The Gower 2023/2024

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GOWER T H E U N I V E R S I T Y CO L L E G E S C H O O L M AG A Z I N E 2 0 2 4

C O N TA C T S

EDITORS

The Pre-Prep School

Senior School

36 College Crescent

Sarah Davis

Hampstead

sarah.davis@ucs.org.uk

London, NW3 5LF T. 020 7722 4433

Junior Branch

E. pre-prep@ucs.org.uk

Simon Hall simon.hall@ucs.org.uk

The Junior Branch

Mark Lall-Chopra

11 Holly Hill

mark.lall-chopra@ucs.org.uk

Hampstead London, NW3 6QN

Pre-Prep School

T. 020 7435 3068

Sophie Ryan

E. juniorbranch@ucs.org.uk

sophie.ryan@ucs.org.uk

The Senior School

Old Gowers

Frognal

Elana Dwek

Hampstead

elana.dwek@ucs.org.uk

London, NW3 6XH T. 020 7435 2215 E. seniorschool@ucs.org.uk

Welcome to The Gower Volume LVII, Issue III

This annual publication for University College School is written for, and shared with, present members of the school community and Old Gowers across the world.

We hope that you enjoy this latest issue. It is our intention for this publication to give readers a view of life across the UCS Foundation for the academic year 2023-24. As a school, we are increasingly mindful of our sustainability pledge.

We aim to contribute positively to both our local and wider communities, while also protecting our planet. If you would like to receive a hard copy next year but did not this year, please contact oldgowers@ucs.org.uk. Any feedback on this edition can be emailed to thegower@ucs.org.uk.

The editors would like to express their gratitude to the many people who contributed their words and photographs to this edition.

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HEADMASTER’S WELCOME University College School was founded on the Benthamite pillars of promoting liberal academic scholarship for a diverse community of individuals. Enlightening education through character-driven achievement, we strive to lay the foundations for life, broadening the pathway our founders led through a community of learning that is happy, fulfilled and forward-looking.

This instalment of The Gower illustrates some of the many ways in which these principles have been inculcated during 2023-24 and I invite you to join me in celebrating the achievements of our pupils, and the dedication of our staff, that make up life in the PrePrep, Junior Branch and Senior School.

I hope you will feel that the opportunities taken advantage of help the boys and girls match up to the UCS mission and equip the young people in our care to be able to face their futures with success and in happiness.

MARK J BEARD Headmaster

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CONTENTS

K E Y STO R I E S

AC A D E M I C

DIVERSITY, INCLUSION AND KINDNESS FOCUS ON TECHNOLOGY AND INNOVATION

10 14

LAUNCH OF TOMORROW’S TRAILBLAZERS CAMPAIGN

DEBATING AND PUBLIC SPEAKING 88 STAND OUT WORK

90

JB POETRY COMPETITION

96

ENRICHMENT DAYS AND WEEKS 100

UNIVERSITIES AND DESTINATIONS

86

STEM ENRICHMENT 6

TEACHERS’ FURTHER STUDY

104

IN THE LIBRARY

108

18

COMMUNITY PA S T O R A L

CONTINUING SUSTAINABILITY

110

PUPIL WELLBEING

20

CHARITABLE FUNDRAISING

114

PUPIL LEADERSHIP

24

CELEBRATING PARTNERSHIPS

116

PARENTS’ GUILD

120

HOUSE REPORTS

26

COMMON ROOM GOODBYES

122

ASSEMBLIES

34

WELCOME TO THE COMMON

HOUSE COMPETITIONS AND

COLLABORATION ACROSS THE FOUNDATION

127

ROOM 40

O L D G OW E R S CO-CURRICULAR

PRESIDENT’S WELCOME

130

SCHOOL TRIPS

42

OG NEWS

132

THE BENEFIT OF CLUBS

52

OG SPORT

133

DRAMA

54

MEMORIES OF UCS

136

MUSIC

60

LIFECYCLE

139

CHESS

65

TRAVEL SCHOLARSHIPS

142

DUKE OF EDINBURGH’S AWARD

66

SPORTS DAYS

68

SPORTS TRIPS

70

SPORTS REPORTS

74

GIRLS IN SPORT

80

VIEW FROM THE ART ROOM

82

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D I V E R S I T Y, I N C L U S I O N AND KINDNESS

At the heart of the UCS aims and ethos is an unshakable commitment to diversity, inclusion and kindness. Over the past academic year, across the Foundation, we have continued to develop a pupil-led approach to this important area.

Pupils have led the charge with dedication to celebrate and commemorate dates such as International Women’s Day, Black History Month and LGBT+ History Month, incorporating these into whole-school and sectional assemblies, hosting discussion groups and special presentations in clubs and societies and educating each other about topics related to multiple identities. Collaboration between different age groups has also been central to what the pupils have been able to achieve.

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Highlighting the power and reach of their voices was a remarkable poem written and delivered by Zachary Norton, who joined the Senior School from the Junior Branch last September. To use an appropriate football analogy, Zachary’s words were clearly Premier League in terms of quality, for his poem, Fulham For All, was promoted and published by the club itself.

As a Fulham FC Academy player, Zachary took part in an education trip to the Black Cultural Archives heritage centre on Windrush Square, in Brixton.

Tasked with expressing their vision of diversity and equality through poetry, he and his peers got to work and Zachary’s poem was selected as the winning entry.

ZACH’S POEM Fulham For All

We live in a world full of diverse races, We see different colours on different faces.

Each race reveals features that are distinct and unique, From our hair, our eyes and even how we speak.

We live in a world where we are judged by our skin, But what’s important to me is who you are from within.

Do you show respect to your elders and your peers?

Put an arm around a friend and wipe their tears.

We live in a world with different cultures and creed, The beauty is respecting people’s beliefs and needs.

Whether they pray in a mosque, a church or a school, Or they don’t pray at all, either way that’s all cool.

We live in a world full of diverse races, We’re all different colours and have different faces.

Let’s open our hearts and appreciate what we see, Let’s embrace our uniqueness and diversity.

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Jessica Lewis, Assistant Head (Pupils), has spoken passionately about the importance of the role pupils play in ensuring diversity, inclusion and kindness remain at the forefront across the Foundation.

‘That poem is such a nice encapsulation of what we are trying to do here’, she says. ‘It is a testament both to Zachary’s sensitivity to the importance of antiracism and to the eloquence with which he writes.

We are very proud as a school.

‘Pupils are passionate advocates for their areas of interest. There are pupils who lead religious clubs and societies, pupils who lead and have set up Cultural Awareness Society, Feminist Society, Queer Society and those are such important spaces for students to express themselves and create an inclusive environment.

‘We lay a lot of emphasis on pupil voice, through pupil leadership positions, the Inclusion & Representation Committee and student councils. One thing we have also seen a lot of this year is pupils delivering their own whole school assemblies. We had a really powerful assembly on Islamophobia Awareness Month, and both whole-school and Lower School assemblies from Feminist Society.’

“A DISTINCTIVELY KIND AND RESPECTFUL ENVIRONMENT THAT VALUES DIVERSITY, PROMOTES SELF-AWARENESS AND RESPECTS EVERY INDIVIDUAL IN A SAFE AND SUPPORTIVE COMMUNITY” JESSICA LEWIS Assistant Head/Head Of Pupils

Adding weight to much of this is a curriculum that celebrates diversity and tackles racism. All Entry pupils took part in anti-racism workshops and explored how to stand up as allies if they encounter racist language or behaviour. Transitus and Sixth pupils received talks as part of the Bios curriculum on the origins and history of Islamophobia and anti-Semitism.

Pupils read texts in Diversity Book Club that explore multiple intersecting identities and highlight the power of resilience, one of the four Rs, along with resourcefulness, responsibility and relationships, that comprise the school’s learning values.

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Very much singing the same tune, the Junior Branch have laid great emphasis on the importance of good manners and the values of Respect, Aspiration and Discovery. Junior Duke, House competitions, valuespecific commendations, special assemblies and other whole-school initiatives make up just some of the ways staff have explored how these values can be at the heart of everything that we do.

Among many standout activities, to commemorate Lunar New Year, a team of kung fu warriors from Shaolin Temple UK performed their awe-inspiring routines to loud cheers and applause from a very exuberant Junior Branch audience.

At the Pre-Prep, a new learning dinosaur, ‘Includadon’, was launched this year to help pupils understand how to include everyone and celebrate differences.

The book ‘Beegu’ was used in Year 1 to help us understand what it’s like to be different and how we can be careful of our friends’ feelings. During Mental Health Week the Pre-Prep celebrated ‘Being Ourselves’, using the story ‘Speak Up’ to explore how powerful our voices can be.

Indeed, over the academic year a neuro-diversity celebration for all age groups was launched, with an awareness that neurodivergence can carry stigma, but in reality, is an identity that more and more pupils are discovering and embracing within themselves.

Contributions from

One further initiative that underlines the crossfoundation approach is the introduction, from September, of a new pupil leadership position called Inclusion Ambassadors. Ms Lewis adds: ‘Their aim is to bring all the work we do together.

To be the visible face of inclusion and kindness around the school and to provide peer support to pupils who may be struggling with issues of identity or facing prejudice or bullying. The Inclusion Ambassadors will work with younger pupils at the Junior Branch and Pre-Prep and contribute to whole school events as well.’

E. SZEKELY L. PSENAK J. LEWIS T H E

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F O C U S O N T E C H N O LO G Y A N D I N N O VAT I O N

‘Success in creating AI would be the biggest event in human history. Unfortunately, it might also be the last, unless we learn how to avoid the risks.’

This profound warning from the late Stephen Hawking encapsulates both the potential and the perils of Artificial Intelligence. While the promise of AI is immense, we must also remain mindful of the risks it poses. At UCS, we recognise these dualities and are committed to harnessing the power of technology in ways that enhance the teaching and learning experience, while also mitigating potential dangers.

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Two of UCS’s core aims are to provide ‘an academic education that stimulates, enriches, and informs’ and ‘preparation for the world beyond UCS from a foundation of attitudes, attributes, skills and knowledge’. In this spirit, we strive to prepare our pupils not just for academic success but with the abilities needed to navigate an increasingly complex world. Technology, particularly AI, plays an integral role in achieving this goal.

‘Our vision for AI is clear,’ says Thomas Underwood, Director of Studies. ‘We aim to utilise it as a transformative tool to elevate teaching and learning, empowering both pupils with a personalised and

immersive education and staff with AI-driven tools for innovation and efficiency. The technology that our pupils are using today is the least advanced and least powerful that they will use in their lives.’

Last year, we formed a dedicated staff working group to explore three key areas: how pupils can learn using AI, how AI can boost staff efficiency, and how it can be integrated into the curriculum. Simultaneously, a pupil-led IT working group, chaired by a Remove pupil, was established to advise on AI integration.

This collaboration has been instrumental in ensuring that both staff and pupils benefit from technological advancements.

Beyond the arts, UCS pupils have excelled in technological challenges. Several pupils advanced to the invitation-only Oxford University Computing Challenge (OUCC) after ranking in the top 10% of “OUR VISION FOR AI IS the UK Bebras Challenge.

CLEAR. WE AIM TO UTILISE The Junior Branch, too, is fostering technological IT AS A TRANSFORMATIVE curiosity from Year 3 TOOL TO ELEVATE upwards, introducing TEACHING AND LEARNING, pupils to STEM through EMPOWERING BOTH PUPILS projects like Lego WeDo and later advancing to WITH A PERSONALISED topics such as cyber AND IMMERSIVE security and virtual reality.

EDUCATION AND STAFF

WITH AI-DRIVEN TOOLS

‘Our aim is to prepare our pupils to be confident, FOR INNOVATION AND creative, and responsible EFFICIENCY” digital citizens,’ says Luke Churchill, echoing a TOM UNDERWOOD Director Of Studies sentiment that resonates throughout the UCS Foundation. At every level, from the Junior Branch The AI bulletin, written by pupils for the entire school to the Senior School, we encourage a thoughtful community, has been a standout initiative, along with engagement with technology, ensuring that pupils are peer-to-peer tutorials on how to effectively utilise equipped not only with technical skills but also with AI platforms. Pupils have shared how AI aids their the critical thinking needed to use them wisely. learning, from organising notes to enhancing revision.

Technologies that support retrieval practice, lowstakes tests, and self-quizzing have proven particularly valuable. In subjects like Politics and Modern Languages, AI has even become a debate partner, pushing pupils to engage critically with topics.

In addition to these academic achievements, AI is being harnessed to support creativity. In 2023, UCS Drama and its Lund Company showcased CTRL at the Edinburgh Fringe, a play co-written with an emphasis on AI. Set in a dystopian future, the play earned three stars from The Scotsman, with praise for its exploration of AI’s impact on education, creativity, and theatre.

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To further strengthen our commitment to digital learning, we are pleased to announce the appointment of Richard Wood as Director of Teaching and Learning (Digital). His role will be instrumental in refining our teaching strategies and ensuring that digital skills, including AI, are integrated across the curriculum.

We are also mindful of the essential future skills outlined by bodies like the World Economic Forum. As we prepare our pupils for the everchanging technological landscape, we must review our curricula, encourage an entrepreneurial mindset, promote lifelong learning, and maintain a commitment to academic rigour.

We continuously review how we use technology in lessons to enhance the learning experience.

As Mr Underwood notes, ‘Our annual teaching and learning survey shows that technology is employed where it improves the pupil experience.’ Devices are used predominantly for note-taking, collaborative tasks, completing digital exercises and for online resources. Moving forward, our focus will be on consistency, ensuring that both staff and pupils stay aligned with the latest advancements, such as evolving Google tools.

Ultimately, any changes we introduce must serve to improve the pupil experience, enhance teaching practice, and, most importantly, lead to better pupil outcomes. By striking the right balance between cutting-edge innovation and the unique qualities of a UCS education, we are not just preparing our pupils for the world as it is today, but for the world as it will be tomorrow.

Contributions from P. MCINTOSH L. CHURCHILL T. UNDERWOOD

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“At every level, from the Junior Branch to the Senior School, we encourage a thoughtful engagement with technology, ensuring that pupils are equipped not only with technical skills but also with the critical thinking needed to use them wisely” LUKE CHURCHILL

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UNIVERSITIES AND D E S T I N AT I O N S

The journey towards life ‘beyond UCS’ begins as early as Remove, with the first of many crucial decision-making processes that shape students’ academic and career pathways.

future. Understanding students’ interests, ideas and aspirations early in their school career helps us guide their decisions and guarantee the opportunities open to them are as expansive as possible.

