In Trinity Magazine Autumn / Winter 2022

The results are in / Page 3 Spotlight on our students’ achievements Festival of ideas / Page 16 Celebrating innovation in all forms

In Trinity Magazine Issue 3: Autumn 2022

It’s good to talk / Page 18 An outline of our mentoring programme

A look inside Trinity School

A note from the Editor...

This has been a jam-packed term since our last issue – and it is wonderful to see this vibrant community in full swing this Summer.

Antonia Geldeard Deputy Head

Our outstanding A Level and GCSE results are a final flourish for a community that has been committed to creativity, innovation and independent learning throughout the year. In this issue, we shine a spotlight on our academic projects in the Middle School, a trip to Euro Space and our outstanding Festival of Ideas week; every student has the opportunity to enrich themselves and really enjoy learning.

Our community has benefited from such a wealth of visiting speakers on topics as wide ranging as sustainable fashion, radiology and social enterprise; we continue to broaden our horizons.

Read about our students’ plans for their future pathways after A Levels, whether at university, art college or conservatoire – or via an apprenticeship. Our experts give us careers advice in this issue, while additional ‘life advice’ was on offer at a glittering reunion dinner to celebrate a decade of co-education, which brought strong women’s voices to the fore as they imparted their wisdom to our current students. Do check out our photos of this event!

Success has come in a variety of forms from the terrific production of ‘Medea’, performances at Glyndebourne and Ronnie

Scott’s (to just scratch the surface of the music provision), the much-loved Trinity Triathlon, our U14 basketball success story and a new sports programme for our girls. For us it is all about joining in and discovery.

A unique part of school life is our Mentoring programme which builds on our fundamental principles of pastoral care and develops bonds between our Sixth Form and younger years. Read all about our peer and form mentoring programmes from our Head of Mentoring as well as the ways in which the students, young and old, benefit from this experience.

This Summer, our Equality, Diversity and Inclusion committees continue to work on new projects and Stuart Lawrence offered wise words on his return to Trinity regarding the need for all of us to be proactive in our approach. Our school community has engaged wholeheartedly in our charity fundraising for the girls at Chipwepwete School in Malawi as well as our ‘Art on a Postcard’, bursary fundraising campaign.

We hope that these pages give you a snapshot of the energy and spark that defines Trinity; an energy that is equally present in the staff as well as the students.

Lucy and I are passing on our magazine editorial roles this year, but we know that the future is sure to be bright indeed.

In this issue 2

Headmaster's comments

3

Results Special: A Levels

8

Results Special: GCSE

12

Enrichment

16

Festival of Ideas

18

Community

22

Careers

24

Sustainability

26

Music

30

Drama

34

Sport

38

Art and Design

40

Trips

42

Trinity Triathlon

44

Equality, Diversity & Inclusion

46

Ten years of co-education

48

Giving Back

Feature Story

Page 16

Festival of ideas Celebrating innovation in all forms across the school community.

Feature Story

Page 3

The results are in A spotlight on our students’ achievements at A Level and GCSE.

Feature Story

Page 18

It’s good to talk An outline of our blossoming mentoring programme.

2 In Trinity Magazine Headmaster's Comments

What’s behind an exam result?

Headmaster, Alasdair Kennedy, reflects on this year’s A Level outcomes Even after many years of them, every results day still brings a sense of excitement and anticipation for me and for all the teachers at Trinity, as much as for our students.

It is a great credit to them and their teachers that they have done so in their first real set of public exams and through two uncertain years. This success reflects so well on their character and values.

It is of course the last day that a year group will be together, and many may not be back in school again for some time, but it is the culmination of so much activity and personal growth bound up in the results of each individual that is so significant for them and for us.

As I read their comments on these pages however, I am also struck by how many elements there are - beyond the obvious ability and hard work - that have enabled their success.

As we hope our students understand, while their results will open up opportunities for them now, the grades themselves will become less and less important over time. The character and values they have developed – the kind of young people they have become – will shape their success and happiness more profoundly in the years ahead.

This year’s Upper Sixth cohort achieved an exceptional set of grades and a correspondingly impressive array of destinations.

There is a sense of finding subjects that they really love studying, the chance to choose and shape their own research projects, provision for regular extension and competition with similarly minded peers, success and confidence in cocurricular areas, the importance of having a breadth of interests, teachers going above and beyond, and a supportive peer group that will impact each student positively.

Our ambition is that what they describe here will be the experience of every Trinity student, and it will feed the same kind of success and growth for them – in their exams and long after.

In Trinity Magazine Results Special: A Levels 3

A Levels The results are in...

Trinity students celebrate outstanding A Level results Antonia Geldeard, Head of Sixth Form, comments, “I am extremely proud of our Upper Sixth who have shown such strength and resilience through the challenges of the last two years.

They deserve these outstanding A Level results."

79% of the grades were A*/A 50% of the grades were A*

“In what is becoming an increasingly competitive climate, over 84% of our students have secured their first-choice destination for next year, including degree apprenticeships and art or music colleges.

“I wish our leavers the very best for their exciting future pathways, congratulate them on their successes and, in particular, thank them for their commitment and care for this community during their time here.”

Here is a taster of our students’ passions and achievements…

Luca Luca Bodereau studied Maths, Economics and Politics and completed an EPQ looking to explain why people’s trust in politics has declined over time. He is going to study Law at the University of Bristol. “The EPQ was by a long way the largest and most complex individual project I’d ever taken on, needing me to plan out around eight months’ worth of research, writing time and preparation for a presentation. The whole process I think has really helped me develop academic skills, which I will definitely need as I go to university,” he says.

As co-chair of the Law Society, Luca also helped to formulate a varied calendar with specific presentations. He also found the time to play Rugby: “I was part of both the first and second teams where we enjoyed unprecedented success. I will keep some very fond memories of the season.”

4 In Trinity Magazine Results Special: A Levels

Isaac

Seun

Emily

Isaac Croucher studied Art, Economics and Religious Studies but says that his favourite had to be Economics “because it allowed me to understand more about the global economy and to take a different perspective on the world”.

Seun Ogunyemi studied Economics, Religious Studies and Spanish and completed an EPQ on the economics behind football. “With my growing interest in Economics, I thought that it would be a good idea to find a way of applying one of my subjects to one of my hobbies,” he explains.

Emily Tellem plans to study at UCL having studied Economics, Psychology and English at A Level. Having struggled when deciding which course to study at university, she says:

Isaac plans to study Business Management and Marketing. He is interested in digital marketing and social media and is excited to delve deeper into the topic. “Having run the Trinity Rugby Twitter account, I’ve enjoyed making graphics and designing tweets to target an audience,” he says. “This experience has really helped me to understand more about what I want to do and what I’m passionate about as well as inspiring my university course.”

Patrick Patrick Minton has offers to read Music at Durham, Edinburgh, Manchester, and King’s College London and has decided to take a gap year to consider his future plans. Having been involved in a large number of musical groups, which he describes as the highlight of his week, Patrick plays the trombone and piano, sings and also ‘dabbles in’ orchestral percussion: “I have obtained grade 8 distinction in trombone, singing and piano and am hoping to do my singing and potentially trombone diplomas in the near future,” he says. “From day one I felt encouraged and inspired to pursue my goals. I have had some amazing teachers at Trinity, and I am so grateful to them for all the support they have given me over the last seven years. If pushed, my highlights have been both the jazz scene at Trinity and being part of the Trinity Boys' Choir, but I really have loved it all!”

“I felt encouraged and inspired to pursue my goals.”

Seun was also part of the 1st XV Rugby squad and says: “We were a close squad and I think this is what helped us to have success in the National Cup.” Having also enjoyed his role in the African-Caribbean Society (ACS), which he says was an opportunity to discuss important topics and celebrate different cultures, Seun has chosen to study Economics and Hispanic Studies at Warwick. Over the Summer, he is doing work experience at J.P. Morgan.

“From the very moment I stepped foot into Trinity, the ethos has always been about creating a sense of community… mentoring helped me engage with the younger students at the school and I was also a prefect and a member of the school’s Equality, Diversity and Inclusion committee. I think that this was one of the ways I could personally try and create a sense of community in the school.”

Joshua Joshua Todd studied Mathematics, Physics, Chemistry and Biology at A Level and completed an EPQ on the factors affecting the provision of cataract treatment in India. “The experience of constructing an extended project on a specific area of medicine was invaluable in my university application and introduced me to the fascinating field of ophthalmology,” he says.

Joshua leaves us to study Medicine at Cambridge: “I can’t wait to learn about medicine in more detail and enjoy a change of scene surrounded by a new cohort of students, though the prospect of leaving home is slightly daunting.

Beyond the course, I am very interested in pursuing academic medicine, potentially with the view to undertake a PhD.”

“My main piece of advice would be to pick subjects you absolutely love. My favourite part of Psychology A Level was attachment. It was during this topic - as well as my EPQ - that I developed my passion for the subject, having had no interaction with it before Sixth Form.

"Since then, I have just enjoyed finding out more about psychological phenomena and am particularly interested in psychopathology; for example the causes and treatments of certain disorders.

Generally speaking if it’s anything vaguely related to Psychology, I’ll want to know everything about it."

Tate Tate Nicol studied Chemistry, Biology, and Psychology, and wrote an EPQ dissertation based around his interest in psychiatry, entitled ‘To what extent do dissociative and psychotic disorders influence an individual’s perception of objective and subjective reality?’.

He has also been involved in extracurricular music: “I appreciated most the opportunity to mix with the lower years, and to make some good friends who aren’t in the Sixth Form,” he says, adding: “The careers advice at school has singlehandedly been the most important factor in ensuring I get into medical school. Medicine is an enormous field which I’m really looking forward to diving into, and with a 5-year long course, I think I’ll wait until I’ve experienced being a medic first hand to decide which direction I want to take in life."

“The careers advice at school has singlehandedly been the most important factor in ensuring I get into medical school.”

In Trinity Magazine Results Special: A Levels 5

Mahdeia Mahdeia Hidary: “I was in a Physics lesson conducting a practical when I received my offer from Cambridge. I nervously opened the email fully expecting a rejection, but after a few reads of the email it had sunk in that I had received an offer to read Physical Natural Sciences at Fitzwilliam College. I remember feeling completely stunned and shocked.

“I was someone who got the lowest scores in Lower Sixth Physics and the Olympiads however I certainly had an interest in the subject. It was this enthusiasm along with extensive hard work which enabled me to be successful.

“I hope to specialise in Astrophysics and become a research scientist. There will be so much to learn, and I am very grateful that, with the help of my teachers, I can show other students that you don’t need to be the cleverest person to get into Oxbridge, you need to have passion and dedication.

“I was only been able to attend Trinity with my scholarship and bursary. I had wanted to study here since I visited in Fifth Year with my primary school for various projects.

“I was given the opportunity of a lifetime. The bursary award gave me the confidence to try activities such as rock climbing and to get involved in music.

I have thoroughly enjoyed my time at Trinity. The encouraging environment helped me to grow as a person and Trinity has given me the best start for my future.”

“I was given the opportunity of a lifetime. The bursary award gave me the confidence to try activities such as rock climbing and to get involved in music.”

6 In Trinity Magazine Results Special: A Levels

Joel

Shakanya

Joel Cuttle Joel Cuttle is off to study Natural Sciences at Cambridge. “I didn’t want to leave any of my A Level subjects behind, so a unified course like this felt like an excellent option,” he says. Having studied Maths, Further Maths, Physics and Chemistry, he thinks that Further Maths opened up many opportunities to treat Physics and Chemistry concepts at a much higher level: “This ‘back-and-forth’ between different fields was a key draw of the Natural Sciences course, which I think is a more honest reflection of the way modern science is done than the artificial lines we draw between school subjects.”

