

Luke Yeulett studied Art, Maths and Physics and has gone on to study Architecture at the University of Nottingham, thanks to his interest in the physical aspects of structure and the science behind it. He says he was inspired by a tour around the Bloomberg building in London designed

by Norman Foster.

I’VE LEARNT TO GIVE AND TAKE CONSTRUCTIVE CRITICISM, WHICH WILL BE IMPORTANT IN THE WORKING WORLD WHERE THE RECEPTION OF WORK BY OTHERS IS SO IMPORTANT.

ART Alfie is going to UAL and wants to work in the film industry. “Movie soundtracks have always inspired me, and being able to work with sound and film would be exciting,” he adds. “I think the Sixth Form has been the highlight of Trinity.

The transition to Sixth Form makes for greater parity between teacher and student. Independent learning, and a peer-to-peer style of debate is encouraged. This transition inspired me to communicate more with my teachers, and utilise the support the school offers.”

“I was fascinated by the way that a building could manipulate and aid the people using it simply with material and structural aspects. Along with lots of work experience, studying art at Trinity also helped me to grow my love for architecture as I was able to experiment with sculpture and form freely and develop my three-dimensional and observational drawing skills,” he says.

Teshan Seneviratne chose UCL for his degree in Architecture after completing his A-levels at Trinity this year: “Studying Art and DT in particular, throughout my time at Trinity, helped me grasp a good understanding of how successful design can impact the world around us for the better” he says. “If there’s only one thing that I’ll take away from Trinity then it’s the self-confidence I have developed over the years, as a result of working in such an open and friendly environment, to be a lot more confident in presenting my work. Being able to communicate your designs effectively to others is just as important as the designs themselves.”

S T U D E N T T R AV E L

You know in theory before you go that independent travel will be a different experience, but the reality is even more so.

L O O K I N G O U T WA R D S

STUDENTS EMBARK ON ADVENTURES THANKS TO THE FLR SMITH TRAVEL AWARD

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number of Trinity students have benefitted from the FLR Smith Travel Award. This is provided from a fund left in memory of a former student, to promote independent, extra-curricular travel. We hope that many more students will soon be able to benefit from the scheme.

Each year, the Headmaster and Mr Timm invite students to apply for awards. The process starts with a written application including the itinerary, finances and other important details. Following this, you may be invited to interview and then the school make their decision on who to support.

Mr Timm explains: “We have about £1500 in total to allocate each year, so that gets split between trips. We have had one Lower Sixth boy going to compete in a street dance festival in Amsterdam; two Lower Sixth students going to India to do work experience in a hospital; two Year Five students doing a five-day trek along the south coast; two Lower Sixth girls going to Rome; and one Fifth Year going to Aix, split between spending time at the Opera House and at ITER where 35 nations are collaborating on building the world’s biggest magnetic fusion device. Five more groups are looking forward to going as soon as they are able to.”

Mr Timm will be speaking to the Fourth, Fifth and Lower Sixth Years towards the end of next term, and will explain how they can go about applying for the award.

Funds are for independent travel where the trip has some broad educational value and may be from an individual pupil, or from a small group. Even if travel plans are limited to the UK for the time being, they can still have huge merit.

Alex, Elaine and Safeera take the streets of Vienna by storm

Sixth Form students opt for Vienna as the home of Freud and the setting of English A-level Shakespeare play, Measure for Measure

Museum of the History of Immigration, the Debussy Museum and Museum of Music – and of course some good French food!

“It was a different experience to going on holiday with family or on a school trip. It was challenging at times, but we learned to use our initiative. I also developed my ability to find and book good restaurants in an unfamiliar city – a skill that I hope will stand me in good stead! Our key takeaway was to plan as much as we could, but also be flexible and open.

Sixth Form students, Saul Packer and Luca Wade, travelled to Paris on the award scheme and Saul explains: “Luca and I had to outline the purpose of the trip, the itinerary and the budget, along with what difficulties we thought we might encounter and how we proposed to overcome them.

“We planned to develop our understanding of French culture, politics and music, and completely immerse ourselves in the French language. I had been to Paris for a few days when I was very young, and was keen to experience it from a different perspective. Our itinerary included the Assemblée Nationale (French Parliament), the National

“You know in theory before you go that independent travel will be a different experience, but the reality is even more so. Doing everything yourself, you become more self-reliant and resilient. You learn that you can’t plan everything and sometimes you just take what a trip throws at you – and enjoy it.

“I am now studying French, German and English and I am hoping to study Modern Languages at university.”