At this stage, students start contemplating their higher education aspirations, aided by significant choices around subjects such as Additional Maths, and beginning to consider A Level subjects. This year we have developed a ‘Life in Sixth Form’ event for Remove students which seeks to inspire these young minds, featuring talks from key members of the Sixth Form team and the external consultants Oxbridge Applications, aiming to provide a tangible vision of the

Recognising the importance of early exposure to higher education platforms, we are planning to introduce the UCAS system to students even earlier in their academic journey. This proactive approach ensures that by the time students reach Upper Remove, they are well-versed with the UCAS framework, easing the transition into more focused decision-making about A Level subjects and future career paths. This year’s ‘Introduction to Sixth Form’

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evening offered additional guidance to the Upper Remove, ensuring students make informed choices that align with their aspirations.

Transitus is pivotal in linking academic pursuits with career objectives. This year we have taken a comprehensive approach to career guidance, including a University and Careers Fair that introduced students to representatives from universities and industries, with talks and oneto-one meetings with professionals in their fields.

Transitus students have also had the opportunity to sign up for one-to-one career guidance from experts as a supplement to the ongoing discussions about higher education options. This personalised advice and targeted support aims to set up our Transitus year group with the information and guidance to make good decisions about their futures. Students receive tailored support for personal statements, course research and application processes, with particular attention to their five UCAS choices.

The higher education team oversees the entire application process, providing continuous advice and support from the Sixth Form office. Oxbridge aspirants benefit from subject mentors and extra support from Oxbridge Applications, particularly for test preparation and interviews.

“UNDERSTANDING STUDENTS’ INTERESTS, IDEAS AND ASPIRATIONS EARLY IN THEIR SCHOOL CAREER HELPS US GUIDE THEIR DECISIONS AND ENSURE THE OPPORTUNITIES OPEN TO THEM ARE AS EXPANSIVE AS POSSIBLE”

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The outcomes for our Sixth Form reflect the effectiveness of our structured approach to higher education guidance. During the past academic year of 2022-23, we celebrated 17 students securing places at Oxford and six at Cambridge.

An impressive 71% of students received at least four offers, with 85% of these offers coming from prestigious Russell Group universities.

Popular universities among applicants included Bristol, Edinburgh and UCL, with the highest number of offers from Bristol, Leeds and Manchester. Many pupils secured places at Imperial, Edinburgh and UCL. Notably, six out of eight medicine applicants received multiple offers, while others gained acceptance to esteemed US institutions like the University of Pennsylvania, New York University, University of Southern California, Colorado University, University of California, Berkeley, and Miami University. Canadian universities like McGill in Montreal also welcomed several students.

The arts were not left out, with two students receiving conservatory offers and others securing places at top art foundations such as Central Saint Martins and Kingston.

“AN IMPRESSIVE 71% OF STUDENTS RECEIVED AT LEAST FOUR OFFERS, WITH 85% OF THESE OFFERS COMING FROM PRESTIGIOUS RUSSELL GROUP UNIVERSITIES”

This comprehensive, well-structured approach to higher education guidance underscores our commitment to equipping students with the knowledge, skills and confidence needed to navigate their educational journeys and achieve their aspirations.

Contribution from R. BAXTER

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TO M O R R OW ’ S TRAILBLAZERS On Thursday 16 May we launched the UCS fundraising and celebration campaign, Tomorrow’s Trailblazers.

That launch comprised an address to all pupils at assembly, communications to all Old Gowers, parents and friends of the School, and a formal launch event in the Lund Theatre.

Superbly compered by two Transitus pupils, the evening involved talks from current pupils and staff, our Chair of Council, Old Gower Bursary Award holders and Captains of Monitors, and featured a performance of Peter Graham’s Whirlwind by two of the school’s musical stars.

On the day, the speakers and the campaign itself all focused on one thing: championing individual creativity and curiosity, as is the UCS way. Our upcoming 200th anniversary, in 2030, has been the catalyst for the thinking around this campaign and has crystallised our thoughts for the school we want to become.

Over the next six years, we will be seeking support for three critical projects that will significantly enhance this unique UCS experience for our pupils, both now and in the future.

1. Creating more bursary places A UCS education should be accessible to academically ambitious children from all backgrounds. By increasing the number of bursary places available, more young people can benefit from this life-changing education and the wider experience that comes with UCS. This initiative will not only transform individual lives, but will also enrich our community, introducing a wider range of talents, outlooks, and experiences to our pupil population.

2. Improving our wellbeing facilities Pupil wellbeing is at the heart of everything we do.

We are planning to build a new Wellbeing Centre that will offer a comforting and inspiring space where pupils can access the care and support they need to thrive; both physically and mentally. Additionally, a new Lower School Hub will provide younger students with a dedicated space to relax and grow during their formative years, enabling them to get to know pupils across the year, better embed UCS core principles and ease their transition into the Senior School.

3. Upgrading our performance space Performing arts play a vital role in developing our pupils’ confidence and creativity. Our plans include extending our performance space with new drama and music facilities, including a state-of-the-art auditorium. This will allow students to rehearse and perform in a professional setting, and expand our capacity for pupils to participate in all performing arts.

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Why your support matters Our founding principles emphasise the importance of a socially inclusive community and a liberal education. By supporting Tomorrow’s Trailblazers, you are helping us put these principles into practice.

Whether through funding bursaries, contributing to the Wellbeing Centre, or supporting our new performance spaces, every donation makes a significant impact on the lives of our pupils, now and in the future.

How to Get Involved We invite you to join us in this transformative campaign. Together, we can pave the way for the next generation of trailblazers who will lead, innovate and inspire. With your help we can make these ambitious plans a reality.

Engage with us: Join UCS Connect today to keep up to date with the latest celebrations, reunions, networking events and more. Your engagement helps build a stronger, more connected community.

Together, we can help more pupils look forward to a future without limits. Thank you for your support.

Every summer we ask our Bursary Award holders what their bursary and time at UCS means to them.

Nothing sums up the importance of this campaign more than the words of the pupils themselves: “It’s been life-changing, to say the least. I have access to this amazing school, when I wouldn’t have had it without this Bursary Award, and I’ve

Make a donation: Every contribution, no matter the size, brings us closer to our goal. Donations can be made online at ucs.org.uk/support-us or by contacting our Development Team at 020 7433 2207 or development@ucs.org.uk

just been living on cloud nine” “I’ve learned new things about the world and have met some of the most kind-hearted and spectacular people who will forever be dear to my heart.

Spread the word: Share our vision with friends, family and your network. The more people who know about our campaign, the greater our impact will be.

I really appreciate this opportunity and I want to let you know that I’m exploiting it to the fullest”

Contribution from E. PICKERING

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PASTO R A L

Pupil Wellbeing The wellbeing of our pupils is of utmost importance, our thriving school community is predicated upon this, with emotional and mental wellbeing serving as essential cornerstones for academic success and personal fulfilment.

As an integral thread, continually woven into our enhanced curriculum and daily narrative among both staff and pupils, we are proud of our ever-evolving wellbeing provision and resources at the Pre-Prep.

During the past year, we have seen the development of a dedicated ‘wellbeing hub’ which, from September 2024, will provide a valuable quiet and safe area for children to work, but also somewhere they can access for calm moments to aid emotional regulation. The hub will also be the base for mindfulness activities as well as nurture groups to develop pupils’ social communication as well as one-to-one emotional literacy sessions.

Pupil voice has continued to be a whole-school focus during the year and our pupils are given regular opportunities to state an opinion and direct their own learning. This was evident during a recent wellbeing survey led entirely by our Pre-Prep MPs. The results demonstrated that all our children can identify a range of strategies to help with their wellbeing, such as breathing techniques and movement breaks. All children can also confidently talk about their trusted adults in school.

No academic year would be complete without regular visits from our beloved therapy dog Dudley whose presence has an almost instant impact on the boys’ mood and overall wellbeing. We look forward to welcoming Dudley back again next year for more canine calmness!

“NO ACADEMIC YEAR WOULD BE COMPLETE WITHOUT REGULAR VISITS FROM OUR BELOVED THERAPY DOG DUDLEY”

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PASTO R A L

At Senior School, pupil wellbeing is paramount.

Our pastoral teams, along with our academic and co-curricular programmes, are dedicated to fostering a supportive environment where all pupils can thrive. We are committed to empowering our pupils to understand the multifaceted factors that contribute to their mental, emotional, social, and physical well-being.

“GOING TO BED HALF AN HOUR EARLIER MADE SUCH A DIFFERENCE. I WILL CONTINUE DOING THIS!”

In January, all year groups participated in Heart January, an initiative run by the PE department.

This campaign encouraged pupils to explore new activities and gain a deeper understanding of themselves through five key areas: Helping family, friends, and community; Eating and hydrating; Activity and challenge; Resting, recovering, and recharging; Thinking and developing.

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“IT WAS A GREAT ACTIVITY AND REALLY HELPED SPREAD AWARENESS ON THE IMPORTANCE OF WELLBEING. I LEARNT A LOT ABOUT THE DIFFERENT ASPECTS OF IT, SUCH AS POSITIVE STRESS AND THE NEGATIVE EFFECTS OF SOCIAL MEDIA”

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Pupils embraced this opportunity with enthusiasm, experimenting with cooking meals for their families, adopting earlier bedtimes, tracking their water intake, walking to school, practising gratitude, and engaging in other creative endeavours.

The Spring Term for the Lower School focused on Wellbeing. Entry and Shell pupils delved into topics such as the impact of plants on wellbeing and mental health, drawing inspiration from the characters of Frankenstein and the Mad Hatter.

They also explored ancient philosophers’ theories on the ‘good life.’ Entry pupils participated in nutrition workshops, while Shell pupils conducted research and presented their findings to their peers during the Wellbeing Symposium.

PASTO R A L

A group of Transitus volunteers underwent training to deliver mental health lessons to Entry pupils as part of the Peer Education Project. This year, we witnessed a surge in applications for Peer Mentors, reflecting a growing passion among our students to destigmatize mental illness, promote mental health, and connect with younger pupils as mentors and champions.

“I ENJOYED MAKING THE PRESENTATION ABOUT WELLBEING AND I LOVED WORKING WITH MY PARTNER. I LIKED HOW THE TEACHERS PUT US WITH SOMEONE THAT WE DON’T NORMALLY WORK WITH”

Contributions from S. RYAN J. LEWIS T H E

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PASTO R A L

Pupil Leadership Pupils of all ages, with diverse passions and aspirations, have seized opportunities to lead their peers this year. By delivering assemblies, advocating for their fellow pupils, and consistently embodying the school’s learning values, UCS pupils are always leading by example.

Pupil leadership at UCS starts as early as the Pre-Prep.

Across Reception and Key Stage One, children showcasing expertise in a particular subject are given the role of a Class Expert. They wear their Class Expert badges with pride and guide other children who seek support in their specific curriculum area.

This year saw the introduction of Pre-Prep Members of Parliament (PPMPs) who work alongside the Senior Leadership Team to communicate incentives and provide a voice for their peers. Pupils coordinated a mock General Election, leading House assemblies where they presented key manifesto points to all pupils who then had to choose between the Red, Blue, Green or Yellow parties.

There was great excitement as the boys posted their votes into the ballot boxes. On this occasion the Green Party were victorious! Another coveted role for our Year 2 pupils is that of House Captain and Vice House Captain. These are voted for by the children each half term and their responsibilities range from counting the House points, announcing the winners of the House Cup each week in assembly, and leading their House during sports day.

“ACROSS RECEPTION AND KEY STAGE ONE, CHILDREN SHOWCASING EXPERTISE IN A PARTICULAR SUBJECT ARE GIVEN THE ROLE OF A CLASS EXPERT”

The roles played by our youngest members in school significantly boost their confidence. However, it is during Sixth Form that students truly embrace

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PASTO R A L

leadership positions, taking on greater responsibilities and making a more substantial impact on the school community.

As the year goes on, Transitus pupils take a more active role in the leadership of the school – beginning with the Sixth Form Union, mentoring Entry forms, starting their own clubs and societies, taking over the school magazine – and then take on the more significant duties as Sixth Form pupils focus on impending exams, filling the void left by the departing senior cohort. These roles include two important teams: the Monitors and the Deme Captains, each with unique responsibilities and influence.

Monitors engage in formal activities like conducting school tours, leading assemblies, and representing the school at events. Deme Captains organise events within their Houses, fostering

Contributions from

community spirit. This year over half the year group applied for one or both of these positions. Those applications began a process that culminated in many interviews, and the appointment of the new teams.

“[MENTORS] SERVE AS RELATABLE ROLE MODELS, INSPIRING THEIR PEERS AND CONTRIBUTING TO A POSITIVE, INCLUSIVE SCHOOL ENVIRONMENT”

Taking on one of these positions allows students to learn collaboration skills and contribute to the school community. They serve as relatable role models, inspiring their peers and contributing to a positive, inclusive school environment, and this year’s cohort are a remarkable example of the dedication and excellence of the UCS Sixth Form.

C. CARTER S. RYAN R. BAXTER T H E

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PASTO R A L

House Competitions and Reports As many Old Gowers will attest, belonging to a House, and especially to a Deme in the Senior School, is a cherished aspect of UCS life.

Competition between Houses and Demes this year was spirited and eventful, yielding numerous highlights.

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Pre-Prep House competitions at the Pre-Prep kicked off with a musical bang this year as the children of Pegasus, Sphinx, Dragon and Griffin sang hit songs from the seasonal production during the House singing competition. Each House gave spirited renditions, singing with enthusiasm and effort, but it was Dragon’s performance that captivated the judges, showcasing their dedication and teamwork in this musical celebration, and they were duly crowned the winners.

The Pre-Prep swimathon saw children don their Housecoloured hats and eagerly enter the pool. They swam non-stop for 10, 15, and 20 minutes (Reception, Year 1, and Year 2 respectively). Reception swam 4.1km, Year 1 covered 6.15km and Year 2 reached 9.25km, which

PASTO R A L

are equivalent distances from the Pre-Prep to the far side of Hampstead Heath, Buckingham Palace and the Shard respectively! The atmosphere was electric as Dragon retained their swimathon title in a closely-contested competition.

The final House competition of the year was the KS1 cricket tournament. In a very close competition, Pegasus were victorious with an incredible 243 runs!