Shakanya Osahon says that she particularly enjoyed the “culture of inclusion and interconnectivity” at Trinity.

“It was only a matter of time before I became taken with Economics; a credit to my incredible and enthusiastic teachers who made the subject really come alive.

“I also found the additional support offered by the Maths Department invaluable,” she says. “Learning alongside incredibly bright and passionate students has stimulated me to bring the best out of myself.”

Joel says that extension sessions such as Further Physics were of great help during the Oxbridge application process and for Olympiad preparation, while describing Sixth Form societies as “an opportunity to listen to student and teacher presentations on areas of their subject beyond the constraints of the curriculum."

Shakanya has for many years been competing at national level athletics outside of school and says: “Being a part of Trinity sports teams has enabled me to make strong social connections with my peers and teachers who are also sports enthusiasts, whilst having the opportunity to mix with other students and build connections with the wider school.

“If your subjects have them, take part in Olympiads and other competitions where possible – they are low risk/high reward by nature, so give them a try even if you are less confident. Competitions like the History Bowl have been real highlights of my time at Trinity, and the experience can be very valuable not only for your personal statement but for your appreciation for the subjects you might go on to study beyond Trinity.”

“I was also able to spend a half term in Lower Sixth doing work experience with Morgan Stanley. It was truly inspiring to see so many women in such influential positions in a financial institution. I was encouraged to take part in Economics essay competitions which really gave me the creative scope to make the subject more personal to me and investigate the topics I would like to explore further at degree level.”

Anand Anand Clarke chose to study Maths, Further Maths, Economics and Chemistry; a combination that he felt suited his interest in problem solving. “I don’t think I would be able to choose a favourite as I have enjoyed all my subjects, from the logical thinking used in mathematical and chemical challenges to learning about how the world works in Economics,” he says. With plans to study Economics at UCL, Anand, Anand frequently attended Economics and Business Society where he presented on the evolution of key principles of Behavioural Economics.

“Take the time to do the things that will help to build you as a person, whether that is by reading a book that stimulates your interest, learning something new, playing your favourite sport or taking part in external competitions,” is his advice.

“Try to make the most out of the journey and you’ll look back on it fondly.”

"Take the time to do the things that will help to build you as a person.”

"I am extremely excited for what the future holds.”

In Trinity Magazine Results Special: A Levels 7

8 In Trinity Magazine Results Special: GCSE

GCSE The results are in...

Trinity students' stories of success at GCSE

In Trinity Magazine Results Special: GCSE 9

Well done to our GCSE cohort who have worked hard over the last two years to achieve:

93% of GCSEs graded 7, 8 or 9.

“These are an outstanding set of results,” says Head of Year, Mr Beresford-Miller.

“I’m extremely proud of the boys and all that they have achieved. I know that this has been an incredibly difficult two years for a lot of them. They have had to deal with lockdowns and other adversity.

However, the way they have kept going and kept working hard is a real credit to the year group and means that these results are well deserved. I will miss the year group and wish them all the very best as they head into the Sixth Form.”

Sumant

Robert

A student who managed the demands of GCSEs particularly well was Sumant Dinesh, who joined Trinity in Fourth Year.

Sumant particularly likes the plethora of co-curricular activities he has become involved in and is passionate about the sciences.

For Robert Wilding, Drama is his passion. He says it can be a great way to unwind, having been in ‘a dozen’ school productions since he joined Trinity in JBugs.

His long-term ambition is to work in the medical field. “My top tip to younger students is that there is no such thing as preparing too early,” is his advice.

“Talking to teachers about things you don’t understand, doing homework, and preparing well for end-of-topic tests will all help in the long run, leading up to the main exams.”

“I find that staying focused during the time I allocate for revision everyday means that I do not have to worry about co-curricular activities taking up too much of my time,” he adds.

George And take George Cruickshank-Paine, who has done really well in his GCSEs despite having to overcome many health setbacks and anxieties. His favourite subject is Computer Science, and despite getting ‘super tired’ at times he says: “I have learnt over the years to plan ahead, to make sure that homework deadlines are met.”

Sadly, George had to spend several months in hospital but he points out that learning to plan his time has been key.

Along with Computer Science, George hopes to study Maths, Economics and Biology in the Sixth Form, with a view to working with computers or in programming in the future.

“From the moment I joined in JBugs, Trinity has been very supportive and I have worked hard over the last sixth months and significantly improved my grades,” he adds.

Robert has even been running Drama Club. He explains: “The aim of the club is to show younger students the fun of Drama. We basically play a couple dramabased games each week - new and old, physical and verbal. These teach key skills such as quick-thinking, non-verbal communication and strategy, as well as just being fun and energetic.”

At A Level, Robert plans to study Drama, R.S., English and Chinese. Later in life, he hopes to become an actor and also to get into screenwriting, playwriting and directing or producing films. “My main ‘dream’ is to one day have a Written and Directed By... credit for a popular film or TV show,” he says.

Joseph Later in life, Joseph Birch would like to study either Mechanical or Aerospace Engineering.

He says: “My favourite subjects are Physics and D.T. I really enjoy problem solving and the design aspects of these subjects. They also link together quite nicely. The knowledge I have gained from Physics, specifically from the forces and motions topic as well as electricity, has helped me in some of my more complex design projects.

“I would say your subject choices are very important. Make sure you pick a selection of subjects which you know you will enjoy and that you are ideally strong at. This will make revising much easier and more enjoyable. Further, coursework is a big part of certain courses. My advice would be to keep a steady work ethic.

“I have been involved with numerous cocurricular activities including Engineering club, ceramics, fencing, scuba diving and Further Physics club. One club that has been very valuable to me is Engineering.

I have been doing a project to build a juggling robot. Not only has this hugely increased my technical skills, but it has allowed me to apply for an Arkwright Engineering scholarship.”

"From the moment I joined in JBugs, Trinity has been very supportive."

"I know if I want to be successful in life that I need to work and put the hours in."

10 In Trinity Magazine Results Special: GCSE

Pierre

Zain

Quinn

A star Water Polo player, Pierre Rivet was invited to play for White Sharks Hannover for the 20/21 season. He now speaks fluent German and says his Water Polo has improved to a new level: “When I arrived back in England, I became a part of the GB U19s playing in Czechia against senior teams and then going back on tour to Hanover with the same squad.”

Zain Lam has swum at national level and says through this sport he made many new friends all over the country.

He also enjoyed playing a role in Trinity’s production of Shrek; his first experience of being in a musical. “What I most enjoyed was the social aspect,” he says.

Zain also finds the time to be involved with the Trinity Music Academy and says that forming part of the Hans Woyda Maths Team was another great experience for him.

Quinn Singh has always had a passion for Chemistry and Maths. He says he grew up with his Dad, a pharmacist, talking to him about Chemistry, and has an uncle who loved Maths. As he has progressed through school, he has also taken a liking to Biology. Keen to become a surgeon one day, for A Level, Quinn has chosen Biology, Chemistry, Maths and Further Maths.

Pierre has chosen to study Geography, Maths, Economics and Spanish. “You can never go wrong with languages,” he says.

“I will be able to speak four which will mean I can have a huge network.” He says he would like to study in America as a student athlete, taking course focusing on finance and economics, adding: “I like the sense of community at Trinity.

I have many friends from all different age groups and contexts. I like how we can all be intertwined together by something that we have in common, however small.”

"I like the sense of community at Trinity.

I have many friends from all different age groups and contexts."

At A Level, Zain plans to study Maths, Further Maths, Music and Physics. He is interested in studying at Oxbridge or Imperial, however says he has also started looking into applying for conservatoires.

“My favourite subject is Maths, and at Trinity there are many opportunities for you to explore the more beautiful intricacies of the subject.

“For those that want to do well in their GCSE exams, they need to realise that it’s not as difficult as it seems. For some people, academics come more naturally, but getting good grades is achievable for everyone. My main piece of advice is to stay as organised as possible. I would advise you to relook over what you do each week at the end of the week. I have only started doing this recently, but it helps with organising information into your long-term memory.”

He has managed academics with a very busy schedule: “I joined many clubs in my earlier years such as Lower School Classics, Lego Robotics and even Scuba Club. However, as I have got older, sport and academics have dominated my life.

"It has become easier for me to manage my time because I have a routine that works for me and can plan my week depending on the fixtures or training sessions that I have coming up.”

Quinn represents the school in many sports including Rugby, Football, Hockey, Cricket, Squash and Athletics. He has been in the Harlequins Academy since last Summer.

In Trinity Magazine Results Special: GCSE 11

Q&A with GCSE students Fred Turpin and Josh Speight.

Fred

Josh

Do you have a favourite subject?

I really enjoy R.S. because it offers the chance to learn about different beliefs and opens up debate. In particular, I enjoy the themes, which deal with religious and non-religious approaches to modern issues such as whether war is ever justified, if euthanasia should be legal and the purpose of punishment.

Do you have a favourite subject?

There has always been something truly brilliant about Maths and the sciences.

Their logic and interrelationship are fascinating. Further Maths has lots of interesting topics that will be useful next year in the first year of the A Level course, and it makes subjects such as Physics easier to describe mathematically, when you arrive at a higher level.

Do you get involved with many cocurricular activities?

I spend a lot of time playing Water Polo, both in and out of school. It’s a really enjoyable sport as it is quite challenging physically and very competitive. I have been lucky enough to play against former Olympians which is always a great experience.

Do you know what you are going to study at A Level and beyond?

R.S. is the subject which I am most certain I will choose. I also enjoy studying English, especially literature as, like R.S., it is thought-provoking and gives an insight into historical issues.

Beyond A Levels I am considering studying PPE (Philosophy, Politics and Economics) - a broad course where it is possible to specialise.

Is there anything or anyone you are inspired by?

I get inspired by the idea of learning, but also by knowing that top marks are possible. I remember a few years ago when I saw an improvement in my grades and thought “Oh. So, it is possible to get these marks?” What had previously seemed unachievable or overly ambitious, could become a reality. And, over time, it did. I was determined, I put in the work.

I think, therefore, the most inspiring thing is this school; how it nurtures and encourages success - the people, the teachers, the subjects. It really does become much easier to academically fulfil your potential when every day at Trinity is immensely engaging. The environment created means that all that is required from a student is curiosity and a desire to learn - the rest simply follows.

Do you know which subjects you’d like to study at A Level and do you have any idea what you might like to do in the future?

I have chosen Maths, Further Maths, Physics, and Chemistry for A Level. These subjects are challenging, work extremely well together and strengthen logical reasoning and problem solving.

Curious Young Minds

12 In Trinity Magazine Enrichment

Academic

A highlight of the Summer was undoubtedly an assembly led by this year’s Middle School Project and FAFY (Fourth and Fifth Year) Essay prize winners. The Middle School Project runs in the Autumn and Spring terms each year and sees students undertaking an independent research project based on a common, broad theme...

In Trinity Magazine Enrichment 13

Many students have interests that extend beyond the taught curriculum, so the aim of the Middle School project is to give them a framework through which they can satisfy their academic curiosity. This year they were asked to respond to the theme ‘Opportunity’, and the outcomes ranged from self-programmed video games to podcasts, in addition to essays and presentations.

Meanwhile, the FAFY Essay Prize is an academic competition that runs over each Summer holiday. In the Summer term of the Fourth Year, students who enter the prize attend a series of essay writing workshops, before going away over the holiday to research and write their essays, which are then judged by teachers.

“There were a number of exceptional entries this year on topics ranging from how desire affects the mind, to treatments which may prevent the need for organ transplants,” said Mr Kennedy, Headmaster. “Congratulations to all the students who entered, but a particular mention should go to those awarded Distinctions: Joshua Speight - in both competitions, Sumant Dinesh, Dylan Chung Kam Chung, Thomas Law, Ansh Shetty, Dhyan Ruparel, Aidan McAllen, Thushan Peiris, Adhi Sasikumar, and Adam Herd.”