We planned to develop our understanding of French culture, politics and music, and immerse ourselves in the French language.

L O O K I N G O U T WA R D S

I learnt the power of silence, because even though the mother and I couldn’t communicate with words, our faces spoke for us

T

om Leigh recently volunteered in Dixcove Hospital in Western Ghana.

He describes it as “an extraordinary experience he will never forget.”

“I found a charity called The Mighty Roar which organises volunteering across the world,” he says. “I chose its medical programme in Ghana as I wanted to revisit Africa after living in Malawi from 2009 to 2011.

I remembered Africa as an amazing continent; its rural areas having a very strong community feel.

The district hospital was located five hours west from the capital on the coast. It allowed me to help out much more than I ever would have done had I been doing work experience in the UK. “I volunteered soon after my GCSEs. The volunteers who joined me were two student nurses and a student doctor from Liverpool, and a student midwife from Scotland. In comparison, I had very little medical knowledge but I had plenty of teachers. Half way through, more volunteers arrived. Most were under 18 which meant I had more people my age to make friends with. It also allowed me to pass on my knowledge and this helped to consolidate what I had been taught.

“Each day, we would take a taxi to Dixcove where the hospital was situated. We would often cram everyone into one taxi. On one trip we fitted eight people into a taxi built for four.

“There were plenty of surprises. The first were the food and accommodation which were extremely simple. My accommodation consisted

of a room with a bed, an outside toilet and an area to wash using a bucket of cold water.

“However, the surprise that stood out most was the hospital. One day a chicken walked into A&E. I was also asked to perform some tasks such as inserting a cannula - a needle into the bloodstream to take blood samples, or inject fluids or medication - even though I had previously never even heard the word ‘cannula’.

Once I had learnt how to check and record vital signs, I was able to perform this so that the other staff could spend their time doing more difficult tasks, such as setting up medication for patients or tending to more serious cases.

“I worked on all the wards: male, female, paediatric, A&E and maternity. This range of experience has furthered my passion for medicine. The volunteering has taught me a wide

I learnt a lot about myself, too, such as how to step out of my comfort zone and throw myself into the ‘deep end’. variety of medical knowledge, from cellulitis, jaundice and eclampsia to how to read basic ECG waves and partographs. The trip has also made me appreciate the standard of living in the UK, and the quality of our healthcare system.

“On paediatric ward, I was able to help entertain the young children which made their experience more enjoyable. One boy aged one year ten months had to have a second cannula inserted into his wrist, and I was able to distract him.

“On each ward, I had some stand out experiences.

On the female ward, I saw the immobilisation of a woman’s broken femur, using only cardboard, cotton wool and bandages. On male ward, I saw a hydrocele.

In the theatre, we saw a caesarean section and hernia removal. On A&E, we helped in a mass casualty drill.

“The most rewarding experience was my last day, on the maternity ward. The day started off well when the midwife in charge asked me if I could deliver a baby for her. I said no. Later on, I helped give a 17-hour-old baby her first bath. As I walked the baby back to her mother, she began to hiccup, which is the most adorable noise.

But the best part of the day was when I gave the baby back to her mother, and the look of thankfulness, pride and joy from seeing her newborn baby was the most rewarding experience of my trip. I learnt the power of silence, because even though the mum and I couldn’t communicate with words, our faces spoke for us.

“I learnt a lot about tropical diseases, basic observations and general ward round duties. I also learnt how resourceful medics can be. I learnt a lot about myself, too, such as how to step out of my comfort zone and throw myself into the ‘deep end’.

I also improved my body language and ability to communicate without words.

“Life with the host family went really well. Their son often joined the volunteers on the beach after school or work to enjoy a fizzy drink at a favourite restaurant, Tina’s; swimming in the sea, or a game football on the beach. On a few occasions I helped cook local dishes such as Jollof

rice, with tomato sauce and a mixture of spices, and Fufu, a ball of pounded plantain and cassava. The community in Busua was very welcoming; they helped me settle in, introducing me the best taxi drivers for getting to the hospital and the best local markets.

“On a handful of days, I went surfing. With the other volunteers, I also went on two weekend trips, one to the north where we visited Mole National Park and saw lots of elephants and antelopes. On the other weekend trip, we went to Kakum National Park near Cape Coast where we walked along the tree top canopies.

“Since my trip to Ghana, I have volunteered at St Giles’ School for children with profound and multiple learning difficulties which was humbling, rewarding and enjoyable. I have also volunteered at Rutherford School where I worked with young adults with special needs.