“RECEPTION SWAM 4.1KM, YEAR 1 COVERED 6.15KM AND YEAR 2 REACHED 9.25KM, WHICH ARE EQUIVALENT DISTANCES FROM THE PREPREP TO HAMPSTEAD HEATH, BUCKINGHAM PALACE AND THE SHARD RESPECTIVELY!”

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JB House Week Our House and Anti-Bullying Week was a really fun week. On the opening day, we were told to wear odd socks, some of which were really cool! Our House Masters checked them out and gave us points for our houses. We also got a commendation card, as part of the Anti-Bullying Week, for taking part.

On Tuesday, it was House colour day and we wore a piece of clothing in the colour of our Houses, and lots of people wore cool jumpers, t-shirts, trousers, hats and gloves. On Wednesday, it was ‘over and under’, where you had a ball, passed it either through your legs or over your head. It was a fun game and everybody enjoyed it. I think it was very popular throughout the school.

Thursday was ‘statues day’, meaning we had to balance and not move at all, as if performing on London’s South Bank! Again, it was great fun and quite challenging. It was also typically competitive, as everybody wanted to be the last person standing.

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On Friday there was another House competition, where the House Captains got up in front of the whole school (which takes a lot of courage) and did a basketball shootout. There were four different cones from which to throw, with the joint-winners being Campbell and Simmons.

Bertie Edwards, 5T

During the Inter-House debating competition, all four houses were presented with challenging topics to debate about. The topics included: Is climate change the greatest threat to humanity? And, does AI cause more harm than good? Each pupil wrote their speech with a variety of scientific evidence to support their argument. Campbell debated against Bentham and Eve debated against Simmons.

The debate between Bentham and Campbell was fascinating, with Campbell arguing that AI causes more harm than good by alluding to biases of AI, as well as the security of jobs. Bentham argued the positives of AI, notably problem-solving in healthcare services, increased efficiency in many industries, and learning to utilise AI for human benefit. Although it must have been a tough decision for Mr Hayward to make, Campbell was declared the winner and moved on to the finals.

The debate between Simmons and Eve was also very intense, with Eve arguing that climate change is not the greatest threat facing humanity, and Simmons arguing the opposite. Simmons outlined the global impact of climate change, as well as the potential economic and health consequences, while Eve argued the dangers of immediate alternative threats, e.g. pandemics or nuclear war.

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JB House Debating

It was a close call but Eve was declared the winner and advanced to the finals to debate against Campbell. Despite the questions’ difficulty, all Houses did an excellent job, and each debater was very creative and performed exceptionally well.

The final will take place in the Summer Term and I am looking forward to it already.

Fallon Miller, Y6

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Bentham House Report

Campbell House Report

What an amazing year it has been in Bentham House!

With it having been my first as House Leader, I can say that the Bentham boys have truly brought the energy this year.

This year has been a year of achievement, community spirit and individual growth. From academic successes to extracurricular triumphs, Campbell House has consistently demonstrated excellence, teamwork and resilience. We even have a new song!

This year, inspired by new school values, we have focused on discovery in our House meetings: from the origins of the marathon to building effective habits, even testing how infectious laughter can be. I was particularly impressed when our wonderful House Captains, Frederick Fenton and Callum Hill, gave a mind-boggling assembly on optical illusions.

Our school leavers this year are: Callum Hill, Joshua Mishcon, William Rafferty, Gerson Ben-Menachem, Joshua Binstock, Ethan Blades, Sam Bradshaw, Arjun Chadha, Frederick Fenton, Flavio Fuereder, Maxime Morgan, Andras Szalai, Sam Bower, Omri Campbell, Myles Mathur, Jacob Sehayek, Dean Sylvan and Joshua Zhang. Every boy has contributed immensely to both Bentham and the wider Junior School community. I wish them the very best of luck at the Senior School.

Finally, I would like to thank Mr Lambe, Mrs Przygoda, Mr LaniganO’Keeffe, Miss Li, Mrs Casey and Miss Tarver for all their efforts this year. As Miss Tarver leaves the Junior School, we wish her the very best going forward.

J. Willis

Campbell’s spirit extends far beyond the classroom walls. Our students participated in a wide range of events, bringing home numerous accolades.

While the final results may not have placed us at the top this year, the camaraderie and sportsmanship displayed by our athletes were truly commendable.

The highlights included winning the House cross country and the House football. Campbell also did well in the Merit Cup. The commitment and teamwork demonstrated by our students in these activities have been excellent and have demonstrated a strong sense of house pride.

Campbell House stands proud of its achievements and the sense of community it has fostered. The dedication, talent, and teamwork exhibited by our pupils have been commendable, and we look forward to building on these successes..

A heartfelt thank you to all pupils, staff and parents who have supported Campbell House throughout the year. Your contributions have been invaluable in making this year a memorable and successful one.

We wish all of our Campbell leavers well in Year 7.

Remember: We are … we are … Campbell..!

L.Churchill

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Simmons House Report

Last year we waved goodbye to Mr Hall, previous Head of Eve, as he stepped away to focus on drama.

With big boots to fill, my first year as Eve Mistress has been nothing short of brilliant!

It has been another special year in Simmons House.

The boys have been amazing and it has been a pleasure to spend time with such an enthusiastic group. At the time of writing, Simmons are excelling in the Merit Cup and breathing down the necks of Bentham in the Super Cup rankings.

The highlight of the year was undoubtedly the House debate, where Fallon Miller, Blake Margoissian and Oskar Doffman went head-to-head with other debaters on the topic of whether voting should be compulsory in the UK. Their outstanding performance, characterised by excellent communication, objection handling and presentation skills, earned them a welldeserved victory and the rather large silver trophy!

Every member of Eve House demonstrated brilliance, collaboration and sportsmanship. Our Year 5 team brought home trophies for House rugby and football, while Year 6 secured victories in both House rugby and cricket. Our success was so comprehensive that we left little for the other Houses to claim, we even took home the prestigious Super Cup this year!

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Eve House Report

This year, inspired by Mr Jones’ love of philosophy, we focused on the big questions. Who are we? Why are we here? What do we want to achieve? We discussed everything from Theseus’ ship to Buridan’s ass! Engaging in Socratic discussions comes naturally to UCS boys and I was extremely impressed by their unique insights.

We can rest assured that, even at this young age, they are pondering life’s mysteries and thinking critically about the challenges ahead of them.

With heavy hearts, we bid farewell to our Year 6 boys, who have all greatly contributed to Junior Branch life. In the wise words of our Eve song, we hope you continue to ‘feed until you want no more!’.

Leavers this year are: Jake Sender, Joe Robinson, Freddie Rushton, Akshay Sakhrani, Jacob Nehorai, Teddy Morris, Rapha Cohen, Benjy Roche, Jake Rushton, Anshh Dani, Dexter Simons, Jay Shah, Matthew Ryazantsev, Shaowen Chen, Iain Macaulay and Sasha Hunter. They have all contributed significantly during their time here and I wish them the best of luck at the Senior School. Big thanks as well to Benjy Roche and Teddy Morris for their sterling efforts as House Captains.

Finally, I would like to extend my gratitude to Mr De Caires, Jonah (our fellow returning Eve gap pupil, who has been travelling to China by land), Katie McEvoy and Faria Griffiths.

Finally, I would like to thank Mr Jones, Ms Psenak, Mrs Crossley and Mr Tomas-Merrills for their time and effort this year. They have represented our fine house in an exemplary fashion at every opportunity.

T. Sohota

A. Tyson

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The Lower School House Competition We have never seen such a tight House competition in the Lower School or such a variety of events! The year kicked off with Bannister taking the table tennis cup, and following this by winning the Entry rugby cup and the global quiz competition. The other Houses were hot on their heels but the sharpest were Macarthur who won the Shell rugby competition, House chess and House debating. The Autumn Term concluded with a passionate festive House singing competition with Bonington taking the honours in style.

House pool and languages were new additions to the programme in the Spring Term and following success in House pancake flipping and House hockey, it was clear that Macarthur were the team to beat heading into the Summer Term. Bonington secured the new Commendation Cup, Kendall won House drama, and Seacole triumphed at House cricket, but it was all in vain as Macarthur was crowned House champions in the final assembly of term.

It was the tightest finish to a House competition yet and fantastic to see so many pupils taking part in events for their Houses. Each House was gallantly led by four captains. These pupils delivered assemblies, organised teams and ran some brilliant charitable initiatives and should be commended on their leadership skills which they developed during the school year.

E. Roberts

Deme Competitions Deme competitions punctuate the school year with a healthy competitive spirit, camaraderie, and lots of fun. As well as providing pupils with the opportunity to represent their Demes in a wide range of cocurricular activities, these occasions offer the chance to meet and work with pupils in different year groups across the school.

In the Sixth Form in particular, Deme competitions provide a useful stage on which to develop and hone leadership skills, communication skills and empathy. With that in mind, Deme Captains have worked tirelessly throughout the year to support their Wardens in selecting teams that showcase the breadth of talent across the Middle School and Sixth Form. From Drama and Dance (with a new variety act category) to rugby, Chemistry, football, chess, hockey, cricket, swimming, tennis and sports days, these events continue to foster a strong sense of community within the school.

In the realm of the arts, Deme Song and Deme Dance enabled pupils to unleash their creativity and express themselves on stage. The performances were a testament to dedication, hard work, and teamwork and a real joy to watch! Yet again, Underwoods took

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the top spot at Deme Song, and it was Olders who stormed to victory in Deme Dance.

On the sports front, rugby, football, cricket, and tennis matches showcased pupils’ athletic abilities and tactical thinking. The chess and Chemistry tournaments, on the other hand, challenged pupils’ intellectual abilities. With every move, they had to think several steps ahead, testing their analytical skills and strategic thinking. Black Hawkins came out on top in Deme Chess and in the Lower Remove Evans won Deme Chemistry and in the Remove Black Hawkins clinched the top spot!

New to the roster of Deme competitions this year was Deme Debating, ably and wonderfully coordinated by Mr Pollock in the Summer Term.

Olders emerged victorious here.

The year ended with Sports Days in the glorious sunshine at the playing fields, with the Transitus closing out the competition. Pupils competed in team sports, including cricket, tennis and volleyball, as well as athletics, with victories for Baxters in the Lower Remove and Evans in the Remove and the Transitus.

After a year packed with competition, the deserving winners of the very tight and hotly contested UCS Deme Cup 2024 were Baxters.

S. Bennett

“AS WELL AS PROVIDING PUPILS WITH THE OPPORTUNITY TO REPRESENT THEIR DEMES IN A WIDE RANGE OF COCURRICULAR ACTIVITIES, THESE OCCASIONS OFFER THE CHANCE TO MEET AND WORK WITH PUPILS IN DIFFERENT YEAR GROUPS ACROSS THE SCHOOL”

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Assemblies School assemblies are far more than gatherings of different year groups at the start of a school day. Instead, they unite the school community to address timely, significant and thoughtprovoking matters. These invaluable platforms educate pupils and equip them to contribute positively to society.

Here are some examples of the wisdom and stories shared at these assemblies.

The rich variety of assemblies across the school year at the Pre-Prep continues to complement the importance of fundamental British values and significant religious and cultural events in the calendar.

Not only are visitors regularly welcomed to share their knowledge and expertise but the pupils also lead the way on key celebrations, such as cultural and International Day, the Olympics, Languages Day and the General Election. Who could forget the house pancake flipping assembly where a rogue pancake nearly hit the gymnasium ceiling! Additionally, each class performs an assembly about their recent creative curriculum learning experiences and delights the audience with a related, often very catchy, song.

Highlights of the year have included Comic Relief ’s Do Something Funny for Money; NSPCC Speak Out Stay Safe and when Camden’s road safety officer visited.

The children were also delighted when they received a dedicated school visit from the local police who kindly allowed them to try on their helmets!

Z. Dunn

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1066 Performance In December, Year 6 presented a dramatic assembly about 1066’s key battles. Year 6L kicked off with the struggle for the English crown after the childless Edward the Confessor passed away. 6L focused on the Battle of Fulford, introducing the contenders for the crown – Harold Godwinson, Harald Hardrada, and William of Normandy, backed by the Pope.

Andras Szalai and Zac Vogl explained these events, while Maxime Morgan, Eren Caglar, and Arjun Chadha presented in a commentator style.

Sasha Hunter, Freddie Fenton, and Josh Binstock continued the presentation after ‘half-time,’ and Anshh Dani and Gershon Ben-Menachem ended their segment with a Canva video that they had made by themselves. 6L also talked about how Harald Hardrada concealed his strongest fighters out of sight.

Battle of Stamford Bridge 6C carried on the assembly with the Battle of Stamford Bridge. They started by explaining how, after Hardrada had won the battle as the AngloSaxons surrendered, he demanded hostages from the region. Then they talked about how the Anglo-Saxon army caught the Vikings by surprise, although they had a smaller army than at Fulford.

Hardrada was shocked at the fact that even though they had surrendered and lost in the Battle of Fulford, they kept fighting at Stamford Bridge.

Harold Godwinson’s army consisted of Fyrds, who were largely untrained and picked from villages to fight. Godwinson’s tactic was a shield wall. Hardrada’s army consisted of 300 ships and 10,000 men. At the end of 6C’s part, Josh Mishcon and Akshay Sakhrani talked about how Harald Hardrada was shot in the neck and Olaf Hardrada, Harald’s son, returned to Norway with 24 ships and all the soldiers who survived.

Battle of Hastings The last bit of the play was presented by 6P. First, they performed a recap and showed how William, Duke of Normandy, all this time was trying to sail across the English Channel, but the strong winds prevented his army from doing so. As soon as the winds stopped, William of Normandy set sail. Learning from Harald Hardrada’s mistakes, he decided that rather than be intercepted by the English army he would instead destroy the town of Hastings and cause havoc on the south-east coast.

As soon as Harold Godwinson heard the news that William of Normandy had invaded, he immediately took action and marched 300 miles south. William of Normandy’s army marched about 10 miles and the two armies met at Seniac Hill. Here they fought for the whole day. Harold was killed and on Christmas Day, William of Normandy was crowned King of England. From then on, he would be called William the Conqueror.

Sasha Hunter, 6L

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ADHD Assembly A special assembly was held on 4th December.

Starting with a video, we were instructed to pay close attention and remember details without taking notes.

It was about a boy and a girl going shopping together; however, the background was filled with distracting images and optical illusions that shifted and changed colours, while the text itself wobbled and morphed.

Next, we were to answer questions about the video, but many of us seemed to forget the details.