Double Distinction Josh Speight took part in the FAFY Essay Prize, and the Middle School Project - earning a Distinction in both.

He says: “These essays were fantastic opportunities to broaden my knowledge in different topics and allowed me to research behavioural studies and neuroscience. One of the most enjoyable, yet most difficult, parts was collecting my ideas and expanding them into structured, researched and developed arguments.

I learned a lot about how a simple idea can spark a range of discussions - which I then brought together in a conclusion. I found it eye-opening.”

"I contributed an essay and video lecture series on shortform storytelling. I was able to look at a variety of case studies, papers, and articles, exploring areas as varied as Rupi Kaur’s Insta Poetry and the psychology of addiction.”

Dhyan Ruparel

Medical Discoveries Sumant Dinesh wrote an essay on the topic, “To what extent can conventional organ transplants be replaced by alternative methods?” His essay considered alternative methods to organ transplants and was impressively critical of sources and well structured.

He says that it interested him as an aspect of medicine that ‘will continue to develop well into the future, due to new technologies such as 3D bio printing being advanced’.

Sumant explains: “The main point I learned from conducting research into the concept of improving organ transplants was that there are so many possible opportunities for development. For example, 3D bio printing, which is the use of cells instead of inks to build up organs layer by layer, seems to be a good way of supplying organs that are in high demand. Currently, it is being used in drug development and pharmaceutics, but I believe that in the future it has the potential to be very useful in ensuring the demand for organs in transplants is met.

“This is actually the first time I have done an extensive research project into a topic I am interested in. Aside from doing coursework for my English GCSEs, this was yet another opportunity to hone my writing skills and essay planning. I really enjoyed the process of researching and writing about a topic I am interested in, and I am looking forward to conducting another research project for the EPQ in Sixth Form,” he adds.

14 In Trinity Magazine Enrichment

Philosophical debate Dylan Chung Kam Chung’s essay was entitled: “Should we work to suppress desire from our minds?” It compared a biological to a philosophical view of what it means to desire something and was exceptionally well researched and very clearly expressed.

Tenacity and determination For his Middle School project, Aidan McAllen created a presentation on whether there is a more effective voting method than ‘first past the post’.

He tenaciously contacted politicians and journalists for comment on this and his research was exceptionally detailed.

Dylan explains: “I have a particular interest in Biology. The mechanics of everything living and breathing have always fascinated me.

He explains: “I’ve always been interested in politics and felt that the Middle School Project was the ideal reason for me to discover more. The topic of ‘opportunity’ fitted nicely with politics, since, in my view, politics is all about the opportunity for change. The voting system is something I’ve wanted to research ever since I heard that about 70% of votes are ‘wasted’ at every election.

"I also believe that there are elements of engineering in medicine, as the human body is comparable to one big and complex machine that requires lots of creative and well thought out ways to overcome its problems. The brain has always interested me because it is one of those things that we know so much about, however, there is so much more to learn. Also, one could argue that we are our brains, therefore the brain is very important.

“In Biology, the parts of the subject that have fascinated me are the workings of the human body and the ways in which everything is related. I believe that the brain is the most central part of this process, so I wanted the project to have something to do with the brain. I also wanted to explore how the brain worked from a psychological perspective, in terms of feelings.”

"This issue is also really important in the political world and something that exDeputy Prime Minister, Nick Clegg, told me is ‘fundamental’. I decided to contact MPs and political commentators to make my piece balanced and to receive expertise.

"I was surprised when Nick Clegg responded, but his views together with those of other politicians really lifted my project and gave me further insight into the topic. I decided to present this information in a video, because voting systems are complex, and this allowed me to use images to explain what I was saying.”

In Trinity Magazine Enrichment 15

Mr Petty

“The outcomes were exceptional”

The Lower School Project “Gathering research from multiple sources and processing all that information into key points was challenging, but it was rewarding to gain knowledge in a topic I found interesting, at my own leisure.”

Adhi Sasikumar

“The Middle School Project was a fantastic opportunity for me to push myself beyond the boundaries of the school syllabus and to discover new skills; a key one being managing a team and formatting using Adobe InDesign!”

Ansh Shetty

The Lower School Project led to some outstanding pieces of work, with Mr Petty describing the students’ efforts as ‘highly impressive’. He explains, “The Lower School Project is an opportunity for students to research an academic interest of their choice, with a view to producing an essay, presentation or creative project. Students are encouraged to pick broad and challenging topics that this year have ranged from the London skyline to the application of emotion AI. “The outcomes were exceptional,” Mr Petty added, “especially given that students chose to do this on top of their exceptionally busy schedules.”

Projects included an entertaining and detailed presentation on the development of the London skyline from an architectural perspective; impressive comparisons between capitalism and communism; an in-depth look at pandemic-driven business disruption, and even an analysis of alternatives to the internal combustion engine.

Ryan Ilmane, who focused on the changing financial world, said: “I kept seeing crypto related adverts on YouTube and billboards on the street, so I decided to learn about it. I barely scratched the surface of this topic, but I can see how decentralised finance (DeFi) will be as common in few years’ time as paying by phone is now – something which was also almost sci-fi 10-15 years ago. I also can see there will be a huge demand for people who can really understand blockchain and DeFi. Another thing I learned is that you really need to filter through the information to find what is correct information and what is fake.”

Jack Prior considered whether attitudes towards gaming need to change.

“Since games have already progressed so much over the past 20 years,” he writes, “I want to see all the cool new technology that engineers will come up with to make the games that much more life-like and realistic.”

16 In Trinity Magazine Festival of Ideas

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2. International Cuisine - Trinity Students make Paella 3. Conference on innovation - Dr Edward Millgate speaking to Psychology students on Innovation in Psychosis treatment 4. Science & Music - Creating a Soundworld 5. Conference on innovation - Cemal Ezel: Founder of Change Please CIC 6. Art attack - Fabric mural

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7. Sculpture installation - First Years make a human size statue of Icarus 8. Olympiad - JBugs try out Olympic Sports 9. Parliamentary debating - Led by Exeter University’s debating team

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10. Question Time – Students recreate the politics show 11. Lower School Play – The See Saw Tree 12. Judge and Jury - A mock criminal trial 13. Learning platforms - Class Kahoot

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14. Live music at lunchtime 15. Conference on innovation - Andrew Barnabas: Composing Music for Video Games 16. Art and photography exhibition 17. Conference on innovation - Dr. Anu Obaro: RadReach co-founder, Consultant Radiologist 18. Icarus Statue - First year students create a life size statue of Icarus as we celebrate innovation in all forms.

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Academic

The Festival of Ideas was an extraordinary week of school. This year, the theme was ‘Innovation’ to challenge students to consider how they could use their knowledge and creativity to solve problems.

Our statue of Icarus was created by the First Year as a symbol of human endeavour and ingenuity. Throughout the festival, we celebrated students’ work, encouraged them to think originally and introduced them to new, exciting ideas.

Our Mitre Lecture Series included talks from old boys, Dr Edward Millgate and Andrew Barnabas, as well from CEO of Hi55 David Brown. This was in conjunction with our Conference on Innovation. During this event, students listened to Dr Anu Obaro (RadReach co-founder), Sophie Dunster

(Gung Ho Design, Founder) and 2002 leaver, and Change Please founder, Cemal Ezel.

Thank you to all the outside speakers who joined us. As Fourth Year Academic Scholar Caden put it, the event ‘gave students a different perspective on the world’ and ‘inspired them to make a positive difference on the future.’

As well as opportunities outside the classroom, students were treated to wider learning challenges by their teachers. Third and Fourth Year students chose to take part in off-timetable workshops, such as French and Spanish cooking courses.

As well as this, selected students learned the nuances of Parliamentary debating from Exeter University’s debating team.

18 In Trinity Magazine Community

It’s good to talk...

Mentoring

Mr Lydon, Head of Mentoring, outlines Trinity’s blossoming mentoring programme...

Having taken over the management of Trinity’s mentoring programme in Summer 2021, Mr Lydon tells us about some of the benefits growing numbers of students are seeing from their involvement in the scheme, both as mentor and mentee.

when someone helped them and pitch an idea for a resource or a form session that they would deliver. Following appointment, the mentors - a core group of around 60, in the latest round - visit different form groups each Tuesday.

He points out that short term aims of the mentor programme are to get as many Sixth Form students as possible actively inspiring younger members of the school; helping to build what he calls a ‘vertical’ community.

Training takes three to four weeks and forms part of the wider Lower Sixth Diploma Programme which includes community service. Mentor training includes safeguarding training delivered

by Miss Ward and Mr Powell and the plan is to expand the programme so that other age groups are involved due to popular demand and the clear, positive impact of the programme.

For the mentor, involvement represents an opportunity to develop communication skills and empathy while giving back to the community and very often students cite the latter as their primary reason for applying. While, for the mentee, involvement offers a safe space to discuss how they are finding school life, and the opportunity to meet and get to know older member of our community. “Above all, for both mentor and mentee, it is an opportunity for positivity and kindness amidst the busyness of school life,” he says. “Some students are rewarded with other leadership roles as a result of being a mentor, but that must not be the primary reason for becoming involved.”

Mr Lydon explains that applications for mentoring open by October half term, with training beginning shortly afterwards.

Applicants are asked to outline how they would approach the role, recall a time

Some of the Lower Sixth mentors also choose to be peer mentors and meet students one-to-one on this basis, while a few Sixth Formers are also subject mentors. They may focus on a language, for instance. “This is a growing aspect of mentoring,” Mr Lydon explains. “More and more students are keen to become peer mentors. Anecdotally, many have said it’s their favourite thing about being in the Sixth Form and we currently have some mentors working with members of the Maths department and the German and Learning Support departments as subject mentors.”

Sixth Form students chat to JBugs, and younger years around all sorts of topics, from the demands of academic life, to

pressures around mental health, and social demands and stresses. Other topics have included cultural values, time management, coping with exams and communication skills. Although sometimes they may choose simply to do a quiz or play a game: “This all helps to build a community. We find it’s quite comforting for some children to have that routine every Tuesday morning and it’s great for the younger students when older students say hello to them!”

There is an element of matchmaking to the peer mentoring and the team works with Heads of Year on this. Mentors also liaise with Form Tutors about potential topics. There is much discussion and a high ratio of mentors to younger students, with mentors frequently asking the younger students what they might like to discuss.

“We tend to receive referrals from Heads of Year and Form tutors, and increasingly subject teachers, too. Mr Coma and I then allocate a Sixth Form mentor we think would work with the younger student based on their shared interests or relevant life experience,” adds Mr Lydon. “This scheme is not new but it’s growing and it’s hugely rewarding. As an English teacher this helps to give me a sense of the whole school community vertically. Mentor and mentee seem to get equal amounts out of it – I wish I’d had mentoring schemes when I was at school!”

In Trinity Magazine Community 19

“It has been great to develop relationships with younger members of the school community. I feel my communication skills have improved as a result of this, whilst it has been good to share ideas and thoughts with my mentee.”

Eva Haunstetter

“I was able to guide the JBugs in their start to school and we were able to form a dynamic as a small group. In peer mentoring, I was able to personally connect with my mentee. Being able to say hello to my mentees around school just made my school day even better.”

Ella Sullivan-Martin

“The mentoring programme is valuable as a way to connect the lower years with the Sixth Form and to facilitate a mutually beneficial sharing of experiences and perspectives. It’s been a fantastic and enriching experience.”

Ben de Sousa

“Having enjoyed being mentored in the lower years, I had looked forward to becoming a mentor for a while. The experience certainly exceeded my expectations and I particularly liked the bonds that I formed - especially when they taught me how to do origami for the first time!”