In the future, I hope to volunteer in UK hospitals to experience first-hand working in the NHS.”

Once I had learnt how to check and record vital signs, I was able to perform this so that the other staff could spend their time doing more difficult tasks.

SIXTH FORM

Sixth Form student models planetary orbits with programming language, Javascript, as part of the Trinity Diploma

SPECIALISM & OPPORTUNITY

STUDENTS DISCOVER THEIR PASSIONS WITH THE TRINITY DIPLOMA

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ach year, every Lower Sixth student undertakes a research-based, independent project centred on one of their academic passions, giving them the freedom to really get their teeth stuck into a topic they are genuinely curious about.

This is an opportunity for every student to explore a topic they’re interested in outside of the classroom, on their own terms. The projects can either take the form of an artefact; so a physical product of some kind - whether an art piece, video essay, or coding project, for instance - or a dissertation.

While each student is given the chance to produce a rigorously developed and thoroughly researched project, there are two routes that they can go down. They make a choice between the Sixth Form Project and the Extended Project Qualification (see box on right hand page).

Students are given time in their Diploma sessions each week to develop their ideas and plan their approach.

They are also introduced to a variety of research skills.

“This year, we had 105 Sixth Form Projects completed - the highest number in Trinity history. I was genuinely blown away by the scope of projects on show. I’ve never seen such a variety of brilliant ideas: The creativity, curiosity and academic risk-taking involved was really tremendous,” says Matt Ryan, Head of Academic Projects.

“Across both the Extended Project Qualification and the Sixth Form Project, it was also brilliant to see so many students choose to create an artefact this year. This shows how many students are willing to see the process of academic enquiry from new angles, which is really encouraging,” he adds.

Every student starts working toward an SFP in the Autumn term and has the choice to switch to the EPQ at the start of the Spring term, if they want to develop their project in that direction.

It was enjoyable to be able to study something I was really interested in, outside of the school curriculum.

Joelle

E n ric h m

Trinity Diploma

e nt

Personal D e ve l o p m e nt

Ac Exte n ad em ded i c P ro j e c t

Le a Co d

C Thin ritic kin al gS

ls kil

and ip sh unity r e m m

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he Trinity Diploma is not just academic in focus: It is designed to enable our students to develop the competencies, expertise and soft skills that higher education institutions and the world of work value.

Our Head of Careers, Sue Highmore, also says that new, spotlight events this year have proved particularly popular. Some of these were held on potential career paths including journalism, ‘green’ careers, finance, AI and technology. “Designed to be intimate events and held immediately after the school day ends, we encourage students to ask questions,” she explains, adding that Trinity promotes the apprenticeship route equally to the more traditional university route.

The Sixth Form Diploma draws on elements that are important for the development of the whole individual: leadership skills, community service, critical thinking, personal development and independent study - to help students prepare for the real world and pursue their own pathways.

Antonia Geldeard, Deputy Head and Head of Sixth Form

EPQ:

SFP:

• What is it? The Extended Project Qualification is an official course offered by the exam board, AQA. Worth around half an A-level, students produce an artefact or dissertation of approximately 5,000 words as well as a project log and an academic presentation.

• What is it? Students produce an artefact or dissertation and a presentation, but the length of the dissertation projects can be much shorter (approximately 2,000 words).

• How is it done? Students are taught research skills, critical analysis, time management and evaluative skills and work on their projects in Diploma sessions.

They also have a supervisor assigned to them.

• When does it happen? EPQ presentations are in the Summer term, with the final project submitted at the start of the Autumn term in the Upper Sixth.

• What is the application process? There are a maximum of 50 places on the course. Students must submit a proposal and research plan as part of the application process.

There is an opportunity for every student to explore a topic they’re interested in, on their own terms.

• How is it done? SFP students are taught research skills, critical analysis, time management and evaluative skills and given space to work on their projects in Diploma sessions.

• When does it happen? SFPs are submitted at the end of Spring term, with presentations in the Summer term.

Students are given time in their Diploma sessions each week to develop their ideas and plan their approach

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o give an idea of the range of project types explored through the Diploma this year, topics included high-level maths lessons to help younger students understand complex mathematical problems; a graphic novel inspired by Steampunk and Dystopian literature; a photography project inspired by the issues surrounding body dysmorphia and mental health; a photography project inspired by mental illness; the coding of a game to help younger students engage with complex chemistry; the modelling of planetary orbits and their magnetic fields using Javascipt; a screenplay about teenagers attempting to achieve their dreams of breaking into the film industry; a look at the global economic and geo-political implications of American and Chinese relations; and an investigation into the detrimental effects of excessive wealth…

Sixth Form student Maya Weekley produced a dissertation entitled ‘Dionysius: Liberator or Enslaver?’.