The different texts and images moving around demonstrated the thoughts of somebody with ADHD, who is unable to process lots of different pieces of information all at once. One in 20 people have ADHD, which is why it is important to understand how it works. There are boys in the UCS community who have ADHD, hundreds of millions in the world and not everyone is aware that they have it.

The Great JB ‘Monte Carlo’ Rally In the Autumn Term, we made racing cars in our Design and Technology lessons. Making them was great fun and we painted them and drilled the holes.

Year 4 split into halves as per the register and we all ran our cars down a steep wooden slide to see which one went the furthest.

During assembly in February, the top two of each half raced in front of the whole school and my car won! I even beat the teacher’s car! It was a great opportunity for Year 4 to show their talents and it was also a good experience for everybody.

Arthur Moon, 4G

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Then Ms Li introduced our guest speaker, Francesca Dal Corso, who has ADHD and also co-founded a brain training company. In sharing her story, she explained the challenges individuals with ADHD face, such as focusing, remembering, and staying still.

She compared our brains to sports cars, emphasising the need for care and maintenance. Francesca’s message highlighted the uniqueness of each person’s brain and the importance of recognising and supporting individuals with ADHD. Overall, the assembly provided valuable insights into ADHD and the experiences of those living with the condition.

The greatest moment of this assembly was an unbelievable stunt by Francesca. Some of us who raised our hands were asked to give two digits which were typed on a Google doc that Francesca couldn’t see. Eventually, we had about 20 on the screen. And by simply remembering what we had said she recited every number in order, correctly and with ease. But when we thought the show was over, she announced that she was now going to repeat those same numbers

While it’s unlikely any of us will ever have a memory as sharp as Francesca’s, I am sure that the message from the assembly will stick with us forever. We learned that ADHD can be a superpower. Despite its challenges, it can also be associated with strong empathy, creativity, problemsolving skills, and brilliant minds. Think about all the famous people with ADHD who have achieved incredible things: Emma Watson (the actress from Harry Potter), Bill Gates (the billionaire entrepreneur who co-founded Microsoft), and even the legendary Albert Einstein!

Thank you to Miss Li and all the staff who organised this event and also thank you to Mr Hayward who encourages such a wide diversity of assemblies. We are lucky to have these fun, interactive, educational assemblies regularly.

Frederick Fenton, 6L

Lunar New Year In February, a special assembly was hosted to commemorate the upcoming Lunar New Year celebrations, marking the Year of the Dragon.

With roots in Asia, this globally celebrated occasion gave UCS boys a glimpse into the vibrant festivities associated with the Lunar New Year. Ms Li invited Kung Fu practitioners from the Shaolin School in Tufnell Park to come in to showcase some martial arts skills and also impart some simple techniques to the eager audience.

Following a beautiful recitation of a Chinese poem on Kung Fu ideas by members of the Mandarin Club and their friends, the Kung Fu team captivated the audience with a series of impressive routines, both solo and in groups. As well as these

professionals, the assembly featured an exceptional eight-year-old boy named Mark, who had missed school that morning to perform for us.

Mark’s performance was nothing short of spectacular. He flawlessly executed the basics, along with remarkable pad work and floor work, to leave a lasting impression on the audience. Our personal favourite was the ‘Sword and Shield’ performance, featuring jaw-dropping acrobatics, including an aerial cartwheel.

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... backwards! There was a tremendous round of applause as soon as she finished.

The assembly took an interactive turn when 10 boys and a few teachers were called upon to try a seemingly simple routine on stage, revealing the surprising complexity of the performance.

We were particularly impressed by one boy, Joe Robinson from 6C, who was excellent at following the intense movements shown to him.

The educational component of the assembly delved into Chinese culture, including the meanings of various words. For instance, ‘Kung Fu’ translates as ‘hard or skilful work’ (Kung) and ‘time spent’ (Fu).

Ms Li shared that one of her favourite Chinese words is the one for ‘intention’, consisting of two words: ‘sound’ and ‘heart’, and which can be literally translated as ‘the sound of the heart’.

With the arrival of the Year of the Dragon, we anticipate a time filled with incredible and joyful experiences. Here’s to an exciting year ahead!

Y. Li

“THE ASSEMBLY WAS AN INCREDIBLY ENJOYABLE AND CULTURALLY ENRICHING EXPERIENCE FOR US”

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Senior School Assemblies We had many interesting assemblies throughout the year. Dr Dawson of the Philosophy department gave enriching whole-school assemblies about a range of philosophical topics. However, one that stood out was the assembly about Plato’s cave, showing a very interesting point of view from a deep philosophical perspective about life and how we take it. In this allegory, the philosopher Plato describes a world where prisoners are in a cave, chained to a wall facing a blank wall with fire behind them. When someone passes behind them shadows appear, which then become the prisoners’ reality, however unrealistic to the world. This assembly was really fascinating as it allowed us to consider the possibility that our reality might not be the full picture, posing a new philosophical question to the audience. Dr Dawson’s assemblies provided new perspectives on different elements of life, helping the listeners broaden their view of the world.

Another assembly that was hugely informative was Mr Burke’s (Physics). He used the historical context of the Seven Years’ War in the 1700s and connected it

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to the modern era and people such as Andrew Tate, the use of memes and similar things. The takeaway from the presentation was an essential life skill, namely never to listen blindly, learn lessons from history and to always seek information to make your own judgement. Overall it was an entertaining and informative presentation standing out as one of the highlights of the academic school year.

Dylan Winner & Shaurya Swarup (Lower Remove)

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Whole Senior School Assemblies Once again, the Senior School enjoyed a wide variety of thought-provoking whole-school assemblies on Thursday mornings given by a range of staff and pupil speakers. Delivering an assembly to an audience that is part online and part live in the Great Hall is never easy and we are always extremely grateful to everyone who contributes so excellently.

10-minute slot and the opportunity for these issues to be followed up with form-time discussions is most helpful.

Now we turn our attention to next year’s assembly rota and it is already clear from those that have signed up that we have much to look forward to in 2025.

A. Wilkes

The array of topics as ever varied widely this year, but particular highlights included superb contributions from the outgoing Monitor team on the lessons they learned from their time at the Senior School, Mr Smith’s moving and thoughtful assembly on Holocaust Memorial Day, Mr Johnson’s fascinating tale of the downfall of Lance Armstrong and Mr Burke’s impassioned message on the vital importance of conflict resolution drawing on the lessons of history from the Peace of Augsburg (1555) and the Thirty Years’ War (1618-1648). As befits such a gathering, many of the great issues of the day are covered in this

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Collaboration across the Foundation By bringing together pupils of different ages across the Foundation, we create a vibrant community where everyone thrives. These collaborative events enrich the educational experience for all involved, providing younger pupils with exciting opportunities to learn from and be inspired by older peers. Simultaneously, older pupils refine their communication and leadership abilities through these experiences.

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Humans are pack animals

A review of Biology Society collaboration successes The Biology Society is run by our very own Transitus pupils who have dedicated their time to organise a variety of activities and talks. Sessions consist of highly academic talks on relevant upcoming scientific discoveries or existing theories. Transitus pupils have taken turns hosting these scientifically rigorous sessions and delivered highquality mini-lectures on an area of their interest.

One of the Society’s hallmarks is its commitment to collaboration. Recognising that Biology transcends the boundaries of a single discipline, the Society actively forges partnerships with other student groups and seeks challenges by engaging industry professionals. This collaborative spirit shone through in their co-organised debate with the Debating Society on the age-old question of ‘Nature vs. Nurture’.

Another opportunity for collaboration involved Mr Beard and Pre-Prep pupils with a thirst for deeper knowledge. The younger pupils learned about the role of DNA extraction and analysis in identifying King Richard III back in 2012. The Biology Society presidents assisted Miss Potter, the Head of the Biology Department, in visiting the Pre-Prep, where the eager young pupils got to participate in an exciting practical,

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The Society’s success is reflected in its attendance, with pupils from Transitus and Sixth engaging not only their peers, but also their subject teachers. The Biology Society undeniably stands as a testament to the power of student initiative. It exemplifies a successful model for student-led STEM engagement, empowering young minds to take an active role in shaping their learning journey and fostering a lifelong passion for Biology.

Irish Dancing showcase extracting DNA from strawberries and taking home their samples.

Collaboration is not limited to pupil-led activities and organisations, since the parent community has also stepped in this year. An engaging and academically stimulating lecture was delivered by Mr Baum, covering cancer treatment under the principles of immunology - titled ‘Curing Patients with Immunology – From Cancer to Autoimmune Drugs’. The school laboratory was filled to capacity, with many pupils resorting to sitting on lab desks to ensure they got a good view.

In celebration of St Patrick’s Day we all had the pleasure of enjoying a dance show by the World Irish Dancing champion, Freddy Beard. Freddy gave the boys at the Pre-Prep an education on Irish dancing as well as talking to them about what it means to him. He then demonstrated how amazingly athletic you have to be to be a dancer by performing a routine. Even though some of the boys had seen Freddy dance before they were still amazed at how fast his feet move and how high his legs can kick! Many of the boys were inspired to copy Freddy when it came to their own performance in ‘UCS has got Talent’.

The presentation culminated in a discussion of ongoing clinical trials utilising the principles at the end of the lecture. We sincerely thank Mr Baum for his time in giving the talk during a busy schedule.

Members of the Society don’t shy away from hands-on learning either. Their squid dissection workshop offered a unique opportunity for pupils across year groups to learn more about the classification and taxonomy of squid, as well as witnessing the intricate internal structures of a squid first hand. It was also a chance to develop their visual thinking and comparison skills and link them to the process of evolution.

Contributions from C. MOORE S. STRATTON T H E

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CO-CURRICULAR

School Trips UCS pupils are avid explorers and our vibrant co-curricular programme, now bolstered with a complete lift on restrictions following the pandemic, offers a wealth of experiences. From local London museums to global cultural immersions, pupils across the Foundation look forward to the multiple adventures each school year has to offer.

National Portrait Gallery Year 6 went on a school trip to the National Portrait Gallery near Trafalgar Square. We went in our separate classes and once we were there, we stopped outside the neighbouring National Gallery and took some time to sketch various details of Neoclassical architecture.

We entered the Portrait Gallery and headed into the back rooms for some activities. We were shown some abstract pieces and we then had to sketch the person in front of us without taking our pencils off the paper.

“I REALLY ENJOYED THIS TRIP AND FOUND IT VERY INSPIRING” I think that we all had to rebuild our friendships with our models after absolutely ‘butchering’ their portraits.

We then added to our drawings by using a dubious method involving a stick and some ink to help ‘make the features pop out’. We were also taken up to the gallery to admire some portraits of figures such as David Bowie and the band Queen, and we created our own David Bowie collages, which was great fun.

We had a quick lunch and then headed off in smaller groups to explore the gallery for ourselves. We saw many different and interesting styles of art. After an hour, we headed back to the Tube station and shortly returned to the JB. I really enjoyed this trip and found it very inspiring. I would highly recommend visiting the National Portrait Gallery if you can.

Benjy Roche, 6L

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Centre of the Cell On Thursday 8th December, Year 6 went to the Centre of the Cell science education centre at Queen Mary University of London. At the research unit there was a large hedgehog-like structure, brown with large bristles all over it and with a mouth-like entrance. On closer inspection, this turned out to be a giant model of a cell. According to our guide, at night its bristles light up to simulate cell communication. Year 6 was then split into two groups. One group went inside the ‘giant cell’ where there was a lecture room, with a slideshow about cells and evolution.

of supercomputer with many different educational interactive games. One game taught the different phases of babies’ development. When we all regrouped, we made our way back to the coaches for the journey back to school. The trip was a very good experience and if given the chance I would go there again.

Sam Bower, 6P

“INTERESTING FACT – THE AVERAGE HUMAN ADULT HAS 370 TRILLION CELLS IN THEIR BODY!” The other group went to a pod where the nucleus station was located. The nucleus station is a kind

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to work out what they were and how they were used.

There were lots of different objects like pots and musical instruments. One of the groups had things for sports like running and the long jump. In other groups, there were toys and objects used for knitting.

We used these items for role plays and then we went for lunch.

Verulamium Museum On 7th December, Year 5 went to the Verulamium Museum in St Albans to look at all of the cool artefacts. We walked around and closely studied various coins, skeletons of humans, paw prints of animals and many other old Verulamium things that archaeologists found. In the workshop, we were put into groups to figure out what was real or not out of several artefacts presented on a table.

The museum staff member even let us touch things that other people could only dream of seeing. I was lucky to have that experience. I recommend going to the museum to see all of the cool things that we saw.

Raphael Sawdaye, 5T

The British Museum On Monday 18th March, Year 4 went via Tube on a trip to the British Museum.

Our morning began with a workshop on ancient Greek life where a member of staff explained to us what it was like back then before showing us some artefacts. He then split us into groups where we had

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Afterwards, it was really exciting because we got to see the Parthenon Marbles and did some activities.

On one of the Parthenon Marbles, there was a birthday gift (a robe) for the goddess Athena. After that, we had some free time. We decided to go see ancient Egyptian mummies, which was a lot of fun.

We also went to see the Twelve Labours of Hercules and the Rosetta Stone, which was very popular. It was such a fun experience.

Giulio Unti Fontana & Jack Samuels, 4G

Trips at Senior School I have been privileged to work with a number of colleagues to run many school trips this year. By the end of the academic year, the Senior School had sent out 123 trips! These range from day trips which make the most of all that London has to offer… think the Tate, the Globe, Brick Lane, Hampstead Heath and more. Day trips that stray a little further from NW3… Thorpe Park, Salcey Forest, Culham Physics Centre and more. And of course the huge range of residential trips both internationally and within the UK. The highlights of the international trips include the annual ski trip, the inaugural Iceland STEM trip for the Lower Remove and the very exciting Geography and Mandarin collaboration which saw pupils travel to Malaysia and Singapore.

S. Bennett

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Transitus Trip to Italy During the second week of July, we travelled to Italy to explore the architectural and engineering wonders of Rome, Florence and Pisa.

Our first destination was the Roman Forum, where we marvelled at the ancient buildings and ruins that have stood the test of time for thousands of years, representing the grandeur of the Roman Empire. We especially liked the Arch of Constantine, as we studied it in Latin GCSE, and the Santi Luca e Martina church. Afterwards, we walked to the Colosseum and studied its columns and arches. Prior to our trip, we had read about the engineering of arches and learnt that due to the stones within the arch being compressed from either side, the arch can withstand very large weights.