David Aisa Miller

20 In Trinity Magazine Community

Mentoring Q&A with Mr Powell, Head of Lower and Middle Schools.

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Q: How long have you been involved with the school’s mentoring programme?

Q: When did the programme start, and is a wide team of both students and staff involved?

There has been a mentoring scheme of sorts for some years, but when I arrived in 2017 this was restricted to occasional visits to forms by pairs of Sixth Form students. One of my priorities early on was to look at how this could be improved, and to provide the maximum benefit to both the younger and older students.

Mrs Carey, Deputy Head of Lower and Middle Schools, put together the initial review of the scheme, and designed much of what we have today. Mr Lydon is our first Head of Mentoring and he has been doing a fantastic job of overseeing the existing programme and exploring the ways in which we can develop it further to deepen the impact. Mr Coma also assists with the delivery of the programme and a number of other staff are involved in the training of our mentors; both form mentors and peer mentors. We have over 60 students on average each year involved from the Sixth Form, and all our Lower School Tutors and Assistant Tutors work with these students as they visit forms, so the reach of the programme is now really very wide, with numbers involved increasing each year.

Student stories “My experience of mentoring has been a very enjoyable one. There are many reasons for this - such as learning how to overcome my struggles socially and academically. It has also really helped me to get organised. My mentor Joe Marvin was really nice to me and made it a very enjoyable Tuesday morning every week."

Daniel Farrell

In Trinity Magazine Community 21

“If you’ve had a bad day, it’s been nice to talk to the mentors who can offer advice and cheer you up. If you don’t want to talk to a teacher, for whatever reason, they have been great to talk to. They also played really fun games, and it was nice just hanging out with older students. I would like to be a mentor when I am in the Sixth Form.”

Zach Uwins-Garesse

“Mentoring helps us to be more aware of each other and more connected as a form. This was really helpful when lots of boys were new. It has been very nice getting to know students in a different year group."

Kian Patel

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Q: What’s the key aim? Are there secondary aims besides this?

Q: How has the programme developed and what is the plan for its evolution in the short and long term?

One of the main changes to the mentoring scheme has been the development of peer mentors, which Mrs Carey has overseen. The aim of this scheme is to provide an extra layer to the pastoral support we are able to offer younger pupils in particular. There is so much benefit to be gained from having a listening relationship with an older pupil, and the regular slots over a half-termly cycle can really help students work through challenges they are experiencing, in a way that can be separate to, or supplement, the support they receive from Tutors, Heads of Year, nurses, or counsellors.

The aim of the form mentoring scheme is really to provide an opportunity for integration between older and younger students, who might otherwise not necessarily get to know each other. This benefits both sides and is definitely something which is appreciated by students. I was really pleased when a couple of years ago the Senior Prefect Team’s priority was to look for more opportunities to interact between different year groups. Form mentoring provides a great opportunity to do this.

In essence we have looked to make the scheme more meaningful, with greater ‘intensity’ of contact. The peer mentoring scheme does this, and the form mentors now visit forms for a shorter period but with greater presence and in more numbers. This means that a form mentor can work with a group of four or five younger pupils each time and get to know them better.

“I have really enjoyed getting to know our mentors, both in the classroom and online over the last two years.

They have helped me to make new friends.”

Jonah Newlands

5 Q: Is there anything unique about Trinity’s mentoring programme?

I do think that the quality of the peer mentoring really sets us apart - as does the fact that we have designed a form mentoring scheme which means that every class from JBugs to Third Year gets some really high quality form mentors for at least a term. This means that the development of these mentors is much stronger, while the Sixth Form students are able to lead and develop their own ideas, which they value greatly.

“The quality of the peer mentoring really sets us apart.”

Mrs Highmore enjoyed a 30-year career as a lawyer before joining Trinity. Today, she is our Head of Careers, and says that it’s important that individuals have an open mind: “It’s absolutely fine to have no idea which A Levels to pick or what you want to do… We are here to help!”

Careers advice tends to start with psychometric profiling. There are also useful resources on Unifrog; a platform which allows students to explore the different university courses and apprenticeships they may be interested in, linked to particular subjects. Options can be filtered down according to likely academic results, while a Careers Bulletin is sent to all students in relevant year groups once a fortnight.

The Careers department keeps abreast of trends in the marketplace and runs events throughout the year – some immediately after school and some in the evening, with Higher Education Week running at the end of the Lower Sixth year. The Sixth Form Team, including the Head of UCAS and Mrs Highmore, support all the students’

university applications and assist with overseas applications, whilst helping those who choose to take gap years.

Complete University Guide, can be very useful, Mrs Highmore also warns against ‘obsessing’ over rankings.

Doing work experience and doing what you love and do well is key, according Mrs Highmore. She adds:

“The best one this year may not be the best one next year,” she says. “Always choose on the basis of the course and the quality of the teaching, and consider, geographically, where you want to be.”

“My advice is to be curious and not just to consider the traditional, well-paid professions. And to get stuck in, beyond pure academics.”

Interview practice is also key, she says: “It’s so important to prepare.

We often see huge improvements after interview practice. It can make a massive difference.”

Parents can help with this process too, and the Careers department is always on the look out for parents willing to share their experiences in certain sectors with students.

There is a range of resources offering rankings of university around factors such as student satisfaction, academic research and employability. But, while university guides in the publications such as The Times, The Telegraph and The Guardian, and publications such as The

A student’s perspective Ari Yad made good use of the help on offer. He says: “I started really taking advantage of the careers advice in year 12 when organising my medicine application.

An example of this would be when I applied for some work experience at a local hospital. I was really grateful for the amount of time taken to help me with this.

“I always felt like time was made for me and that the help I was getting was thorough and specific to me. For example, I organised a couple of mock interviews.

These were integral to my success as I was able to practise and learn from my mistakes.

“Research is key. This could be reading articles on the internet, speaking to people who work in a field you’re interested in, or doing work experience.

In Trinity Magazine Careers 23

Reflecting on experience: Advice from our students William Frost Naylor is studying Religious Studies, English and Psychology at A Level and would like to work in a field related to game design.

He says: “The first things you should look at are courses based around your interests, and things that genuinely make you happy. The world is a changing and evolving place, so you never know what courses are out there, even for the most bizarre or niche things.”

"MDV Soc, which is a weekly society run for the Medicine, Dentistry, and Veterinary Science applicants, was also a fundamental part of my decision-making process, as it taught me so much about the medical field and helped me make an informed decision on whether I should pursue medicine.

“Socially it was also fantastic, as it instilled a great sense of camaraderie within all the medicine applicants in my year group, and created a great support system where we could ask each other questions or help each other out when needed. I am happy to say that I have achieved the offer for my first choice university.”

Apprenticeship Successes A number of Trinity students have successfully applied for highly coveted apprenticeships. From Daniel McCarthy, who landed a degree apprenticeship in Business Project Management with the BBC, to Tristan Rodriguez, who was offered a higher technical apprenticeship in aerospace engineering. His application started online when he sent Airbus a CV. He was then invited to a virtual assessment involving a group exercise and a one-to-one interview.

Kai Patterson and Nicholas Challier have both succeeded in their degree apprenticeship applications to EY. Kai will be taking up a role in their Management Consultancy Division whilst Nicholas has an offer to join the Tax Department."

Meanwhile, alumnus, George Railton, who left Trinity in 2018, also opted for an apprenticeship, with Commerzbank.

He explains: “I felt a work-based apprenticeship where I was able to complete a degree free of charge whilst working was too good an offer to turn down."

George secured a first class honours degree as well as a distinction in his Accountancy Diploma. “My role has really grown within the organisation,” he says. “My advice would be to look into all options and decide what is best for you.

It is easy to follow the normal university route without considering other options."

“I love this job. I love it even more than being a lawyer and I loved being a lawyer… I want people to feel as good about their career as I did mine.”

Mrs Highmore

Joining Medical School at Liverpool this Autumn, Iman Khan says: “Medicine is an unbelievably competitive degree to apply for and at the beginning of Lower Sixth I did not understand how much work was needed to build a strong application. In MDV Soc, we went over much of the knowledge and skills needed for interviews, and were encouraged to read articles, attend webinars and give presentations. This really helped when it came to my personal statement. We also had lots of UCAT/BMAT practice and mock interviews. The support from school really helped."

Ben de Sousa will study Law next year at Bristol University.

He says: “A highlight for me was the mock trial that the Careers team organised for prospective Law students. This gave us valuable and practical experience of preparing, presenting and debating the details of a case. Another was being able to take part in the Law Society, which provided a forum for those considering studying Law to get a better idea of the subject and to consolidate the skills needed for a successful application.

Each of us was given a specific area of law – such as Human Rights Law - to investigate and present on."

24 In Trinity Magazine Sustainability

A summary of the progress we’ve made so far...

Sustainability Snapshot Saving Water Our hi-tech water filling stations have helped eliminate waste from over 37,000 disposable plastic water bottles.

37,000 “I got into the Green Council through my love of animals and, that led to me signing up in JBugs. I enjoyed the meetings and did it again this year.

This year we have been raising ideas such as ‘Meat Free Mondays’. This year I did a school assembly, which was scary but incredible.”

Ed Morris

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46 Green Council members from JBugs to Upper Sixth Form meet on a termly basis to discuss the school’s sustainability journey.

8 key members of the council delivered a whole school assembly on COP26 in early 2022, and we enjoyed an evening presentation with guest speaker Mr Virley, Partner and UK Head of Energy and Natural Resources at KPMG.

The council is at stage 5 working towards the Eco-Schools Green Flag award; an international accreditation that has recognised and rewarded young people’s environmental actions for over 25 years.

Green Council members

Key members

Stage 5

In Trinity Magazine Sustainability 25

Food Waste Food waste that the school produces is collected and used to create energy – around 3 bins of food waste are collected each week, saving around 6 tonnes of CO2 annually and producing 10 tonnes of fertiliser.

x3 9

“I got involved in the Green Council when it started. I ended up in a meeting with Mr Kennedy about plastic bottle waste in the canteen.

I have really enjoyed getting involved in the school’s sustainability journey, and hope that I get to be involved in more things like this in the future.”

Finn Evans

... on 9 separate roof areas...

these have produced over

876

Our school has installed

solar panels ...

1.05GWh

The School has installed 876 solar panels ...

The power of solar energy The school has installed Air Source Heat Pumps (ASHP) in the Music Centre and the Pavilion and intends to place more panels on the roof to power more ASHPs which will provide heat to keep the swimming pool heated; thus reducing our gas usage and our CO2 levels yet further.

33%

Solar power produces an average 33% of our total requirements for electricity.

reducing our CO2 by

269,488.47Kg

12,335

... this is the equivalent of 12,335 trees being planted.

26 In Trinity Magazine Music

Making

Mr Swinson, Director of Music, talks us through some musical highlights.

Big Band back at Ronnie's

The Armed Man at Fairfield

(Pictured here, plus photos 5 and 6 on the next page) A highlight of the Summer Term has for many years been the annual invitation for our jazz musicians to play at Ronnie Scott’s in London’s Soho, the most famous jazz club in the world. The school currently runs four big bands as well as numerous smaller jazz groups and pop and rock bands, and the two senior Big Bands performed highly enjoyable sets on a hot Summer afternoon in June.

They were joined by singers and smaller groups, all overseen by the Head of Jazz, Rock and Pop, Mr Pettitt.

The choristers then turned their attention to Karl Jenkins’ popular ‘The Armed Man’, which they performed with the London Mozart Players and musicians from Old Palace and Whitgift schools. We were very proud of the contributions - not just of the choristers but also of our four percussionists: Jasper Bew, Naku Debebe, Daniel Battersby and Ellis Gates; the four solo singers: Leo Jemison, Joshua D’Souza Konda, Freddie Jemison and Patrick Minton; and star solo cellist, Jenson Wong, who played the beautiful but challenging ‘Benedictus’ stunningly.