She comments: “The SFP was unlike anything I’d ever written before. All the documentaries you meant to watch, non-fiction books you meant to read and intellectual YouTube videos you wanted to delve into, but never got the chance – because it wasn’t useful to your GCSEs and you had no time – can, finally, be delved into. The result? A glorious 2000-word essay on a topic that makes your heart sing.

“I was arguing that the loveable god of revelry and chaos was actually the dealer of horrific insanity.

It was my first endeavour researching all my own sources, which, admittedly, is daunting at first, but incredibly satisfying as you find scholarship that supports your argument and you reach your own conclusions. I found myself down all kinds of rabbit holes, researching beyond the essay question – because, if you’ve chosen the right question, you’ll want to find out as much as you can. A dissertation like this permits us to make up our own minds.

“It’s also a flavour of writing at university-level, with the research being led by you. Organised planning is essential. Writing it may seem like a gargantuan task but if you have a list of all your sources and decide what you will write when, highlighting links between for and against arguments (and I used a lot of highlighters), you will have a solid plan. Then it’s just a case of typing. Whatever your niche, you can make something great.”

Erin Edwards chose the topic of how effective the British justice system is at assessing and reforming criminal behaviour. She says: “Completing my SFP was extremely useful because the element of independence means you have real free rein to modify your title and shape your project into something you are truly passionate about. Personally

SIXTH FORM

My SFP topic was ‘Exploring mental health through conceptual photography.’

Over 70% of young people who have experienced these kinds of issues didn’t have proper, appropriate treatment. My aim is to make people aware of these issues in order to make them more understanding. I would also like to display to those with mental health issues that they are not suffering alone, and that they can get help.

William the SFP helped me confirm that I have a real passion for Law and this is now what I will be pursuing in the future as a career.

“I very much enjoyed the entire process. You become very emotionally attached to the project after working on it for so long and this is definitely helpful for future personal statements or interviews, but also for helping those on the fence about what to study next to realise what they do enjoy. My advice for potential SFP candidates is this: Allow a lot of room for modification of your title; do not get set on something too quickly because the beauty of the project is the fact that it adapts and changes depending on what areas of interest you discover along the way.”

Isaac Lewsey produced a graphic novel for his SFP

Anna Skeels looked at to what extent women’s sports are unfairly treated in the sports media. She writes: “I have thoroughly enjoyed undertaking my EPQ project.

‘It is something that really reflects my own opinions on my topic and has allowed me to explore an area that I find fascinating. I really liked the idea of being given the

freedom to research something that interests me and something that isn’t on my curriculum. I also learnt a lot of skills that I think will be very useful for university, such as managing my own time to make sure I got the work done and reading a wide range of academic source to gain a deeper insight to my chosen topic. I would definitely recommend doing an EPQ if you’re up for the independent challenge!”

Sixth Form student explores schizophrenia through imagery

A look back at our parent s C A R I N G D E E P LY

The parent seminar programme has now been running for two years. It is designed to help parents support their children and to find out more about the important academic and pastoral issues facing young people today.

One popular session in the last academic year, by Andrew Foster, Head of Education, Tougher Minds, looked at effective revision and student ownership over learning, while another interactive session delivered by Trinity staff also considered how children can be encouraged to take responsibility for learning.

HOW TO BUILD CONFIDENCE WHEN WORKING INDEPENDENTLY

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oster’s session, entitled Me Power: How to Be a Better Independent Learner was particularly relevant during these times. His practical tips to help young people build their confidence when working independently are based on neuroscience and have been recognised for their effectiveness, including the Independent School Association’s ‘Education Initiative of the Year’ award. Tougher Minds has also advised the Department for Education, and think-tank DEMOS. “Children get told they must concentrate, be motivated, be confident. Trinity is helping to unpack for pupils and parents exactly how,” says Foster.

“Even the smartest and most dedicated of pupils will meet difficulties. Both children and adults find learning about neuroplasticity - the brain’s ability to change - empowering.

We see young people that had written themselves off in certain subjects renewing their efforts and drawing confidence from subsequent successes.

“We see young people that had written themselves off in certain subjects renewing their efforts and drawing confidence from subsequent successes.”