After lunch, we went on a tour around the Pantheon. The building is 2,000 years old and has remained in very good condition. Until recently, it was the largest dome to ever be built and the indentations in the ceiling created a simple but striking pattern that, from an engineering point of view, reduces the overall weight of the structure.

Our last stop of the day was Piazza Navona looking at the sculptures and fountains by Bernini and Borromini. La Fontana dei Quattro Fiumi was especially beautiful, lit up at night time and it was amazing to see the four biggest rivers in the world in human form. Our favourite was the statue of the River Ganges which was a man carrying an oar, representing the navigation along the river.

Taking a visit to the Vatican, we saw St Peter’s Basilica with its beautiful ornate facade and golden interiors and the Sistine Chapel. Michelangelo’s frescoes were incredible to see in person and worth the long queue.

We then travelled to Florence via train through the Tuscan countryside. Walking past the Piazza San Lorenzo and its Basilica, we made our way to the Piazza del Duomo. The Baptistery of San Giovanni had beautiful, bronze doors with carvings of biblical characters and prophets and the Duomo Santa Maria itself was amazing to see. When inside we headed straight for the dome with its detailed frescos of the Last Judgement of Christ.

We then walked to Piazza della Signoria and looked at the Fountain of Neptune and La Loggia dei Lanzi, a collection of famous Roman stone sculptures on display under large arches. Most were carved from a single block of marble in incredible detail. After this, we wandered down the street in the middle of the Uffizi Gallery before emerging on the Arno River. Here we had a brilliant view of Ponte Vecchio with its overhanging shops. Ponte Vecchio is the first segmental arch bridge constructed in the Western world.

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“WE ARE SO GRATEFUL TO HAVE HAD THE OPPORTUNITY TO VISIT THESE AMAZING PLACES AND IT HAS MADE US EXCITED AND INSPIRED FOR OUR STUDIES IN YEARS TO COME” Visiting the Galleria dell’Accademia we saw incredible sculptures and paintings. Michelangelo’s David was a sight to behold at a height of 5.2m, spotlighted by the glass dome above. It was amazing to see.

On our final day, we took the train to Pisa Centrale and walked over the Ponte Solferino to the Leaning Tower of Pisa. To reduce the leaning a team of engineers in the 1990s drilled and removed soil from the foundation on the opposite side of the leaning and introduced drains to compensate for the uneven underground water levels which were causing more leaning.

We are so grateful to have had the opportunity to visit these amazing places and it has made us excited and inspired for our studies in years to come.

Issy Lesser & Lily Dafter, Transitus

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Entry trip to France There’s nothing like spending time in a Frenchspeaking country to improve your language skills and learn more about the culture. That’s why the French department added a third trip abroad to their repertoire and inaugurated the Entry French trip in April of this academic year.

Thirty-five pupils embarked on a three-day trip to the Opal Coast, where they stayed in a typical Domaine and participated in an array of activities carefully selected by our teachers and experienced travel agents. The location was not only beautiful but more importantly allowed for a game of pétanque, a breadmaking workshop and a Treasure Hunt, teaching pupils more about the history between the French and the English. Pupils also visited a snail farm where they learnt about the extensive process of farming this delicacy but the absolute highlight was the visit to a chocolate factory, which included an excellently presented guided tour and tasting! We are already looking forward to taking our new Entry pupils back next year.

K. Cieslak

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German exchange visit to Hamburg As I sit and reflect on the incredible experience of the German exchange, it is difficult for me to highlight just one aspect that stood out the most, as each moment was a unique brushstroke on the canvas of an unforgettable journey.

From the moment we landed in Germany, I was immersed in a world of new sights, sounds and flavours. What impressed me most was the warmth and openness of our German hosts. They welcomed us into their homes and lives with open arms, creating an immediate connection that transcended language barriers. This experience wasn’t just about learning German, but also about learning a different way of life.

One of the highlights for me was the culinary adventure. German cuisine goes far beyond the stereotypical sausages and pretzels, although those were delicious too! From hearty stews to delicious pastries, every meal was a journey of discovery.

Sampling local delicacies with my host family became a wonderful, bonding experience and I gained a new appreciation for German cuisine.

Culturally, the exchange took me out of my comfort zone in the best possible way. Living with a German family provided a first-hand insight into their everyday routines, traditions and values.

From celebrating local festivals to navigating the intricacies of German politeness, I gained a deeper understanding of cultural nuances that could never be captured in textbooks.

Communication was challenging at times, but it proved to be a lesson in adaptability and patience.

Whether through a mix of broken German and English or through the universal language of laughter, we found ways to connect. This made me realise that understanding goes beyond words; it’s about shared experiences and trying to close gaps.

The school system in Germany was another eyeopener. The emphasis on practical training and hands-on learning was contrary to what I was used to. Taking classes and engaging with students in their learning environment broadened my perspective on education and inspired me to take some of these ideas home with me.

“AS I SCROLL THROUGH THE PHOTO ALBUM OF THIS INCREDIBLE JOURNEY, EACH SNAPSHOT CAPTURES A MOMENT OF STEPPING OUT OF THE FAMILIAR AND EMBRACING THE UNKNOWN” The most profound lesson from this exchange was the realisation that our similarities are more important than our differences. Despite the differences in language and customs, we were all connected by the universal themes of friendship, family and shared experiences.

My German exchange was not just a school trip; it was a personal journey of discovery that left an indelible mark on my heart and mind.

George Clarkson, Upper Remove

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Classics Trip to Rome Over the autumn half-term, the Classics Department led a five-day expedition to Rome. Meeting blearyeyed on the cold morning of the 14th October, we settled down in the coach and prepared ourselves for the long journey.

We arrived at the hotel in the early afternoon and, with the dying light of the sunset illuminating the ancient architecture, we decided to go to Trajan’s Forum, admiring Trajan’s Column and the Temple of Mars the Avenger. We then went to the Largo di Torre Argentina. Here, Mr McAra showed the exact location where Julius Caesar was stabbed to death.

After a wonderful pasta dinner and tired from a long day of travel and sightseeing, we all fell asleep quickly, ready for another long day.

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The next day we went to see the Colosseum, and our group marvelled at the grand and impressive architecture of this incredible arena. After a talk from Dr Mackenzie on the Arch of Constantine we walked along the triumphal path a general would take when returning from a great victory. While we couldn’t walk through the arches on the path, it was truly incredible to walk along the same road of the greatest generals of the Roman Empire and of all of history.

We also went to see the Forum Romanum, in which our group managed to travel through tunnels back to Trajan’s Column. Elated with our grand classical discovery we made our way back to the group for more sightseeing.

We woke up the next morning for a long walk to the Vatican. First, though, we made a stop at the Pantheon (the temple to all the gods), a beautiful

After a long queue, we entered St Peter’s Basilica.

We had seen many grand and beautiful churches and cathedrals on our travels so far, but none of them compared to the gilded grandeur of this one. As we stumbled in a daze into the cathedral we were all captivated by the marbled beauty of La Pietà, a sculpture of Mary holding Jesus by Michelangelo. It felt as if time dilated as we stood looking at this magnificent work of art.

The next stop on our tour was a journey to the Vatican Museum, to see some of the greatest works of art in history: the Laocoön Statue, the School of Athens, Augustus of Prima Porta and most importantly the Sistine Chapel ceiling.

This famously gorgeous set of frescoes had us all captivated, but all the looking up certainly left our necks a little worse for wear.

While in Rome, we also visited the Villa Borghese, a museum dedicated to classical marble statues and renaissance art. Upon walking into the museum I immediately recognised Apollo and Daphne, a lovely sculpture portraying the sorrow of Apollo as Daphne slowly transforms into a laurel tree. Bernini had beautifully captured Daphne’s fingers as they transformed into leaves and twigs.

“THE TRIP WAS GREAT FUN AND I LEARNT SO MUCH ABOUT ANCIENT ROME WHILE IN THE CITY”

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fusion of classical and renaissance architecture.

On the walk that followed we joked about how, technically speaking, there are two popes per square kilometre in the Vatican. We soon quickened our pace after seeing the length of the queue that awaited us.

And it would have been, if not for the final destination of the day and our trip: a pizza dinner while watching the England vs Italy Euro qualifier match. Tensions were high between our group and the Italians eating in the restaurant, and England’s victory prompted a groan from the Italians and a cheer from UCS. After a trip to the ice cream shop that had served us so faithfully for the last few days, we returned to the hotel. Waking up on a bright and sunny morning the next day we packed our bags and got on the coach, prepared for another long journey home.

I would like to thank the Classics Department, and especially Mr McAra, for organising such an enjoyable and informative trip: I am already looking forward to coming on this year’s trip to Greece!

Jacob Sinker, Transitus

Next, we visited the Palazzo Massimo museum.

The highlight for me here was a wall painting of a scene from nature, found in the house of Augustus’s wife. Sitting and looking at the same painting that Augustus had so many centuries before felt like the perfect conclusion to our incredible trip to Rome.

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Malaysia and Singapore Trip Embarking on our recent school trip to Kuala Lumpur was an eye-opening experience, especially for those with a keen interest in Geography. Our visit to the Petronas Towers not only offered spectacular views of the city but also shed light on the intricate connections between urban development and globalisation.

The food served up was delightful, providing a taste of the cultural richness that defines the region. On top of this, our visit to the Batu Caves afforded a handson encounter with karst topography, enhancing our understanding of geological formations.

On the final day, we spent an afternoon navigating the vibrant flea markets of Kuala Lumpur’s Chinatown,

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looking at the economic dynamics influenced by tourism and local markets. Overall, our visit helped bring the concepts we had studied in both Physical and Human Geography to life.

From Kuala Lumpur, we drove to Malacca, a much smaller city famous for its proximity to the Malacca Strait shipping channel and rich Peranakan Chinese history. We visited the Baba Nyonya Heritage Museum and the preserved house of a wealthy Peranakan family, giving us an idea of their lives and seeing how their culture has shaped modern day Malaysia.

By night, much of Malacca transforms into a vibrant night market, with a particular highlight of the trip being tasting the street food and stocking up on souvenirs for our families.

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“A PARTICULAR HIGHLIGHT OF THE TRIP WAS LEARNING SOME CHINESE CALLIGRAPHY, A FASCINATING SKILL WHICH IS SO FAR REMOVED FROM WHAT WE USE IN ENGLISH” Our final stop on this wonderful trip was Singapore, a city like no other. Despite us having to ditch our chewing gum, there was an air of excitement as we drove across the bridge connecting Malaysia and Singapore. And it certainly didn’t disappoint. We went on really interesting visits to the Arab and Indian Quarters, and visited Chinatown too.

A particular highlight of the trip was learning some Chinese calligraphy, a fascinating skill which is so far removed from what we use in English.

The famed Marina Bay certainly did not disappoint.

The architecture was stunning and the gardens were magical. We stayed for the light show on the Supertrees, which was beautiful. While we were sad to be leaving, the Butterfly Garden and cinema at Singapore Changi airport were quite the send-off.

Alessio Karunadhara, Ben Mazzucca & Asher Hill, Sixth

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The Benefit of Clubs UCS pupils are a creative, curious and talented cohort of children. Their passions are as interesting and diverse as they are, which is directly reflected within our clubs and societies across the Foundation.

From the academic to the artistic, there’s something for everyone; pupils take the lead in shaping this sector of our co-curricular offering.

UCS Pre-Prep has a diverse range of extra-curricular activities on offer. Each morning there is a tangible buzz of excitement as the children get stuck into their activities, developing crucial co-curricular skills while exploring their passions and interests.

While our familiar favourites such as Choir, STEAM and Eco have proved as popular as ever, we have been fortunate to include some exciting new additions to our ever-expanding collection such as Correspondence Club and Horticultural Club.

The boys in Correspondence Club have been busy writing letters and receiving kind responses from Sir Keir Starmer, Rishi Sunak, Steve Leonard (TV vet), the Prince of Wales and King Charles, who unfortunately was not available to watch our school production!

Letters to the UCS Senior School have resulted in a visit from the Biological Society and Head of History as well as Mark English, Vice Master.

In Horticultural Club, the children tend to our indoor plants and Eco Garden, growing beans, tomatoes, onions and strawberries which they have enjoyed eating.

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The rich programme of clubs and societies at the Senior School has continued to develop this year, chiefly down to the enthusiasm of our pupils and the generosity of our staff. Pupils enjoy a range of clubs before school, after school and during lunch times which give them the opportunity to try something new or develop their talents and skills.

As always, this year has seen the development of new clubs and societies which reflect the passions of our pupils. We were delighted to see the emergence of F1 Society which is led by George Ani and Nathan Stein in the Remove; their meetings involve analysis and dissection of recent Grand Prix races!

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“CLUBS AND SOCIETIES GIVE PUPILS THE CHANCE TO LEAD THEIR PEERS, TRY SOMETHING NEW AND CRUCIALLY TO WORK WITH CHILDREN IN DIFFERENT YEAR GROUPS FROM ACROSS THE SCHOOL”

A survey taken this year of the pupil body found that around 85% of pupils at UCS regularly attend a club or society and pupils are actively encouraged to establish new clubs if they feel there is a gap. Clubs and societies give pupils the chance to lead their peers, try something new and crucially to work with children in different year groups from across the school.

It has also been wonderful to see some of our clubs embarking on school trips this year. For example the ever-popular DT club for the Shell and Lower Remove named Makerspace ventured out to Warner Bros.’ Harry Potter studios where they saw some incredible set, prop and costume design.

We also set up Trains and Planes Club this year, led by Jonty Dryer, Nate Krieger and Freddie Chubb in the Lower Remove. This club meets to look at trains and planes (as you would expect!) and works on model trains and aeroplanes.

Two of our new joiners to the Transitus this year established Charity Crochet Club which is a very popular club open to all ages (and teachers) that meets to crochet items of baby clothing and blankets, which are donated to be sold by the Royal Free Charity.

Contributions from N. WATT S. BENNETT T H E

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Drama This year, our Drama Department captivated audiences with exceptional performances. Pupils showcased remarkable talent and professionalism in bringing historical classics like Beowulf and Macbeth to life.

Our Sixth Form once again took the show on the road to the Edinburgh Fringe Festival, performing an original play, Penny & Forever.

The Pre-Prep boys have enjoyed another very successful theatrical year. Our Reception boys trod the boards for the first time in the Seasonal Production of Dick Whittington and all the students conveyed just how revolting medieval times could be.