Back to business for Trinity Boys' Choir (Photos 7, 10 and 11) After two years of limited activity due to the pandemic, it is very pleasing that the Boys’ Choir is as busy as ever. Fifty choristers attended the Choristers’ Course at Wells where they sang services in the cathedral and in Bath Abbey. The highlight was a magnificent service in Bath Abbey when the current choristers were joined by an enthusiastic group of alumni singers. The music included ‘Alleluia’ by Christopher Dowie, which was composed for the 25th anniversary of the Choristers’ Course in 1990. It was a thrill to have Christopher playing the organ for us again.

Trinity Musician of the Year (Photo 1) The Concerto Final of this event was as much a celebration of talent as a competition. We were privileged to have with us the London Mozart Players, who sat side-by-side with members of our own senior orchestra to provide the accompaniment for our soloists.

The audience was treated to a world premiere performance of a brilliant new composition by School Music Captain, Safiya Tiotto-Smith, called ‘Strike Three’, as well as Beethoven’s 3rd Piano Concerto, 1st movement, played by Ed Warner, Liszt’s Piano Concerto No 1, with Ming-Ho Cheung and Sibelius’s Violin Concerto, 1st movement, with Josh Albuquerque. Many congratulations to Ming-Ho Cheung (1), Trinity Musician of the Year 2022.

28 In Trinity Magazine Music

Performances throughout Europe

10 years of Steinways

Fantastic studio recordings

(Photo 11) Between March and July, members of Trinity Boys’ Choir performed professionally in Belgium, France, Germany, Luxembourg and Spain. Leo Jemison sang solos in Handel’s ‘L’Allegro il penseroso’ with Les Arts Florissants in Paris, Berlin (in the famed Philharmonic Hall) and Madrid and recorded the work on the Harmonia Mundi label.

(Photos 1 and 2) It is ten years since the school sold off its old stock of pianos and replaced them with an outstanding fleet of Steinways, the best pianos in the world. In so doing, Trinity became the first All Steinway School in London. Trinity now boasts five grand pianos, including two Model D concert grands, and the Steinway teaching facility is the only one of its kind in the world.

(Photo 9) There was great excitement in April when ‘Fantastic Beasts: The Secrets of Dumbledore’ was released to cinemas in the UK; our boys having spent six hours in November recording the soundtrack. The boys recorded another major film score in June but we are not allowed to reveal its identity until later in the year. Star treble Leo Jemison featured as a soloist in two further recordings: ‘The Moons Symphony’

by Amanda Lee Falkenberg with the London Symphony Orchestra and ‘Panis Angelicus’ with Jacob Collier.

Meanwhile, a group of nine senior trebles toured Germany and Luxembourg, performing to critical acclaim in the cathedrals of Aachen and Würzburg and the spectacular basilicas of St Wendel and Echternach. Finally, a group of four soloists - Leo Jemison, Joshua D’Souza Konda, Freddie Jemison and Lucas Rebato - performed a programme of English Renaissance music with the French viol consort L’Acheron in festivals in Brussels, Namur and Leuven.

The Lord of the Rings and Titanic at The Royal Albert Hall (Photos 3 and 4) Live-to-screen film showings are currently very popular: A film is presented on a huge screen with the dialogue maintained and the music soundtrack removed; the music is then played live. Forty boys sang Howard Shore’s much-loved score (in Elvish!) of ‘The Lord of The Rings: The Fellowship of the Ring’ in five sold out performances in May; following this with two performances of James Horner’s music for ‘Titanic’ in July.

And, ten years on from when girls first admitted to Trinity’s Sixth Form, it was a delight to have current and former female students singing with the boys for the ‘Titanic’ shows. A particular mention must be made of Oliver Michael. Oliver sang the treble solos in ‘The Lord of The Rings’ to an audience of five thousand quite brilliantly; he is in the Junior Form and has also just achieved grade 8 on the violin with a high distinction

The effect on piano teaching and playing at the school has been remarkable.

Teaching, learning and practising on our pianos is truly inspiring and the number of grade 8 exam and diploma successes is breaking all records.

Just as importantly, the number of pupils learning the piano is at an all time high, with almost a third of the student body studying the instrument.

Our association with Steinway & Sons has developed to include a very successful annual Trinity-Steinway scholarship, enabling a talented young pianist to study at the Royal College of Music with its Head of Keyboard, Professor Vanessa Latarche, and concerts and competitions in Steinway Hall. The relationship has been celebrated by Steinway in two films which are available on their YouTube channel. First, Ming-Ho Cheung gives a sparkling performance of Liszt’s Mephisto Waltz in Steinway Hall and, second, there is an interview with Mr Kennedy, Headmaster, Mr Evans, Head of Piano, and Amiri Harewood, Trinity Steinway scholar and current scholarship student at the Royal College of Music.

A return to Garsington and Glyndebourne (Photo 8) Trinity Boys’ Choir is proud to have been providing young singers for Glyndebourne Opera House for over forty years. The relationship with Garsington Opera also dates back to 2010 when our boys performed in the last production in the original theatre at Garsington, Britten’s ‘A Midsummer Night’s Dream’, and followed that a year later by appearing in the first opera in the new theatre at its new home, Wormsley, Mozart’s ‘The Magic Flute’.

Eight young singers sang in Puccini’s ‘La Boheme’ at Glyndebourne in eighteen shows between June and August. At Garsington, Ben Fletcher and Isaac Rogers alternated the challenging role of Miles in Britten’s ‘The Turn of The Screw’. Well done to these boys for managing these performances around their schoolwork!

Finally, numerous tracks which the choir was fortunate to be able to record in the school’s own studio with US artists have now been released, including ‘Billions’ by Caroline Polacek and Christmas and show song arrangements by JJ Heller.

Guitar flourish Our Guitar department continues to flourish. Fourth Year, Joseph Jenkins, reached the Final of Trinity Musician of the Year and represented the school in an outstanding lunchtime concert at Croydon Minster. Other highlights have included the large Classical Guitar group, Los Guitarristas, presenting a beautiful new piece, specially written for them by Head of Guitar, Mr Reck, called ‘Machu Picchu’, and some spectacular performances

by Nicholas Challier, singing while accompanying himself on electric guitar.

The end of the Summer Term also marked the retirement of Mr Chilton. Mr Chilton became the first Head of Guitar twenty years ago and his leadership of the department has been exceptional.

His contribution will be celebrated in the Autumn Term with a performance of his Guitar Concerto by Trinity Strings and Joseph Jenkins.

Watch this space!

In Trinity Magazine Music 29

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30 In Trinity Magazine Drama

Spotlight on Drama: A look back at the Sixth Form Production of Medea

Beloved and heroic Prince Jason embarks on a perilous quest to obtain a golden fleece. He coordinates a crew of men with whom he sails to Colchis to obtain said fleece. But heroic Prince Jason is only able to obtain it because of the majesty and witchcraft of Medea; a Colchian woman with whom he falls in love and with whom he then leaves for Corinth in order to set up their new life…

Fast forward several years, a marriage, two children and a proposed end to their marriage, and we find ourselves in the opening action of Euripides’ most famous play. ‘Medea’ tells the story of the wronged woman, removed from her hometown by a man who talks of love but abandons her at the prospect of a more lucrative pairing.

In Trinity’s Sixth Form production of ‘Medea’ in March, this backstory was beautifully introduced by Alice Febles as the Nurse, communicating the horror and despair her character felt at Medea’s abandonment. Alice was joined by Hugh Bishop who delivered a performance as the loathsome Jason, and

by Phoebe Nichols, whose emotions as Medea ranged from devastation and grief to euphoria and elation when she enacts her revenge at the end of the play in the most horrifying way possible.

Profile: Dhyan Ruparel

“I was delighted to get involved with this intimate Sixth Form production of Medea as ‘DSM’; leading the stage management team. The role involved assisting the director and cast during rehearsals, sorting props, managing the technical crew, and giving prompts to start lighting and sound cues during the performances.

“Our director, Miss Robinson, had an electrifying vision for this revitalisation of the classic Greek tragedy by Euripides, and it was immediately clear that this would be a special production. The cast approached the piece with careful deliberation, and it was interesting to observe as they developed their own interpretations of the characters.

“There were myriad technical elements to juggle, and the weeks leading up to production proved a rewarding challenge.

From our incredible set, which included life-size trees and even real bark, to the subtle lighting and sound designs, with some fake blood and fire effects inbetween, it took an extraordinary team of staff and students to build this production with such passion and skill.

“Although tiring, the week of performances ran smoothly. Each show involved huge amounts of behind-thescenes work, both from my team in the tech box (the brilliant Chris and Ethan on sound and lights), and the team managing the backstage wings, as well as the frontof-house team and supporting staff.”

Profile: Hugh Bishop

“Since I had never been involved in Drama at Trinity before, I very bashfully auditioned at the last minute, so it really came as a surprise when I discovered that I had made it into the cast - let alone to play the role of Jason.

“As a student of both Latin and Greek, I had read Euripides’ play to supplement my set texts at GCSE. That being said, acting gives you a real insight into your character. Going so deep into Jason’s character has also given me a different perspective from which to approach Greek tragedy, and reminded me just how timeless the genre is. It was so much fun working with my fellow Sixth Formers and ‘my sons’ in the lower years!”

32 In Trinity Magazine Drama

Dramat Looking back on a year of positive outcomes.

An Interdisciplinary talk complements our Sixth Form production of Medea Before the second night of the Sixth Form production of Medea, the Classics and Drama departments gave a pre-show talk to bring alive some of the key themes of the play. Miss Van Dal, Head of Classics, explains: “Around thirty students of Latin, Greek and Classical Civilisation from Riddlesdown Collegiate were invited to attend the talk and show. It was wonderful to see Euripides’ brilliant play brought off the page so expertly and also to share the experience with the wider Classics community.

“At the heart of the play lies a conflict between two main characters. Medea, Princess of Colchis, has betrayed her father in order to help the Greek hero Jason obtain the golden fleece. Not only that, but she has left her homeland and arrived in Corinth with Jason as what the Greeks would have considered to be a ‘barbarian’, with few rights and little status. So, when Jason decides to leave her to shack up with the local princess, Medea is sad and enraged, and plots a revenge most unthinkable.

“We discussed why one might be ‘team Medea’ or ‘team Jason’, examining the play within the context of 5th Century BCE Greek cultural mores and highlighting the themes of gender inequality and xenophobia as explored by Euripides – while Miss Robinson talked through the set, explaining how each item helped to accentuate the plot and the actions of the characters.”

Mr Weeks, Deputy Headteacher at Riddlesdown adds: “It was a fantastic experience from which our students learnt a great deal. The production really brought the play to life and the students have referenced it a great deal since. They also greatly appreciated the chance to see another school and to go on a school trip, which has been a challenge over the last few years. Thank you to Trinity for the invitation.”

Miss Robinson, Director of Drama, provides an update on this year’s inspiring Dramarelated activities and initiatives

Spotlight on LAMDA

It has been so pleasing to see LAMDA grow over the past few years and it is clear that students get a fantastic sense of enjoyment and satisfaction from their sessions with Miss Reeve. Most students choose to be assessed individually but we also offer the opportunity to rehearse and perform a duologue; a scene between two people. Not only does LAMDA benefit students’ Drama skills (we often have LAMDA students accepted onto the National Youth Theatre programme), but it helps further metacognition and recall development in the line learning and rehearsal process.

Scholars’ events

This Spring saw our scholars expand their theatrical practice through workshops with industry professionals. In March, we welcomed Mark from Squire Combat who led a fantastic session on stage combat.