“There are reasons teenagers display some behaviours. Their brains are different to adult brains and positive and practical support really helps.

Trinity is introducing parents to this and helping them to understand how to support their children.”

“In the volatile, uncertain and complex world we live in, the one thing you can rely on is that things will change. We need to be adaptable and flexible.

This could be the making of some kids. They could become amazing at coding. They could take their violin playing to the next level, or become worldexpert in whatever they’re interested in. Having a better understanding of yourself and what you can do to manage your behaviours is particularly applicable today.”

Trinity parent, Claire Kerr, comments: “I wanted to help our son connect the dots about how to achieve, without being a helicopter parent. It was interesting to learn about how our brains work; how we’re hardwired to seek pleasure rather than to be diligent.”

“Following the seminar, my husband and I also did a course, a programme of online learning. It benefitted our working lives, and helped our son to approach revision with a structure and a plan. It’s allowed us to build better habits around work and education.”

I wanted to help our son connect the dots about how to achieve, without being a helicopter parent. It was interesting to learn about how our brains work; how we’re hard-wired to seek pleasure rather than to be diligent.

t seminar programme WHY IT MAKES SENSE TO DELAY THE INTRODUCTION OF ALCOHOL TO CHILDREN

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r Aric Sigman also returned to Trinity to talk about the unrecognised effects of alcohol.

A fellow of the Royal Society of Biology, an associate fellow of the British Psychological Society and a member of the All-Party Parliamentary Group on a Fit and Healthy Childhood, Sigman is also the author of Alcohol Nation: How to protect our children from today’s drinking culture.

Aric recently had a piece published in the British Medical Journal, around COVID-19 and alcohol. In it, he writes: “Parents feel uncomfortable with the suggestion that their alcohol consumption may influence their children’s alcohol consumption, both now and for decades to come. Interestingly, they are quite willing to accept that their example and role modelling in other health behaviours may well have long term influences on their children.”

Similarly, the World Health Organisation states: “Research has also shown that delaying the age at which young people take their first drink lowers their risk of becoming problem drinkers later in life.”

“I’m American, and where I come from you can’t drink anywhere until you’re 21,” he told us. “In England they often think this is draconian. But it’s not true that telling kids you don’t want them drinking means they drink more. The evidence is that when parents have a lenient attitude their children are more likely to binge drink.

“Some have genes that are particularly sensitive to activation, meaning you are pre-disposed to alcoholism.

In the middle teenage years, these genes can be unregulated, meaning that, through exposure to alcohol, particularly when under 16, you can switch on genes relating to addiction. Following studies, advice to parents has changed – the longer kids leave it, the better.

Digital Awareness UK addressed online safety with students and parents

Kevin Hayes from the Constant Change Company delivers a workshop on personal safety with First Year students

75

days were spent on Community Action programmes over the past year, with the area covered extending to 42.88 km2 or 16.56 square miles

Thornton Heath

Croydon

Addiscombe

South Croydon

West Wickham Addington New Addington

Purley

GIVING BACK

Kenley Coulsdon

A COMMITMENT TO COMMUNITY OUTREACH

Trinity students have a sense of service: They fundraise; lead lessons at local primary schools; visit residential homes, and host events throughout the year.

Sixth formers volunteer around Croydon for at least one school term. Third, Fourth and Fifth year pupils work as classroom assistants at primary schools, help with conservation projects, clean community centres and much, much more.

provided ‘virtually’ to local care homes, and the Trinity community making PPE to support frontline workers.

This all helps students to develop into wellrounded and caring young people, and opens up a wealth of opportunities.

These partnerships continued throughout lockdown, with art-work and concerts being

Community Action i In the past academic year…

95 115

Lower Sixth students completed a charity placement Upper Sixth students completed a charity placement

28 210

days overall spent by Trinity students helping in local schools over the past academic year, with 387 hours spent in care homes and visiting vulnerable people students volunteered across 36 placements

t am

on

150

students involved in the community Christmas party

n in Numbers 20 400 750 30

Fifth Form boys trained by Trinity as Young Match Officials for the Croydon Primary Schools’ Tag Rugby Tournament which we host primary schools from across the borough enjoy Trinity’s Gala Concert and Drama productions

Trinity has a commitment to provide lunch daily for each of the 750 children that attend Chipwepwete School in Malawi

Sixth Formers and staff visit Chipwepwete each year, running lessons for the children and taking part in building projects

60

Primary school children from neighbouring boroughs invited to Trinity’s Primary School Maths Morning, which has been running for 20 years and offers academic enrichment to the local community

1,500

On average we provide sports coaching, tournaments and sessions to 1,500 local primary school children every term

GIVING BACK REFLECTIONS ON SIXTH FORM VOLUNTEERING Henry Weiser – Primary School French Teaching

Raffi Lucas – Oasis Academy, Shirley Park

Many of the children may not have seen the importance or the attraction in learning a new language before .