For the summer production the sun shone both outside and inside the Lund Theatre (thanks to a wonderful hanging mosaic sun that was carefully pieced together by all the boys). Our performers enthusiastically embraced the theme of Ancient Greek myths and we were grateful to the family of Thomas Beer Sidenbladh who contributed the wonderful title of It’s All Greek To Me!.

The audience were treated to an exceptionally high level of acting, singing and dancing and showed their appreciation with rapturous applause.

S. Pateman

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Beowulf

Junior Branch Productions Black Box This year’s Black Box was a one-act play written

by Alan Ayckbourn called Ernie’s Incredible Illucinations, a lovely little play full of adventure and excitement. The boys rose to the occasion magnificently.

The adventure took us from pirates raiding Ernie’s house to his father saving a librarian from the top of a mountain. Auntie May turned out to be a world champion boxer. There were some very nervous children waiting to perform backstage but once under the show lights the boys performed with lots of energy and nerves seemed to disappear.

Well done to everyone in Year 5 for all their hard work learning lines and remembering cues.

S.D.B. Hall

In June, the Junior Branch boys performed Beowulf.

I played Queen Wealhtheow, which I would say was a pretty big role. Before the play, I was pretty nervous (as I get a bit of stage fright). I am sure that other people were too. Before Mr Lo’k opened the doors, we performed a tradition synonymous with Shakespearean productions which was doing a synchronised clap. If we got the clap synchronised then we would have a good performance. As we did that we knew we were going to have a good show!

At the start of the play, we made a few mistakes but the audience didn’t seem to notice. When I said my first line, I was nervous, but as the play went on, I felt more confident. It was really nice to be able to watch the play from behind the stage as we had a TV monitor. There were loads of funny parts to watch. To sum up this play I would say that I am very proud of everyone and every single person did an amazing job. I would like to thank Mr Hall and Mr Lo’k for helping us do this play.

Jake Sender, Year 6

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Senior School Productions The co-curricular drama provision throughout the year has been varied, challenging, and ambitious in both scale and engagement. Throughout the year, four full-scale productions, our second ever dance show, a Trinity Showcase, a partnership performance, and an improvisation evening have taken place in the Lund Theatre. This year, over 300 pupils have engaged with the performing arts as performers, theatre technicians, and stage managers. This breadth of opportunity is a testament to our pupils’ relentless enthusiasm and dedication to Drama and Dance.

In November, pupils in Transitus and Sixth performed the Senior School Production, Sophie Treadwell’s Machinal, in the Lund Theatre. This expressionist masterpiece, originally written in 1928, was given a contemporary resonance thanks to the excellent performances from the company.

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The Middle School Production of Macbeth, staged in March, was superbly mature. The company of young actors reminded audiences of the challenge that comes with any young company performing any Shakespearean play: his language is unfamiliar, his rhythms are complex, and, to be blunt, he wrote over 400 years ago! It was so refreshing, therefore, to witness a cast of pupils, aged 13–17, perform his work with such confidence, alertness, and maturity.

The company’s command of the text was excellent proof that Shakespeare’s works should not just be studied by pupils, but performed.

The UCS Dance Show – In Motion – returned to the Lund for the second year running and featured an eclectic range of dance styles such as contemporary, hip-hop, and R&B. The show featured pupils of varying ages and dance experience from Entry to Remove.

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In May, it was the turn of the Lower School with their unique and highly creative take on James and the Giant Peach. The cast of Entry and Shell pupils dazzled and delighted audiences with their wildly inventive staging and characterisation of Roald Dahl’s familiarly wacky characters.

Finally, the company of our Edinburgh Festival Fringe production, Penny and Forever, performed a preview performance in June, ahead of its run at August’s festival. This production marks the Drama Department’s first ever collaboration with a professional playwright. Glyn Maxwell, an Olivier Award nominee, developed the script with the pupils in the Transitus, providing the cast with an invaluable opportunity to understand the process of professional playwriting.

“THIS YEAR, OVER 300 PUPILS HAVE ENGAGED WITH THE PERFORMING ARTS AS PERFORMERS, THEATRE TECHNICIANS, AND STAGE MANAGERS”

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A focus on Machinal When Sophie Treadwell’s Machinal premiered on Broadway in 1928, critics and audiences alike were in awe of her extraordinary talent. Her politics and journalistic background combined to create a play that took aim at the patriarchal structures of the capitalist society of the 1920s. Inspired by the real-life case of the convicted murderer Ruth Snyder in 1927, Sophie Treadwell produced this theatrical masterpiece, widely considered as one of the best plays ever written.

The challenges presented by Machinal - not least its expressionist style - made this our most ambitious choice of text for the Senior School Production to date. Undeterred, the pupils in the cast rose to these challenges. The rehearsal process consisted of considerable time spent on the play’s more pertinent and sensitive subject matter, mainly gender inequality.

The cast’s thoughtful responses to these ideas – and their determination to present these to audiences sensitively – was a characteristic of this company.

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This production also continued the UCS tradition of pushing the limits of theatre-making in a school setting. The technical complexity of the design concept for Machinal cannot be overstated and our Theatre Manager (Martin Hutchings) and Designer (Carys Bedford) collaborated with pupils in the stage crew on a complex design involving projection mapping. Combined with the sinister and minimalist set, the result was a dizzying depiction that, historically, occurs in 1920s America but theatrically, its setting was far more amorphous.

How have you found the rehearsal process for Machinal?

Talia: Great! Really fun, the vibes are really good and there’s always a positive atmosphere. Mr Abbott has been great and really understanding.

Lily: I have found the process quite scary overall!

There are so many aspects to the production, from the issues the play raises to the staging, and the sugar glass and projections. But in the end, it is exciting too, and I am very much looking forward to seeing the final outcome.

What challenges have you faced?

Talia: The American accent has been hard. The dialect coach was great and really helped as we could book our own one-to-one appointments. It helped a lot with my confidence.

Lily: Initially I really struggled with the accent, ‘New York’ particularly. Establishing the character also took me time. In the play she is written as quite a generic character, she has a job, she gets married, she has an affair, and I struggled to add detail to the characterisation. The character slowly descends into madness – so figuring out what triggers and motivates this was very helpful.

How did you establish your character?

Thomas: I worked on my American accent with an accent coach and learnt about bringing the pitch down at the end of sentences and sounding more self assured. I also watched clips from the Amber Heard and Johnny Depp trial and tried to channel the ways some of the lawyers asked questions – the parallels between the media frenzy around the trial of Helen Jones in Machinal and the Heard vs Depp trial are striking.

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Machinal – Pupil Perspective

Which scene stands out to you the most and why?

Talia: Towards the beginning of the first scene where the young woman is in the middle and the typewriters are on the side: it’s a very expressionist scene as the typewriters are displaying the emotions of the young women physically using their bodies and it’s effective because of how they slow down to show the intense moment and then a quick snap back to reality.

What’s your favourite line of dialogue?

Thomas: ‘You confess?’- Because it’s my final line in the play and it is representative of the fact she has broken the machine she has been in. It allows my character to express surprise at the confession but also victory at having won the case.

Lily: ‘And what is death?’

What’s been your favourite moment?

Talia: Rehearsing my scene. As the role of the nurse, it’s been good fun and the dynamics in the scene are really interesting as the play is overtly criticising a patriarchal society – Sophie Treadwell is forcing the audience to face the uncomfortable truths of 1920s America.

Thomas: I imagine that performing in front of a live audience will be my favourite moment, but up until this point, being able to rehearse my scene has been a very enriching process – being able to develop my character and establish the circumstances that aren’t given.

Contribution from C. ABBOTT

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Music Music is the vibrant core of UCS’s co-curricular life, which is brimming with a dazzling array of performances. This year, our exceptionally talented musicians have once again raised the bar, demonstrating their musical prowess at every turn. From classical to contemporary, we’ve explored the full spectrum of sound. So, brace yourselves for an encore of musical brilliance!

Year 2 Music Recital On a sunny evening in June our parents were treated to musical performances of an exceptionally high standard from our Year 2 musicians. Their composure, confidence and musical talent were appreciated by all and it was evident that the boys had been diligently practising for the event. The programme included music by Clementi, Tchaikovsky, Haydn, Rodgers and Hammerstein and Lady Gaga! The recital concluded with a sublime performance of classical Indian singing.

JB Spring Instrumental Concerts The end of the Spring Term is always celebrated by our two annual Spring Concerts at the JB. The first of these is a platform for the emerging artistry of our Year 3 and 4 musicians (plus the Woodwind Ensemble, Recorder Ensemble and Junior Choir), while the second shows off the sophistication of our Year 5 and 6 instrumentalists (plus the JB Orchestra, Big Band, String Ensemble and Senior Choir).

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These concerts always remind us just what the boys can achieve with daily practice, care and a love for music. The fact they are willing to devote their time towards something greater than themselves is noble. This was particularly apparent in the ensemble pieces, such as Watermelon Man (Big Band), Wuthering Heights (Woodwind Ensemble), E.T. Theme (particular congratulations to the Orchestra who at short notice performed without their conductor) and Temptasyon (Recorder Ensemble). And this year’s Senior Choir

mastered beautiful harmonies in Putting on the Ritz and Make Your Own Kind of Music, leaving the audience gasping in wonder at the choir’s expression, musicality and rhythmic drive.

The Spring Concerts were also a testament to music’s unique power to bring people together. It was so heart-warming to see every parent cheering on every boy in the school and enjoying the whole concert, even if their son only performed once – or not until the very end! We are also fortunate now to have a live streaming service which allows friends and relatives to watch the concerts from all around the world. It is on occasions like these that the boys, their families and the JB staff prove that the Junior Branch is a supportive, encouraging and

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With nearly 60 boys giving solo performances at each concert, all are to be commended for their hard work and thoughtful playing. Special mention must be made of several of our Year 5 and 6 soloists, namely Edward Khong, Laszlo Farley and Jay Shah (clarinet), Silas Fraiser and Myles Mathur (flute) and well over 50 boys at each concert playing myriad instruments. Harry Cheung, Lorenzo Gambaruto, Gianluca Mandelli (piano) and Sam Bradshaw (cello) in particular played with a depth of musical understanding far beyond their years. They were true role models to those with similar aspirations in Years 3 and 4.

true community.

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Senior School musical year survey The 28 events curated by the Senior School Music Department in 2023-24 reflect the monumental efforts of over 230 pupils involved in ensembles, bands or choirs. End-of-term concerts can feature more than 100 pupils, and there have been over 160 solo performances at lunchtime concerts and performance platforms. However, in a year of such collective endeavour it is also appropriate to shine a light on some individuals for their outstanding achievements: • Following his success in last year’s BBC Young Musician of the Year competition Jaren Ziegler (viola - Sixth Form) has appeared as a soloist with distinguished ensembles, including the London Mozart Players and Northern Sinfonia, and won a top scholarship to study at the Royal Academy of Music.

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• Finn Kjaergaard (violin - Transitus) has become a key player for the National Youth Orchestra of Great Britain and has performed at the BBC Proms and Barbican Centre.

• Tyler Bennett (voice - Transitus) won the Guildhall School of Music and Drama Junior Vocal competition.

• Samuel Fielden (trumpet – Upper Remove) won the Grade 8+ solo category at the North London Festival.

• Yasmin Campbell (cello – Transitus) was awarded a Distinction in the ARSM Diploma.

• Akbar Ali (violin – Sixth), Amy Towner (piano – Sixth), Tyler Bennett (voice - Transitus), Louis Woof McColl (clarinet – Upper Remove), Jeremy Jeffes (piano – Upper Remove), Henrik Singh (violin – Upper Remove), Max Chen (violin – Lower Remove) and Matteo Carrierre (piano - Lower Remove) all achieved Grade 8 ABRSM Distinction during the year.

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Large-scale ensembles are thriving, with the Symphony Orchestra boasting a formidable string section that enabled us to programme grand works including Tchaikovsky’s Sixth Symphony and Holst’s Planet Suite, and provide luxuriant support to concerto soloist Bice Sharp (Sixth Form) in Elgar’s Cello Concerto. The 50-strong Concert Band continues to pack a punch, delivering a string of thrilling performances, and proved sensitive accompanists for Joe Young (trombone – Sixth Form) in Søren Hyldgaard’s Rapsodia Borealis.

inspiring direction of Mr Da Silva and it has also been a positive year for vocal and choral musicmaking. In particular, Top Voices has grown considerable under Miss Pardoe. Rock music is firmly established as a key component in our provision and the Rock Concert was one of the highlights of the musical year – a monster event featuring 80 pupils and 12 bands and a tribute to the incredible work of Shelley Walker.

But there is plenty of room for smaller ensembles as well. Chamber Music remains an area of significant strength, with ten groups operating across all year groups, and we were delighted to celebrate the success of the Zhong Piano Trio and Senior String Quartet in reaching the finals of South East Schools Competition at St George’s, Hanover Square. Jazz continues to thrive under the

Contributions from S. PATEMAN S. LANIGAN-O’KEEFFE C. DAWE T H E

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Senior School concert programme 2023-24 Autumn Term Lunchtime Concert by Sixth Musicians Tuesday 26th September Lunchtime Concert by Remove Musicians Friday 29th September New Arrivals’ Concert Tuesday 3rd October

Shell and Lower Remove Performance Platform Tuesday 27th February Lunchtime Concert by Remove Musicians Monday 4th March Ensembles Concert Wednesday 6th March

Deme Song Friday 13th October

Lunchtime Concert for International Women’s Day Tuesday 12th March

Upper Remove Performance Platform Wednesday 8th November

South East Schools Chamber Music Competition Final Tuesday 12th March

Lunchtime Concert by Shell Musicians Tuesday 14th November

Chamber Music Concert Wednesday 13th March

Lunchtime Concert by Lower Remove Musicians Friday 24th November

Vocal and Choral Concert Tuesday 26th March

Ensembles Concert Wednesday 29th November Autumn Concert Thursday 7th December Carol Concert Tuesday 12th December

Transitus and Sixth Performance Platform Wednesday 24th January Lunchtime Concert by Entry Musicians Tuesday 6th February South East Schools Chamber Music Competition First Round Tuesday 27th February

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Summer Term Singers’ Lunchtime Concert Friday 10th May Entry Performance Platform Wednesday 15th May Flute Lunchtime Concert Friday 17th May

Spring Term

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Spring Concert Thursday 21st March

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Remove Performance Platform Wednesday 22nd May Rock Concert GSLT Monday 10th June ABRSM exams GSLT Monday 17/Tuesday 18th June Summer Concert Great Hall Thursday 20th June Leavers’ Concert Great Hall Wednesday 26th June

Chess UCS Chess Club is a thriving hub of strategic thinking and friendly competition.