This started with students working in pairs to choreograph short fight scenes comprising slaps, punches, kicks and some hair-pulling for good measure! It then built up to rehearsals using bokken (wooden Japanese swords) which helped students hone their balance, coordination and timing skills.

At the start of the Summer term, we then welcomed Southside Theatre Company which delivered a hilarious workshop about comedy and improvisation.

Students worked in small groups to create characters; considering age, demeanour and personality - the more exaggerated the better! The workshop culminated in a whole class improvisation in which students transposed their characters to an airport waiting room, with hilarious results. We also ran the second Drama Scholars’ trip of the year, taking students to the brilliant ‘Curious Incident of the Dog in the Night-Time’ at Dartford’s Orchard Theatre. Students were hugely impressed with the phenomenal projection in the set design and the inclusion of not only a live dog on stage but also a rat!

In Trinity Magazine Drama 33

atic effect Trips

During the Summer term, Third Year Drama students went to see the criticallyacclaimed production of ‘The Woman in Black’ in the Fortune Theatre in Covent Garden. This visit formed the basis of their end of year Drama exam in which students had to analyse and evaluate the acting and technical elements in a live theatre production. By all accounts, students had a great time and weren’t too scared by the woman in black’s emergence in the aisle.

Backstage Platforms

Profile: Finn Rabheru

“I completed the Grade 3 LAMDA exam with a Distinction. I have really worked on my presentation skills. Being able to communicate your point to someone effectively is an essential life skill.”

Profile: Zoe Wisniewski

“Working towards my LAMDA Grade 8 exam has provided me with the opportunity to gain confidence. Initially, I found the idea of presenting to a class or participating in a debate daunting.

However, LAMDA has pushed me to step outside of my comfort zone.

“Analysis of the characters’ and director’s intentions has given me an insight into how people may react and respond to differing stimuli. This may be helpful in the future when I hope to read Psychology.

I have enjoyed using body language and gestures to lead the audience into understanding characters’ thoughts.

“LAMDA has also allowed me to understand the importance of selfreflection as I have evaluated the smallest details of my pieces every week to try and make my characterisation as convincing as possible.”

Profile: Joe Mestecky

“LAMDA has helped me develop my public speaking skills and has challenged me to perform on my own and to respond to feedback. I would recommend it to anyone who wants to improve their confidence and performance skills.”

During the summer term, we were fortunate to be joined by Director and Choreographer of world-famous theatre company Punchdrunk, Maxine Doyle, and by David Wood, writer of this term’s summer production starring Junior, First and Second Year students. Backstage Platforms give our students valuable insight into the theatre industry and provide an intimate environment in which they can ask theatrical specialists about their careers.

With Maxine Doyle, our A Level Drama students were able to discuss the brilliant production of ‘The Burnt City’; Punchdrunk’s new immersive production about the Trojan War that Maxine had directed and which students saw at the start of the term.

We were also joined by the brilliant children’s author, David Wood, whose credits go as far back as the much-loved Owl and the Pussycat in the 1970s and who has adapted all of Roald Dahl’s novels for the stage. Our decision to stage his play ‘The See Saw Tree’ coincided with its re-release, with Trinity’s version being staged outside at the end of June.

David talked passionately about the development of his play and how relevant it has again become, with increasing pressure on the environment.

“We discussed how it had originally been written for eight characters but how Mr Chambers had decided to approach it another way, writing to David himself to find out if it could be adapted for a cast of 50! Tune in to the next issue of ‘In Trinity’ to find out how Mr Chambers managed…

“LAMDA has helped me develop my public speaking skills and has challenged me to perform on my own.”

34 In Trinity Magazine Sport

Third Year students inspire on the Basketball court This year, Basketball has come to life and truly found its place at Trinity.

The rise in participation across all age groups has been staggering, with regular training sessions taking place and the number of competitive fixtures reaching an all-time high.

Mr Page provides a round up of some of the highlights

Summer sports

Today, it seems that the sports hall is a popular place to be. And, whilst it is a team sport, high-level individual talent makes Basketball extremely exciting to watch and is one of the reasons Basketball has gained so much success and popularity in our community. It offers a chance for our students to express themselves but, at the same time, to learn what it means to be a team player.

Amongst the many sporting success stories throughout the year, the U14 National Cup run was nothing short of exceptional. It was the first time that any age group had entered the cup at Trinity, but this group did not shy away from the challenge. After surpassing the first round comfortably, they came up against previous champions: Bristol Metropolitan Academy.

The intensity in the sports hall was electrifying and, after a close three quarters, a stunning display of teamwork and resilience from Trinity helped our team to get over the line and come away victorious; progressing through to the quarter-finals. Prepared and ready to leave it all out on the court, the team travelled to Crawley to face HTS Storm Basketball Academy. Momentum swayed back and forth, with neither school showing signs of letting up.

Matt Oppong and Thabo Ncube were instrumental in attack, scoring on numerous occasions, whilst Uzoma Anele managed to keep HTS within touching distance through an impressive defensive display.

The skill displayed from both teams was outstanding and, as the new kids on the block, Trinity showcased why no team should underestimate them.

However, despite their efforts the team were knocked out. That said, the season was not over for this group, and they were determined to finish on a high.

They travelled to Sevenoaks for an U14 Tournament against the likes of Whitgift, John Fisher, AISC, Wilson’s, Archbishop Tension’s and Sevenoaks. Here, they managed to finish unbeaten and solidify themselves as one of the best teams in South London.

"A stunning display of teamwork and resilience from Trinity helped our team to get over the line."

In Trinity Magazine Sport 35

Girls’ sport on the ascendant The standard that this group set themselves this year is to be admired.

They have also taken away valuable personal skills that will help them in every avenue of school life. Not only has their accountability and professionalism remained consistent in training and fixtures, but they have also managed to inspire the next generation. Often seen coaching, officiating, or refereeing basketball, these students are aiming to help others take up the sport.

Captain and Surrey Rams player, Jayden Alabi, says: “When you create a sense of togetherness paired with a will to learn, you can go a long way. I coach the U12s on a Monday after school and can already see the passion they have for the sport.

It is down to us to help nurture that in the school community.”

Girls’ Cricket has seen exponential growth since England won the 2017 World Cup, and it is fantastic to see Trinity girls take to the sport so enthusiastically. As well as being a sport that requires high skill levels, it offers the chance to form long-lasting team relationships and tactical awareness.

This year we enjoyed our first girls’ Cricket fixture with a team of Lower Sixth students taking on Coombe Wood. Above all, it is important for students at Trinity to realise that they are able to play a range of sports, and the newly-founded Cricket team will continue to provide girls with opportunities to enjoy a variety of sports throughout the Summer term. We are looking forward to broadening the range of fixtures against other local schools.

This year we also witnessed the first-ever girls’ ‘Multi-Sport’ afternoon against St George’s College; an event in which we aimed to encourage students to take part in sports they hadn’t tried before.

No less than 44 girls came over from St George’s to play Rounders and Football.

For many of the girls, playing in their first Football match was a challenging, yet positive, experience. Students got to grips with different tactics and understood the importance of communicating as a team.

Meanwhile, the Sixth Form girls also played their first-ever Rugby match against Tiffin Girls’. Many players have shown huge progress and passion for Rugby and, towards the end of the season, a number of girls represented Trinity at the Rosslyn Park 7s tournament.

They displayed magnificent resilience on the day; putting into practice what they had learnt in training and in previous matches. Well done to all!

36 In Trinity Magazine Sport

Q&A with our Head of Performance Sport, Mr King

Please tell us about your role as Head of Performance Sport. What does it involve?

I am responsible for the organisation of our sports assessments during the admissions process, as well as the awarding of our Sports Scholarship programme.

Can you outline how the highperformance pathway works and what’s on offer?

Our High Performance programme starts in Year 11 and students are invited based on the level they are competing at in at least one sport.

Along with Mr Beresford-Miller, I also manage our Sports Scholars and High Performance athletes to ensure they are receiving the right amount of support that they need to thrive firstly in the classroom but also on the field or in the pool.

It is essentially more bespoke support for each individual and we try to tie it in with their external clubs and coaches to ensure that we are all working towards what is best for the individual student.

How long have you been working at Trinity and is there anything in particular you are most proud of that you have achieved during your time here?

Since leaving, as a student, I have been back at Trinity since September 2013, initially on a work experience placement; so, for nine years in total.

I’m fortunate to have experienced lots of highs but winning the 1st Water Polo National Title as Head Coach in 2018 having come close on several occasions - was particularly special. I was also very proud to be there at Twickenham this year when our 1st XV Rugby team were crowned national champions.

“Our High Performance programme starts in Year 11, and is essentially bespoke support for each individual. We are all working towards what is best for the individual.”

What advice do you give to students who are particularly keen sportsmen or women?

The key to being successful in your studies but also in your sport is to be very organised. I always use Kathy Rogers, who left in 2017, as a fantastic example for our students: She went on to secure a four-year scholarship at the University of Michigan and last season played professionally in Greece.

I was always amazed at how she used any down time to ensure she kept on top of her studies, which enabled her to give her training and sport her full attention and focus.

Have you noticed any interesting trends in terms of popularity of key sports, both in school and outside?

Girls’ sport at Trinity is going from strength to strength and we are very excited about the new cohort joining us in September, who join an already very strong Upper Sixth group.

What are your short and long term goals in terms of the performance sport programme at Trinity?

Our Sports Scholarship programme and High Performance programmes are there to support our talented boys and girls who are competing at the highest level, and we are therefore constantly looking at how we can improve.

I am delighted that Mr Beresford-Miller will be working closely with those athletes moving forward. He brings a huge amount of experience not only in sport but also from having been a pastoral lead for the past four years.

As Head of Aquatics, too, what are you most proud of?

It sounds crazy but both Swimming and Water Polo really grew in participation following the remote working period.

We, as a school, were permitted to run before school, during lunchtimes and after school sessions - despite not being able to play fixtures against other schools.

In Trinity Magazine Sports 37

Profile

Aarush Wangoo Single year group sessions meant that many students continued to both swim and play Water Polo regularly when they may have struggled to do so in normal circumstances. It has meant that we have continued to have huge numbers attending morning swim sessions, and junior and senior Water Polo sessions.

Due to the large number of students playing Water Polo, we’ve been able to offer A and B teams in some age groups, as well as A to C fixtures at U12. We’ve also had a hugely successful season in terms of results, with our Years 7 and 8 swimmers being crowned London Champions and our U13 Water Polo team following that up with the ESSA National Title. Our U16s and U18s were also crowned Schools League Champions.

Do you have a favourite sport?

I enjoy watching both Rugby (union and league) and Football (I am a big Chelsea fan) in my spare time, but Water Polo remains my favourite sport. I still watch as many high-level games as I can as some of my ex-teammates and good friends are still playing or coaching at that level. I (try to!) play occasionally still.

Do you see impressive participation levels in sport at Trinity?

I think our participation levels are very encouraging and have increased year on year in the nine years I’ve been working at Trinity. I’ve especially enjoyed seeing the growth of sports such as Basketball, Fencing, Handball and Golf. Basketball and Handball in particular had very encouraging results in their respective national competitions, which is very pleasing to see, especially given it was our first time entering.

What are you most looking forward to in the academic year 2022/23?

I always look forward to welcoming the 250 new students and families into the Trinity community, as well as unearthing the next generation of Water Polo stars!

Sixth Form student, Aarush Wangoo, recently set up a successful cricket coaching business, Evolve Cricket.

“My aim is to help everyone ‘evolve’ into the best version of themselves. Having played a lot of Cricket growing up, two deficiencies stood out to me. One was a lack of technology being utilised for coaching at grassroot levels and the other was a lack of female participation. This inspired me to take action,” he says.