I went through the best way to approach the longer questions, in terms of breaking down and understanding the question and laying out the answer.

Tanya Jayakar – Bensham Manor School

Nikhil Paranjape – Beyond Conflict

It was especially heart-warming to see the direct impact that I had made on one student.

I have contributed to greater understanding around the problems young children face in war zones.

Shaheer Effandi – Good Food Matters

Lucy Robinson – Whitgift House Nursing Home

We showed them how to include a donate button which would allow them to increase their budget.

I was most valuable while providing a short burst of companionship in a majorly lonely stage of life.

Sabrina Choudary – Croham Hurst Good Neighbours

Hugo Charuy – Woodside Academy Primary School

It was refreshing for them to talk to younger people.

I would like to think I made a positive difference.

As a younger person, the children looked forward to me coming to their lessons every week, and were always excited when I arrived.

A strong sense of social awareness reaches beyond the locality, and the school has extensive links - including a feeding programme and placements for gap students with a school in Malawi.

Its strong investment in the local community helps to ensure that Trinity boys and girls leave the school emotionally intelligent and socially grounded. This is a school committed to practising the essence of good citizenship as well as to nurturing personal success.

The people we read with became more confident as I built relationships with them.

Jonathan Long – Stanley Halls

An important aspect of Stanley Halls is its role in the presentation of art and performances by, and for, marginalised groups such as the LGBTQ and BME communities.

Tilly Salway – Bensham Manor School

The people we read with became more confident as I built relationships with them.

Trinity presented with DofE certificate for social value David Black, Operations Officer at The Duke of Edinburgh’s Award recently presented Trinity with a certificate of social value for 2019-20, detailing the total hours DofE participants at Trinity School donated to their local community.

He passed on thanks to the staff and student participants who have made such a positive impact on their local community.

“Volunteering is at the heart of the Award, and our students really embrace this idea. Recently, Trinity students have coached in a range of sports, helped in charity shops, assisted elderly neighbours with shopping, helped with faith and community organisations, and much, much more,” said Ms Benzinski who runs the school’s D of E programme.

The Good Schools Guide

Volunteering is at the heart of the Award, and our students really embrace this idea.

BURSARIES CHANGE LIVES

TRINITY GETS CLOSER TO ITS AIM OF #1IN5 PUPILS WITH A BURSARY AWARD

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iversity, inclusion and community are central to Trinity’s ethos. Our aim is for one in five of our students to be in receipt of a bursary award, thereby increasing accessibility and fairness at our school.

We can’t wait to invite our donors to our annual Trinity Bursary Fund reception in November to thank them in person.

I had my eyes opened to the opportunities and differences out there in the world.

So we were delighted this Giving Day on 18 June when, thanks to the incredible generosity of over 275 donors, we raised well over £113,000 towards our Trinity Bursary Fund.

It was a truly international affair, with alumni supporting us globally; from Australia to Norway, and Spain to Bahrain. We also had donors from France, Belgium, Singapore, the United Arab Emirates, the USA and, of course, the UK. David Young, Trinity’s Director of Development - himself a beneficiary of such an award many years ago - gave his heartfelt thanks to our Trinity ambassadors. It meant so much, especially at a time of such uncertainty and in the midst of a global pandemic. “Your generosity has changed the lives of children forever,” he said.

Trinity has always been a very special school, dear to the hearts of many generations of students.

Giving Day was also Trinity’s most significant day ever in terms of support for its bursary fund, with alumni donors ranging from 19 to 97 years old. The Trinity parent community was particularly generous: Some 93 donors made gifts to support fellow Trinity families who are struggling with the financial consequences of the COVID-19 pandemic.

70%

100

40

83%

Average size of bursary award relative to the school fee

Number of 8 and 9-yearolds from New Addington receiving free Maths and English Saturday morning coaching at Trinity

Everyone deserves fair access to the fantastic education I was so fortunate to have.

Number of schools included in Trinity Admission Team’s outreach to local primaries

of bursary students achieved A*/A at A Level

We’ve been shortlisted for the Independent School of the Year 2020 award for Contribution to Social Mobility.

Good luck Trinity!