With regular matches and tournaments, and a strong sense of camaraderie, our members hone their skills while enjoying the game’s intellectual challenge.

The Senior School Chess Club has had a fulfilling year of memorable matches and personal development. Every Tuesday after school and Friday lunchtime, pupils from all year groups convene to play, learn and forge connections through chess.

The spirited atmosphere not only within the club, but also from our in-school tournaments and Deme competition has been a testament to our shared passion and friendly rivalries.

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This year the school’s chess team proudly made their mark in the regional finals, securing their spot in the national final competition after a close second-place finish behind Highgate School. George Clarkson and Peter Hazel played exceptional chess at the tournament, winning three out of four games in the intense competition.

The national finals took place in Birmingham at King Edward VI Grammar School on 22nd April, when the team showcased their talent and determination.

Peter Hazel, a new student, showed exceptional skill by recovering from a difficult position to win his match, making his team-mates proud.

‘We lost the second round, but as a team, we had a strong mentality and came back with third place which is very good!’ said Roman Kavalskyi, TBH3.

We eagerly anticipate welcoming new members next year and continuing to create meaningful experiences through the game we love.

Contributions from K. NIZHARADZ

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The Duke of Edinburgh’s Award The Duke of Edinburgh’s Award remains a highly popular initiative at UCS, inspiring Middle and Upper School pupils to explore their potential and develop new skills. Its enduring appeal attests to the programme’s ability to encourage personal growth and a sense of adventure.

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We have had record numbers signing up to each of our awards this academic year: 108 for Bronze, 36 for Silver and 34 for Gold, a fantastic growth compared with previous years, and something we hope will continue to expand in the future.

Our students’ interests extend far and wide and the Duke of Edinburgh’s Award allows them to continue with an existing interest as well as the opportunity to try out something new. They have chosen a range of activities in which to participate, including maths mentoring of younger students, volunteering in charity shops, climbing, go-karting, football, rugby and learning a range of musical instruments.

Our Bronze and Silver students have already embarked on their expeditions (Silver were lucky enough to have seen the Northern Lights from their tents!), with the Gold students doing theirs over the summer holidays.

All students have had the chance to learn to navigate using a map and compass, work together as a team to reach their designated checkpoints and learn how to use a stove and set up tents.

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Completing the Duke of Edinburgh’s Award is no easy feat; it requires motivation, determination to see things through to the end, and pure grit during the expeditions, where carrying a 10-20kg rucksack uphill with the sun beating down on you can really wear you down physically and mentally. But our students have taken the challenges in their stride and never given up. They built up resilience and a sense of hard work and achievement by committing themselves to completing such a worthy award.

“FOR THE RESIDENTIAL, I WORKED AT A HOSTEL IN THE BRECON BEACONS AND, WHILE THERE, I MET SOME GREAT PEOPLE AND HAD LOTS OF FUN PAINTING THE ROOMS AND GOING ON WALKS. I LEARNT THAT SOMETIMES YOU SHOULD GIVE THINGS A GO, EVEN IF YOU ARE UNSURE, AS YOU MIGHT END UP ENJOYING YOURSELF”

We hope all the students have felt that the award has been a worthwhile venture and picked up a new sport or hobby that they may wish to continue with for years to come. We look forward to meeting the next cohort of students inspired to take on the award.

“I HAVE ESPECIALLY ENJOYED MY VOLUNTEERING SO FAR. THIS YEAR, I FOUNDED THE LINGUISTICS CLUB AND I HAVE BEEN RUNNING SESSIONS AND TEACHING PEOPLE HOW TO SOLVE LINGUISTICS PUZZLES. THE ENGAGEMENT FROM ACROSS THE SCHOOL SURPRISED ME ENORMOUSLY AND SEEING OTHER STUDENTS’ PASSION FOR LANGUAGES AND LINGUISTICS HAS FURTHER IGNITED MY OWN!” JOSEPH HAYES Transitus

Contribution from K. CHIU

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Sports Days Sports Day is always a highlight of the Summer Term, from Pre-Prep up to Senior School. This year was no exception, with these regular fixtures in the calendar being filled with the expected levels of enthusiasm and competitiveness!

Pre-Prep Sports Day The year began competitively with the annual cross country running competition for KS1. The children, eager in their House t-shirts, focused on their pacing and stamina which led to them collectively running a whopping 114.35km on race day.

In the Spring Term, pupils were eager to participate once more in the Sports Challenge Cup where they diligently prepared for agility, balance and coordination challenges, with every child endeavouring to achieve their personal best to earn the most points possible for their House.

The Summer Term heralded the much-anticipated Sports Day. Children honed their athletics skills in PE lessons, each eyeing the coveted Sports Day House trophy. On the big day, their unmatched energy and enthusiasm shone through. The day flew by with incredible performances and beaming smiles all around. Dr Dunn announced the winners and it was congratulations to Griffin!

R. Whittaker

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JB Sports Day The format was changed this year to allow all boys to have more variety and participation, competing for their Houses in individual (50m, 100m, 200m, throwing and jumping) and team (tug o’ war, Edor, football, darts and basketball shooting) events. After these events, Campbell took a commanding lead in the points’ standings before we stopped for lunch.

Later, it was the House relays, where double points were on offer. With some very close races, the points were added to the morning’s events and Campbell were victorious for the second year in a row. Simmons were second, Eve in third and Bentham in fourth.

D. Cook

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Sports Trips UCS proudly offers a range of international sports tours, providing pupils with unique opportunities to compete, play, and experience sports on a global scale. These tours foster camaraderie, cultural exchange, and a lifelong passion for athletics.

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U10 & U11 Hockey and Rugby Tours The hockey tour was an amazing experience! The bus journey was long, but we watched movies to pass the time. We did some bowling when we arrived and ate lunch. We played a fixture on the first day, against Cardiff & Met, and even though we lost, it was enjoyable.

We arrived at the hotel, got a good night’s sleep and woke up the next morning for some delicious breakfast. We left and packed our bags for the day ahead. We visited the Principality Stadium, learned about its history and visited the souvenir shop. There were many options, from T-shirts to water bottles, and everyone bought at least something. We watched a hockey match, Cardiff against Beeston, a tough match that Cardiff lost.

On the final morning we had another fixture against Cardiff & Met. We played pretty well, learning from the previous game. After that we had to leave for London, stopping for food on the way. Even though it was short, it was still a really fun trip.

Kai Iwakura, 6C

When we arrived at the hotel we got our luggage and received our room keys before unpacking and having dinner. During that time, we watched Italian TV channels and played card games.

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Italy Ski Trip

The amount of skiing time in the mornings and afternoons varied but we had loads of time on the slopes. At lunchtime, we returned from the slopes and left our skis at the bottom. We had lunch then went back to skiing. Once we came back we would have dinner and go to bed and repeat the process.

On 6th October, Year 5 and 6 Rugby players went to Cardiff on tour. We also enjoyed the warm-up bowling at Hollywood Bowl!

I think that we all played great in the games, as well as in the training that we received from the Cardiff Blues the next day. The training was great and the facilities that we trained in were spectacular!

Excitement was the feeling, and touring the Principality Stadium was fantastic. We first got to see the pitch and then we went to the changing rooms where we got to sit in the seats that the likes of footballer Ronaldo and pop star Justin Bieber had sat in. We also went to the WRU shop at the stadium where we were able to buy some merchandise.

One night, we had an epic snowball fight which was Y4 and Y6 vs Y5. You think that’s unfair, let me tell you that the Y5s outnumbered Y4 and Y6!

Another exciting night was the UNO competition.

It was fun and there were prizes. We also had a movie night, watching Teenage Mutant Ninja Turtles and stuffing ourselves with sweets and chocolate, just as we would if we were at the cinema.

My highlights of the trip: the excellent food, the ski slopes weren’t too difficult, the instructors were very kind and if someone fell they would stop and wait for them to get up, the rooms were clean and the teachers came to every room at meal times so we wouldn’t miss a meal!

Gabriel Danon, 5J

On Sunday morning we played some more fixtures, where we did well against two good teams. I think that the tour was an amazing experience filled with fun activities and I would highly recommend going next year if you can.

Benjy Roche, 6L

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Lisbon Football Trip Over the Easter break, the Junior Branch football team had the opportunity to showcase their skills in Lisbon.

The trip was an unforgettable experience. With 67 boys from Years 5 and 6 eagerly packing their bags and lacing up their boots, they were accompanied by 53 parents and 10 members of staff to embark on a five-day journey to the Portuguese capital.

The boys participated in training sessions with Benfica’s U11 team at their prestigious training academy. Playing against local U11 clubs in Lisbon, the Year 5 A Team remained undefeated, dominating both their games. The Year 6 A Team also showed great resilience and determination, coming back from a 0-2 deficit to win the game 4-3. Max Morgan, a star player who also plays for the Arsenal Academy U11 team and has a track record of success in European competitions, even defeating powerhouse teams like Barcelona, scored all four goals for the Year 6 Boys.

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The accompanying fathers also enjoyed their moment in the spotlight, engaging in a friendly match that fostered camaraderie and sportsmanship. Mr Adam Jones, one of the attendees, encapsulated the sentiment of many when he expressed his gratitude for the ‘legendary’ tour, praising the meticulous organisation, expert coaching, and overall enjoyment.

Beyond the pitch, the boys explored the dynamic world of football at FootLab, where they pushed their athletic limits through a series of challenging activities. ‘It was an amazing trip,’ declared Ersoy Kaya, capturing the collective enthusiasm.

The trip was crowned by an exhilarating live Benfica match, where the boys were captivated by the electric atmosphere and the skill of professional players.

D. Cook & S. Davis

I was lucky enough to participate in the IAPS Ski Racing Championships at Passo Tonale in Italy for the second year running. I adore skiing and this week allowed me to build skills and compete in slalom racing again.

To give you an idea of what the week involved, we skied down some insanely fun off-piste, racetrained five hours daily with specialist Italian ski instructors, made new friends from Years 6, 7 and 8, had body-soaking snowball fights... and every morning was heaven as we ate mouth-watering croissants and drank spoon-stiff hot chocolates.

The Ski Racing trip was all I could have asked for. I loved every bit of my time skiing with my mates and even more having the chance to compete against other schools and see how well we could all do.

On the penultimate day, the Championships got our hearts racing. At nine o’clock in the morning, we went straight to the top of the slopes and began our races. I raced five in all. At the end of two hours we all felt the adrenaline and proudly came back to the hotel with a handful of victories.

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IAPS Ski Racing Championships

“I AM SO GRATEFUL TO MR CHOPRA AND UCS FOR MAKING THIS EXPERIENCE POSSIBLE” To lighten up the mood even more, there was a disco on the last night with ice cream and prize giving in gold, silver, and bronze. Myself (5D), Gabriel Ryazantsev (5D) and Lachlan Turner (6C) all were pleased to win gold for UCS. Inigo Marlow, 5D

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Sports Reports UCS offers a dynamic sporting environment where every pupil can find his or her niche. From grassroots participation to elite competition, our sports programme develops a spirit of teamwork, resilience and personal growth. This year has highlighted the talent and dedication of our athletes, with outstanding achievements across a range of sports.

UCS Hockey tournament On 16th March, the boys participated in a hockey tournament hosted by UCS competing for four prizes: the Plate, the Shield, the Cup and the Winners’ Trophy.

There were seven teams: UCS A, UCS B UCS C, UCS D, Highgate A, Highgate B and Merchant Taylors’. Each team played six ten-minute matches. They also played an extra match at the end (the finals), to decide the prizes.

UCS A won our first match 2-0 against UCS C then tied 0-0 against both Highgate teams. Next, we played Merchant Taylors’ who destroyed us 8-0. After that we played our D team and won 4-0, but lost to our B team 5-0. Then it was the awards presentation, and afterwards it was the finals. Up against Highgate B, they scored the opening goal but we levelled with a cool penalty shuffle scored by William Rafferty to take it to a shootout.

It was very tense when the match turned to shuffles, but thankfully we won, with an impressive goal from Callum Hill and amazing goalkeeping by Sam Suthar.

The UCS B team won the Cup, we won the Shield and UCS C won the Plate. Alas, UCS couldn’t win everything and Merchant Taylors’ walked away early with the Winners’ Trophy.

“IT WAS A FUN EVENT AND WE LEARNED LOTS OF SKILLS AND TACTICS THAT WILL HELP US IMPROVE OUR HOCKEY EVEN MORE!”

Thank you to Mr Willis, Miss Lim-Bettes, Mr Edwards and Jonah for coaching us in the tournament and thank you also to Mr Cook who organised the entire event.

Jasper Wong, Kai Iwakura & Hugo Graham, 6C

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Independent Schools’ Cross Country In March, UCS hosted the inaugural Independent Schools Junior Branch Cross Country event on Hampstead Heath.

The weather was fine and the course was muddy.

Some 120 competitors arrived, registered and warmed up. First was the U9 race open to Year 3 and 4 pupils, followed by the U11 race open to Year 5 and 6 pupils. We purposely made the course tough and longer than similar events, the U9s running 1.9K and U11s running 3k, with hills, mud and puddles to navigate.

The U9 race was a close encounter between Gabor Morgan and a runner from St Anthony’s and it was clear that the winner would come from one of these two. With less than 200m to go Gabor took his chance to add a change of pace and kick home for a well-deserved win. Notable mentions go to Ryker Vance (3rd), Idodi Bethlehem (4th) and Raphie Ljungberg (5th), along with Ethan Casey (9th) and Morrie Finegold (10th) among the Year 3 finishers.

The U11 race was a similar story, although Maxime Morgan (Gabor’s brother) ran a more tactical race, staying a stride behind his St Anthony’s counterpart, leaving it to the last 100m to take the lead and make it a double triumph for UCS.

Other UCS runners in the top ten were Theo Mann (4th), Philip Mijatovic (5th – first year 5), Alex Pickford (6th), Bertie Edwards (8th) and Fallon Miller (9th). Had a team event been recorded, UCS would have won both age groups.

D. Cook

Ping-Pong Whizzkid On Thursday 8th February, I took the morning off school to play in the London Schools table tennis tournament. This is a competition with many of the best players from all over London.

Entering the tournament hall I felt surprisingly calm, even though it is such a big competition, as the winner qualifies for the Under-11 nationals. As I adjusted to the bright lights and table tennis balls flying across the room, I recognised people I had played at other tournaments. It was exciting to be matched against so many good players.