Aarush first started playing Cricket when he was 11 and has represented Surrey and Kent at county level. Currently, he is part of Trinity’s 1st XI squad. Here, he tells us a little more about his venture…

The combination of technology and physical coaching sounds great. Did anything in particular inspire you?

I have designed a platform where parents can log in and see videos of their children at training sessions. The videos are analysed so people can constantly learn and ‘evolve’. This allows players and parents to see how they are progressing.

I am now working on incorporating smart cricket bats and balls which give more insights on performance. These include speed, angles and impact statistics.

What kickstarted your interest in encouraging girls to play Cricket?

Having played a lot of Cricket growing up, it was clear that there were many girls uncomfortable about picking up the sport as there was a lack of girls’ teams and coaching. My sister, who was keen on Cricket initially, found it hard to fit in at training sessions and matches. This is why I am setting up girls-only training sessions and not making profits from them. I am also working towards getting a few professional female cricketers to help coach; to incentivise girls to play the sport.

Have there been many learnings since you started your business in December 2021?

My biggest lesson has been in time management and learning how to delegate tasks more efficiently as this business takes up a lot of time and I do not want it to compromise my A Levels.

Roughly how much do you make a month from this? Did you find that the business quickly covered its costs?

My revenue is just under four figures a month. I used to work as a tutor and I saved up from that to start this venture. I now have a waiting list of clients.

Which A Levels are you studying and what do you plan to do when you leave Trinity?

I am studying Maths, Economics and Business. I intend to take a gap year and turn this business into a more passive one as I work towards becoming an investment banker.

38 In Trinity Magazine Art

Artist in residence

A life Q&A with alumnus, Laurence Watchorn.

Have you always been interested in Art? I was a sportsman growing up and didn’t give too much thought to my underlying passions for Art and Music until near the end of my GCSEs. With the support of Trinity’s Art department, I then went on to study a foundation year at Croydon College before being awarded a place at the Slade. I have always questioned myself and my creative endeavours.

They are, however, what I’ve spent a large majority of my time thinking about for a long time now. My practice is characterised by my way of thinking, particularly as I have always been interested in the realm of abstraction.

How did you find your time at the Slade School of Fine Art? I decided to study the four-year BA course, which included Art History modules and a written dissertation as well as the studio-based assessment and degree show. I have made seemingly abstract pictures for four years and written a dissertation entitled, ‘The Cavern in the Mind: An essay investigating a return of ancient shamanic spirit to the modernist west’.

I found immersing myself into the school initially quite challenging. Studying Art at the Slade, in my experience, takes a little ‘unlearning’ of the standard way of approaching academic studies. Being put in a white room, on your own and without much direction and urged to make things seems at first quite alien. Most lectures and tutorials are optional, and you have to do more or less everything off your own back.

This mode of learning actually suited me though and is really what allowed me to learn an incredible amount about myself.

It is something which isn’t learnt on many other BA courses. It was effectively four years of problem solving whilst constantly being critiqued and questioned. As daunting as that seems, at first, you soon realise the value of it. In my second year I opted to study an extra Philosophy module titled, ‘Metaphysics and epistemology’ which, in hindsight, really set things up for the rest of my degree and shifted my practice into new territory.

Things definitely started to take shape for me toward the end of the third and in my final year as I began to realise what it is that really interests me as an artist.

“We are delighted that Laurence will be our Artist in Residence next year. Laurence will be a fantastic ambassador for the subject and will really inspire our students.”

Mr Robertson, Director of Art

I’ve been surrounded by talented creative minds and been continuously challenged.

It’s been an incredible learning process.

The struggles I initially experienced were simply a part of the process.

Do you have a favourite artist?

There are many artists that have motivated me, but I now understand that it is ideas and questions posed by artists which inspire me most. Stylistically, I have always been drawn toward twentieth century modernist abstraction, but I am now equally interested in ancient cave, indigenous art and the notion of perennial motifs, common throughout the world.

An unspoken spirit and soulfulness within a picture, whatever that may mean, is something that inspires me.

What do you hope to do following graduation?

I am intending to study an MA course in Fine Art, and I would also like to go on to write more about Art History so I may pursue a PhD at some point. I will, however, definitely continue to make pictures for the foreseeable. I am also a DJ and run an electronic music record label so I’m looking to grow in that regard alongside my postgraduate studies.

What type of art do you like to focus on?

I am predominantly focussed on visual art, although sound, music and dance play a key role in my work. I am technically a painter and studied within the painting department at the Slade.

However, I prefer to refer to my work as pictures and myself as a picture-maker as it keeps mine and the works’ feet flat on the ground whilst negating the sometimes unnecessarily connotations that come with being a ‘painter’. I do also like to focus on art which reminds us of our innate relationship with the natural world.

Do you have any tips for students keen to study Art? Throw yourself into it - and don’t bother if you don’t enjoy it. Studying Art will undoubtedly equip you with a skillset which isn’t learnt through other degrees, but it’s only worthwhile if it’s something you enjoy.

“Studying Art has been most fruitful when I approached it with an almost childlike vitality.”

It is not necessarily a process of incessantly planning and cramming information into the mind but seems to be instead one of allowing what is already in there to slowly fall out. In this way, the study of Art seems to be about facilitating an open, non-judgemental environment for ideas to occur and then from this learning to develop concepts, solve problems and engage critically with the ideas of others.

How did you find your time at Trinity?

At times, particularly in the younger years, I found my time at Trinity quite tricky. I got in quite a lot of trouble and found school quite hard - aside from sport. However, with the aid of particular staff members and the realisation that my grades would get me to the places I wanted to go, I found my place.

I then found myself spending the vast majority of my time in the Art department, which became a real oasis for me during quite turbulent times. It was during this time I realised an underlying passion I had for Art. I feel grateful, when looking back, for the support I received from the department when deciding to go on to pursue it.

40 In Trinity Magazine Trips

Trips: Euro Space

The Summer term saw Trinity students embarking on their biggest ever international school trip, with 118 students and 13 staff setting off to complete the Astronaut Training Camp at the Euro Space Centre in Belgium. Miss Manisier, Teacher of Physics and STEM Engagement Coordinator, reports back on the action...

The plan to visit Euro Space in Belgium was first hatched by the Physics Department in 2019, keen to take Second Year students to this exciting facility as a finale to studying their ‘Year in Space’ scheme of work.

Unfortunately, the debut trip, originally planned for May 2021, could not go ahead due to the small matter of a global pandemic. Staff had to choose between cancelling or postponing and expanding the 2022 trip to involve two year groups.

When the 2022 trip was advertised, there was so much excitement that places sold out in minutes. Again, staff expanded the trip’s capacity as much as possible to avoid disappointed students.

And so the mission to launch Trinity’s largest ever and first big post-COVID trip was set.

Once we touched down, our recruits got straight to work to complete a succession of different space missions. Our young astronauts completed a moonwalk, involving a chair suspended by a spring system which simulated the moon’s gravitational field.

Students were about to take massive leaps for Trinity-kind and, with the help of a VR headset, ensure they waved a distant astronaut. They completed a full simulation of touch down on the Moon, with most of the team making up Mission Control in the replica control room whilst the pilot and commander were in a simulator unit which, again, was a replica of a real space shuttle.

In Trinity Magazine Trips 41

“I enjoyed walking on the moon and visiting the Mars village, but my favourite attraction was the Space Rotor... I can still remember experiencing that centrifugal force!”

Ethan Sun

The recruits made their own chemical rockets from scratch which they launched into orbit on the final afternoon. The rockets used go so high that the centre had to let the local air traffic controllers know the launches were going to take place! They showed amazing teamwork, working together to fix broken satellites, in a zero-gravity environment created by a counterbalance of water, measured out to exactly cancel out their weight.

A further highlight was testing their coordination and ability to think clearly under pressure when completing a maze whilst strapped into a gyroscopic chair which spun them in three dimensions; simulating a module spinning out of control when it re-entered the Earth’s atmosphere.

But the favourite for almost everyone (except Mr Van Graan) was the rotor where astronauts stood against the wall and were spun so fast that they experienced forces of up to three ‘Gs’, equivalent to experiencing three times the normal gravitational force. They spun so fast that they stuck to the wall, allowing the floor beneath their feet to be removed completely. It left a few staff and students a little queasy even though they were on cloud nine!

“The trip was completely out of this world… never have I seen so many excited and joyful faces all in one place!”

Miss Manisier

I am deeply grateful to the many staff who gave up their time to come along on the trip to supervise our aspiring astronauts. Without them it would not have been possible. Sincere thanks must also be extended to Mrs Morris, the Trips Coordinator, who put in hours and hours of work behind the scenes in Trinity’s mission control organising all aspects of the trip’s logistics to ensure its success.

42 In Trinity Magazine Trinity Triathlon

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Welcoming back the Trinity Triathlon for its tenth year!

In Trinity Magazine Trinity Triathlon 43

Mr Brookman, former teacher and one of the original event’s delivery team, reflects on the legacy of the Trinity Triathlon.

‘We are back!’ was the headline on the publicity material for 2022 and it is hoped that the event will flourish for at least another ten years.

The Trinity Triathlon was established as a legacy event following the 2012 Olympics. In 2009, the governors had challenged the school community to commit to the theme of youth involvement in sport, which had been central to London being awarded the games. June 26th 2022 marked our tenth anniversary; the first race being a test event in 2011...

Why triathlon? The sport made its Olympic debut at the 2000 Sydney games and has been a growth sport ever since.

Through the swim, bike and run phases it challenges all aspects of sporting endeavour from mental and physical endurance to varied technical skills. It is a great way for children to become active; an event that all ages and abilities can be part of. If nothing else, ‘Trinity Triathlon’ just has a very nice ring to it!

Having decided to do it, the challenge was then to deliver by 2012. Advice from British Triathlon was to link with Crystal Palace Triathlon club, which has mentored us from the start and, in effect, ran the first test event in 2011. Trinity has a superb pool and grounds so the swim and run was not a problem and while the Addiscombe Road is a perfect surface for cycling it is also a London Red Route, with all the restrictions that go with that designation.

The sense of positivity which all 2012 planners seem to have been blessed with meant that, after some negotiation, Transport for London agreed to the road being closed and the competitors now enjoy cycling at top speed under trafficfree conditions. Our neighbours also tell us they enjoy the quieter Sunday mornings!

In 2011 some 140 children took part and since that time the numbers have built to the largest field of 530 in 2018.

All triathlons were cancelled during the Coronavirus lockdowns and national participation is now reduced. This year, 360 children competed at Trinity, the youngest being eight and the oldest 19.

For many it was their first ever triathlon while others, in the GB elite squad, are well on the way to a future Olympics.

It was the dream of all those involved that one day we would see a Trinity Triathlon competitor at the Olympics and that came true when local boy Alex Yee took gold and silver in Tokyo last year. It is vital that the legacy theme of 2012 is cherished by all those involved in the delivery of youth sport and the Trinity community can be proud to be part of this continuing story.

Closing the road at 6am and the first athletes going off at 7am requires preparation many days in advance and the whole school community is involved. The grounds staff prepare grass surfaces, the caterers provide much needed bacon rolls and coffee for marshals at 5.30am and staff, students, parents and volunteers from Crystal Palace Triathletes then position themselves in the pool, on the road and the fields to deliver a safe and enjoyable event.

Trophies are awarded at 11.30 for the 12 races and all finishers go home with a medal and race T shirt. It is common for e mails of thanks to be coming in from parents, within half an hour, thanking us for such an enjoyable event, telling us they are being nagged about joining a triathlon club and “Can I have a new bike for Christmas?” being the plea.

The Trinity Triathlon is a ‘community event’ and parents, students, staff willingly give of their time and come back every year.

Our neighbours, both resident and Shirley Park golfers, give us their blessing for the road closure and the emergency services work with us to ensure that local area is kept safe, while none of this could happen without the support of Croydon Council and Transport for London.

44 In Trinity Magazine Equality, Diversity & Inclusion

Stuart Lawrence returns to Trinity.

Equality, Diversity & Inclusion

This May, we welcomed Stuart Lawrence back to Trinity to continue the work he has done with our students to promote equality, diversity and inclusion, writes Mrs Beresford-Miller, Head of Religious Studies.

Stuart began the visit by speaking to the Third and Fourth Years in Trinity Concert Hall. He spoke about being a revolutionary and making a change in society. Drawing on the words of Nelson Mandela, he told students that ‘education is the most powerful weapon which you can use to change the world’; asking them to consider each knock-back not as a fail but instead as a ‘first attempt in learning’.

He shared his story of the murder of his brother, Stephen, in 1993, and how it shaped his life. Coming, as it did, just weeks before his GCSEs he told them how his life had not gone to plan but that said he had not let this stop him becoming a change-maker in the world.

The event ended with questions from the students, who showed how much they had been inspired by Stuart’s story in the brilliant questions they asked.

Stuart then met with Sixth Form students from the African Caribbean Society (ACS) and the Equality, Diversity and Inclusion Committee to take their questions.

He challenged them not to think of themselves as ‘allies’ but as ‘changemakers’ – and he asked them to think of what they wanted the two organisations to achieve and to push their aims and their changes in the school. Speaking to students, it’s clear that this conversation had a great impact on them.

“I am so grateful for these words of wisdom; words that have sparked us to make active change – for example, amending the curriculum to make it more diverse.”

Zoe Makele

Safi Tiotto-Smith commented that it was, “yet another brilliant opportunity to hear many inspiring words about change.

One of my favourite messages of his was to focus on the 94% of people who are ready to make a change. It is impossible to change everybody, but we should at least try and connect with those who care enough to fight for it. I also enjoyed his reassurance that the only perception of you that matters is your own. Once you are confident, strong, and determined to make change, others will follow you on this path to a better world.”

In Trinity Magazine Equality, Diversity & Inclusion 45

One of the heads of the ACS, Mel Aigbogun, also felt inspired saying, “Hearing his opinions on the questions we asked him was very insightful. His experiences of racism have differed from ours, but there is still some common ground, which makes it so interesting to hear what he has to say.

“One of my favourite messages of his was to focus on the 94% of people who are ready to make a change.

It is impossible to change everybody.”

“When we met with him for the first time at the start of this academic year, he gave us great advice on how to educate people about the issues that their classmates and friends go through, and Zoe, Kai and I took this into account and used it to guide our leadership of the African-Caribbean Society this year.

“I really appreciate the time he takes to eloquently explain his views in such a friendly way. I hope the current year 12s who will take over ACS can use his advice to continue on the successful newly formed society in our school.”

This feeling was mirrored by Zoe Makele who said that Stuart’s reminder that we must be the change we want to see in the

Trinity hosts African Caribbean Society ‘Mixer event’ Trinity recently hosted an African Caribbean Society ‘Mixer’ event with the three schools in the Whitgift Foundation.

This gave students a space to share their culture and to discuss important issues they see in their own lives, their communities, and the world more broadly.

With help from Mr Paterson and Mr Pietersen, as well as the events and catering teams, Trinity students Mel Aigbogun, Zoe Makele and Kai Patterson organised the mixer for over 60 staff and students in the Mitre Café, with music, food, a quiz, and a roundtable discussion.

Thanks to all who were involved!

world was her favourite take-away from the day saying, “I am so grateful for these words of wisdom from Stuart and teachers alike; that have sparked us to make active change – for example amending the history and music curriculum at Trinity to make it more diverse.”

It is wonderful to see how much Stuart has helped our students think about making positive change. Something seen by one of our future EDI members, David Aisa Miller, who commented, “I thoroughly enjoyed the meeting, which was based on inclusion, as it not only challenged my own views, but the emphasis on openness has reminded me that there is good in the world and change really is possible.”

It’s clear that Stuart was able to have a great impact on a wide variety of members of the Trinity community and we are looking forward to welcoming him back to work with our ACS and EDI committees.

Community

46 In Trinity Magazine Ten years of co-ed

Celebrating girls: A decade of co-education Trinity is celebrating 10 years since girls first joined the school and graduated from our co-educational Sixth Form.

This April, alumnae from 2013-2021 gathered for a fabulous evening of dinner and entertainment in Trinity’s Concert Hall, bringing together a wealth of experience and talent in one room.

Jess O’Sullivan, Katey Fisher, Eleanor Lewis and Deesha Ganguli, who inspired all to look forward to a future full of opportunity and possibility. The panellists spoke about the importance of mentors and role models; of finding that likeminded person to speak to and talk through thoughts and decisions.

Mr Kennedy, Head since 2016, welcomed alumnae back to Trinity, recognising the tremendous contribution that girls have made to the school over the last decade.

He commended all present for ‘having made Trinity a much better school’, stating that “our co-educational experience builds confident young people who have been part of a really positive community.”

Katey, who mentors volunteers in her work with a Croydon support group for refugees and asylum seekers, told the audience that ‘you can’t solve the world’s problems, but you can be there to listen’.

Many current students were thrilled to network with the guests and listen to advice and insights. Ms. Lewis, Alumni Relations Manager, hosted a panel discussion with four former students:

Reflecting on the challenges that they have faced as women in the workplace, Eleanor, a teacher at Wilson’s School, spoke about the importance of ‘having the confidence to assert yourself, to back yourself’, whilst Jess, who has worked in project management for Sky and now at Innocent Drinks, stressed the importance of not allowing self-doubt to creep but to believe in your abilities to learn and develop.

In Trinity Magazine Ten years of co-ed 47

Photography credit: DFPhotography

Conidering the benefits of a coeducational Sixth Form experience, Deesha, who is undertaking a Masters in International Development and Education, told the young audience that joining Trinity benefitted her confidence. She said that she felt ‘less intimidated to enter mixed environments and was more confident in approaching male colleagues.’ Jess agreed, paying tribute to the teachers who helped her build her confidence throughout her Sixth Form career.

These alumnae were asked what advice they would give to their 18-year-old selves. All agreed that it is vital to recognise that everything can change and to be flexible; that failure teaches, and rejection opens other doors of opportunity. Current and former students were fortunate to be joined by teachers whom many remembered, including Ms. Ward, Ms. Highmore, Ms. Morgan and Ms. Geldeard. And three parents, instrumental in the organisation of the event, were also introduced:

Fiona Pearson, ex-Times journalist of 30 years and current Digital Comms expert; Marcie Buxton, Executive Coach and champion for equality, diversity and women’s rights; and Accountant, Angela Farquharson.

Ms. Geldeard, Head of Sixth Form said, “The evening showcased such a warm and welcoming group of young women who were inclusive and empowering, ready to make a difference and to share with each other.”

The alumnae enjoyed a delicious meal followed by a slick performance from Trinity alumnus, Freddie Benedict, singing hits from Ed Sheeran, Justin Timberlake, and John Legend – guaranteed to get everyone on the dance floor.

Thank you to Headmaster Mr Kennedy and to Lord Barwell for hosting this milestone event. We look forward to the next reunion!

Former Headmaster, Mark Bishop, and Joe and Ros McKee entertained with a video of memories from the early days of the girls’ arrival while former governor, Lord Gavin Barwell, who first advocated for a co-educational Sixth Form, reflected on this important development at Trinity.

Community Meet our new Director of Development

Jason Court left Trinity in 1986 and enjoyed a 30-year career in the city.

Three years ago he was looking for a career change to spend more time with his family. Having been to a class reunion and a trip organised by the alumni department, he became aware of an opportunity to work back at Trinity in the Alumni and Development office, primarily in a fundraising capacity for the Trinity Bursary Fund.

Jason is now taking over the reins from David Young as Director of Development. He says: “I am inheriting a fantastic department. We aim to get as many alumni, parents, past parents, staff and friends as engaged with the school community as we can. We have a great programme of events and some wonderful supporters.

“My time at school gave me friends from all different backgrounds and I am convinced that helped me in my corporate life. It made me comfortable talking to anyone, from the cleaners and reception staff to the chairman of the board. It’s nice to be part of the current efforts to make Trinity accessible to families who could not otherwise afford an independent education.

“We also want to give as many children in the borough the opportunity to benefit from a Trinity education so that means fundraising for the Trinity Bursary Fund. We have increased our support in just three years from three students to 21 next year. We want to get to over 40 eventually. But our network is open to all - everyone is welcome. So I hope anyone reading this who isn’t in touch will connect back with us.

We run annual reunions in the Summer, so watch out for your invite, and each December there is an event in the pavilion for our U25s.”

The Development team also recently welcomed alumnus. Nick Ramdas who joined earlier this year as Data Analyst – as one of three former Trinity students to work in the team. Nick was himself in receipt of a bursary as a student here, so he says it has given him a sense of fulfilment working on the Trinity Bursary Fund today. Welcome, Nick!

You can sign up on the My Trinity webpage or email: alumni@trinity.croydon.sch.uk.

“We aim to get as many alumni, parents, past parents, staff and friends as engaged with the school community as we can.”

In Trinity Magazine Giving Back 49

Trinity Gives 2022 Art on a Postcard

Fundraising to eradicate period poverty

Trinity has also been fundraising to provide girls in Hope secondary school, Malawi (pictured) with period pants which are sustainable options both environmentally and economically. WUKA period pants are underwear that girls can wear through their period. As they are washable, they are sustainable: Once washed they can be used again.

Mrs Prestney explains: “One in ten girls in Africa miss school because they don’t have access to menstrual products, or because there aren’t safe, private toilets at school. In 2021 the Trinity Malawi Project managed to fund a new toilet block for Chipwepwete school, giving the students a safe, private sanitary block. This year, we’re aiming to minimise period poverty as, without access to sanitary items, many girls at Hope secondary school in Malawi miss school once a month, which has an enormous impact on both their education and the overall adult literacy rate amongst women in the area.”

“Just before the Summer half term break, we enjoyed TrinityGives2022; our second Giving Day on behalf of the Trinity Bursary Fund. I was deeply grateful for the generous response.

The 36-hour campaign raised over £58,000 from the global Trinity family of parents, alumni, staff and friends.”

Mr Kennedy, Headmaster

“Art on a Postcard provided a fantastic opportunity to celebrate our community’s creativity. There was such a rich range of artistic responses. It was fantastic to see our community coming together to once again support the Trinity Bursary Fund.”

Mr Robertson, Director of Art

In a thought-provoking assembly, Mrs Prestney also shared some shocking stats about the stigma around periods: “One theory was that because women were ‘more sedentary’ and less efficient than men, they had a backlog of blood and ‘waste’ that must be regularly eliminated for their health,” she said. “Even when the first commercially available sanitary products hit the western market in the late 1800s-advertisements were so vague about their actual purpose that no one really knew what they were for.

“Society, particularly in the West is now becoming more comfortable with period talk. Some TV ads now dare to use red fluid instead of the euphemistic ‘blue water’ in their product demonstrations.

But even in the most seemingly modern pockets of the developed world, there are still some girls missing school because they can’t afford adequate sanitary protection, or they’re scared of being teased. Period poverty is a global issue affecting those who don’t have access to the safe, hygienic menstrual products they need, and who are unable to manage their periods with dignity.”

Leading through values

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During our Festival of Ideas, our first year Classics students created a life size statue, complete with feathers made in our D.T. workshops, which told the story of Icarus.

Thank you for reading this issue of In Trinity magazine. It is compiled

by Antonia Geldeard and Lucy Fisher with the help of staff, students and Diana Jonesco, to give you further insight into the life and culture of the school.

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