I won three out of my four group stage games qualifying for the knock-out stage, where I had to face one of the best players in London, a boy in Year 6. It was another close game, but he beat me.

The good news is that he told me he had applied for UCS Senior School. Hopefully he will join and we will have a strong table tennis team in the Senior School!

Jacob Vogel, 4G

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Rugby Round-up

Senior Rugby

It was another strong term for UCS, where the hard work in training came to fruition in fixtures. As a school, we won 68% of our matches.

The 2023-24 season was one of growth and success for UCS Rugby. There has been an explosion in popularity, with nearly 300 fixtures played in the Autumn Term alone.

Highlights were the U9A team being undefeated and essentially winning the Habs Boys Rugby Sevens Festival. The U10A finished second in the UCS festival, U10B were undefeated all term and Year 3 as a year group only lost one match. A special mention also goes to the U9B team who took part in the Habs A Team festival and competed very well. We also had an excellent U10/U11 tour to Cardiff, competing against some very strong club sides.

However, the most competitive attitude we saw from the boys was in the House matches, with each game played with ferocious commitment. It would be good to see that against other schools in the future.

D. Cook

The season also saw notable successes, with the 1st XV crowned U18 Middlesex champions, and U16A and U12A runners-up in the same competition.

The team of the season was the U12B side who won all of their 17 fixtures. There was also notable Sevens success during the Spring Term with the U12s winning the Middlesex Cup, alongside the St James School Sevens tournament.

There was further silverware with both the 1st VII and U15s winning their respective competitions at the Ibstock Place Sevens Tournament. It was also particularly pleasing to see UCS RFC win promotion from Counties 3, with a number of Old Gowers playing a vital role in their success!

E. Sawtell

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The Senior Hockey XI had an outstanding season this year. With various ages throughout the team, it was going to be challenging to create a strong unit.

That being said, this season was our most successful in over half a decade, with only four losses in our 14 games. Making it to the London finals was a big highlight for the team and our coach, Joe Hillyer.

The result didn’t go the way we had hoped, losing on shuffles, but nonetheless, the team can be very proud of how well we came together throughout the tournament and the season.

Finally, a big thank you to Dan and Joe, who played a massive role in our success this season.

Calum Papworth, Sixth

Basketball The UCS Ringers had a challenging but inspiring season this year. Starting the year off strong, the Ringers were undefeated for the first six games of the season; our confidence was high, and we were united and unstoppable. In his final season after three years as a Ringer, captain Tom Freedman dominated in the post and around the basket, providing stability and mentorship to the young core of the team.

“AS THE YOUNG RINGERS CORE GAINED EXPERIENCE AND MATURITY, BASKETBALL GREW IN THE UCS COMMUNITY”

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And there they stood, our great enemy, Mill Hill.

Having lost to them last year in the semi-finals, we held a personal vendetta. It was all or nothing.

We started weakly. Their high-intensity press further decimated our composure and we started blaming one another. By half-time, we were down 20 points. We huddled for a much-needed team talk and regained our team spirit - we were ready to complete a major comeback. Entering the second half, we defended with passion and scored efficiently with unselfishness. However, a series of fouling mistakes led to a close-fought defeat and we ended the game down just six points.

As the young Ringers core gained experience and maturity, basketball grew in the UCS community.

We now look forward to an exciting season for all the ages, from the Ringers down to the Roosters.

Adam Hoff & Sam Wang, Transitus

However, our lack of experience showed as the season progressed; we soon broke our winning streak in a loss to Harrow School.

Even so, through the leadership of our vice-captain and point guard Adam Hoff, as well as the major scoring prowess of Sam Wang, we slowly regained our old confidence. Our three-point specialists Chris Newell and Harry Lee-Born ensured impressive wins and a trip to the finals.

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the semi-finals, where they narrowly lost to eventual winners Reed’s.

Last year, it was the U13 Boys’ team that was the centre of attention as they won the National Championships. This academic year, however, it was the turn of the U18 Girls. They made it to the third stage (regional finals) of the tournament, a first for that team at UCS. Well done to the girls (Mia L, Abi S and Samira B) for their fantastic effort, finishing in fourth place. ‘The girls were a credit to themselves and the school against some strong opponents at the business end of a big tournament,’ said Mr Peck.

Last year’s U13 Boys’ success must have inspired the U16 Boys. UCS was officially appointed by Camden Borough as its table tennis team. For the second year running our U16 Boys represented the borough at the London Youth Festival in June. And UCS won the event at Redbridge Sports Centre, Ilford – having learned a great lesson from last year when we attended the event with just two players. This year, we went with a strong team of seven. It paid dividends.

Great stuff!

D. Cook

Tennis UCS had arguably our most successful year ever on the courts, which is quite a bold claim. In June, our U19 team qualified for the National Championship Finals (Glanville Cup) in Nottingham, where they were superb in finishing 12th in the country. What made this achievement even more remarkable was the squad were all U15 or U16. Huge congratulations to Alex Shuckburgh, Leo Silverston, Zeb Imber, Ruben Sinanyan and Max Silverman.

Having returned from Nottingham, the very next day Zeb Imber and Ruben Sinanyan started their quest for victory in the Independent Schools Tennis Association U15 doubles competition. Again, tennis of the very highest standard took Zeb and Ruben to

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However, Dash Green and Ruben Michaud went even further, beating many top tennis schools along the way to victory in the ISTA U13 competition, winning the final against tennis academy school Ewell Castle 6-0! It was the first time UCS had won the John Barrett (U13) competition.

But the highlight of the year was most definitely the incredible, remarkable, U13 victory in the LTA National Youth Schools Tennis competition.

NATIONAL CHAMPIONS! After nine months of preliminary matches, UCS defeated Millfield, Hutchesons’ Grammar (Glasgow) and King Edward’s School (Birmingham) to be crowned the top U13 school team in the country. We are so, so proud of the team: Dash Green, Ruben Michaud, Rocco MeyerSahling and Strahinja Zizic.

D. Cook

“THE HIGHLIGHT OF THE YEAR WAS MOST DEFINITELY THE INCREDIBLE, REMARKABLE, U13 VICTORY IN THE LTA NATIONAL YOUTH SCHOOLS TENNIS COMPETITION”

The number of pupils playing Football at UCS is growing each year, and we will continue to do what we can to progress this. The 2023–24 season for UCS football was exhilarating to say the least.

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With extra times and penalty shootouts in abundance at senior level, the boys never made it easy for themselves. The highlight was undoubtedly wins against Highgate and Mill Hill in the same week, with the latter game a chance for Upper Remove players to get their shot at the top of UCS football.

Cricket The cricket season was filled with excitement, with over 120 matches played and teams from all age groups competing in the London Schools Cup. Both our U12 and U14 teams made it to ‘finals day’ in their respective categories.

The U12s displayed great enthusiasm, making Saturday team selections a welcome challenge and several players stepping up to older age groups.

The Under-14 footballers reached the Middlesex Cup final, losing 1-0 to a penalty, whilst the U13 were amongst the best 4 in the country, losing the National SemiFinals v Manchester Grammar School. The U15B and U16A teams went unbeaten this season.

R. Sousa

Our U14 and U15 teams had memorable seasons.

A highlight for the U15s was their victory over a strong Queen Elizabeth boys team, while the U14s triumphed over local rivals Highgate by nine wickets. When senior players were unavailable due to exams, it was fantastic to see players from these year groups stepping up for Senior team spots, with several making their 1st XI debuts.

Over the course of the season, 23 boys represented the 1st XI. Although the results were more inconsistent than anticipated, the team ended on a high with wins against George Watson’s and Birkenhead at the Cricket Festival. It has been truly rewarding to see the boys improve across all year groups, a reflection of their hard work in training and the invaluable support of our coaches.

A. Van Der Looy

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Girls in Sport UCS is committed to providing a supportive environment for girls to excel in sports.

Our ‘Women in Sport Week’ highlights the diverse range of sporting opportunities available to our Sixth Form students.

With over 19 options to choose from, girls can discover their passions and develop their athletic skills in a welcoming and inclusive community.

The school offers an impressive 19 options for girls’ games, and every term includes activities ranging from basketball to rowing, bouldering to running, as well as the seasonal, more competitive team sports – netball and football in the Autumn and Spring Terms, followed by the increasingly popular cricket in the Summer Term.

Yoga and spinning are other well-subscribed options, where pupils do both activities in one afternoon. ‘I really enjoyed doing yoga and spinning because the teachers are amazing and it is a great opportunity to have fun with your friends!’ said Mila (Transitus).

Another popular choice is touch rugby, certainly for Emily (Transitus). ‘I greatly enjoyed picking touch rugby during the first term,’ she said. ‘As all the girls were new, it helped as a way to get to know each other while getting our weekly exercise in, too. The staff involved made the experience lively and joyous, as they were a great source of energy and extremely supportive.

Netball remains a favourite of both girls representing the school in competition, and those playing for fitness and fun, with many of the same pupils playing football in the Spring Term. In the summer, cricket is proving a big hit, providing an opportunity for key skills development in a rapidly growing women’s sport.

The opportunity to try something new is also valued. Khadija took up rowing this year and said: ‘You have to learn the steps very carefully, and work as a team, because if one person is not doing the right thing then it won’t work. Communication is really important, so I’ve learned a lot of new skills, and talked to new people.’

C. Hawes

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Pupil view: Three sports in three terms!

The excitement about major sporting events elsewhere in 2024 was matched by the sheer scope of sporting opportunities on offer at UCS. It truly has been the year of the mini-Olympics here!

For the new Transitus girls, our first sporting endeavour was actually locating the sports fields during the first weeks of term – a true test of our orienteering skills and resourcefulness, as we contemplated vaulting over numerous fences to get into the sport grounds, only to discover the entrance a few metres away.

From the first term, I was thrown into netball, which was great for getting to know other girls, propelled by the great enthusiasm of Ms Tyson. In the second term, I was forced out of my comfort zone, exchanging the plush netball courts and newly built pavilion for rowing on the icy waters of the Thames. This was truly a unique experience, testing our teamwork, rhythmic coordination and synchronisation, as well as being an exercise in trust in one another not to capsize the boat.

Lessons in character building were also undertaken as Mr Sawtell insisted that we trek in the deluge of rain up Finchley Road and to the field, only to instruct us back to our starting point of the squash courts. He may have had us confused for a Ladies Spartan trial! There was also perseverance taught in spinning and mindfulness in yoga with Ms Tran.

My highlight was the cricket in the Summer Term.

With a world class coach in Jaheed Ali, and the infectious passion and encouragement of Mrs Hawes, we were taught from dot the arts of bowling and batting like IPL professionals. It was great to see everyone get involved and there was a real sense of friendly competition and camaraderie between us all.

Maya Patel, Transitus

Netball Netball again attracted some superb new players from the Transitus this year, who joined an already well-gelled attacking formation of Sixth formers to make for a strong and versatile first team.

This year we expanded tournament play by progressing through the Sisters N Sport Plate tournament to the last eight, knocking out local rivals South Hampstead High School second team on the way. We also held a ‘Beat the First Team’ fundraiser, run by Ruby Millward and Annie Swimer (no one did!).

This year the first team was led by two of the most talented, hardworking, and team-focused players we have had and they will be sorely missed next year. Centre court powerhouses Giorgia Mills and Rachel Nahum take over captaincy duties next year, in what should be another exciting year for UCS Netball as we take our first international tour to Malta in January 2025.

As ever, coaching the netballers has been a real highlight of my week; these girls are as brilliant as they are fun, and supporting their love of team sports is a privilege and joy.

E. Sawtell

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View from the Art Room The boys have really surpassed themselves this year creating some fabulous artwork. From Year 5’s beautifully painted self-portraits, which take inspiration from Vincent van Gogh, to the colourful ceramic bird plates created by Year 3 which were inspired by the ceramic pieces by Pablo Picasso.

Ms Psenak has worked hard with Year 3 to develop their painting skills, focusing on the Fauvists (wild beasts) and their colourful creations. After many compliments from the boys about the African Masks last year we decided to run this project again with Year 4.

‘CEZANNE’ STILL LIFE (R)

The Year 6 boys excelled in clay this year, creating beautiful Grayson Perry-inspired vases which have been carefully constructed and glazed. The Year 6 Oil Painters have also filled the Art Room with stunning canvases and it is sad to say goodbye to such a strong year group with so much artistic talent. We wish them all the best as they continue their creative journey at the Senior School.

Having said that, we look forward to welcoming the next cohort of Year 6 budding painters to the oil painting club next year. We ended the year with the Year 6 boys wearing their papier mache masks for their drama production of Beowulf. From wolves to sea monsters, these made quite an impression on stage and amazingly all stayed on during the performance.

Finally, thank you to all who managed to attend the Summer Art Show at the end of term. It was great to see so many parents there and lovely to watch the boys show off their artwork with such enthusiasm and pride.

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‘VAN GOGH’ (R)

DT TABLE FOOTBALL (R)

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ROMERO BRITTO (Y1)

‘STARRY NIGHT’ (Y2)

‘KANDINSKY’ (Y1)

IMAGINATIVE ART (Y2)

‘OPIE’ SELF PORTRAITS (Y2)

‘FAUVIST’ LANDSCAPES (Y3)

CERAMIC BIRD PLATES (Y3)

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CO-CURRICULAR

The Art Department at Frognal focused this academic year on ensuring our pupils experienced an inclusive and diverse curriculum that extends beyond the classroom.

For the younger years, pupils are encouraged to research a range of practitioners from different backgrounds and cultures, while they make work about the environment that surrounds them. They have considered the natural world and how they move through it, exploring concepts related to climate change and later constructing ideas for inclusive spaces, looking at how architecture design is a powerful tool to ensure all members of the community are considered.

Visiting artist Adam Hennessey’s exciting workshops introduced our Lower Remove to painting techniques and these pupils were equipped with the tools to continue learning more independently while sharing good practice among their peers.

CERAMIC AFRICAN MASKS (Y4)

“OUR DEDICATED ART TEAM WORKED TIRELESSLY TO CREATE AN IMPACTFUL SHOW CELEBRATING THE WORK OF OUR GCSE AND A-LEVEL PUPILS” To further fuel their knowledge and critical thinking, our exam pupils embarked on a trip to explore contemporary art on offer in many of London’s galleries.

Spring Term found our students diligently preparing for their exams. Our incredible all-girl Sixth Form cohort delved into thought-provoking concepts surrounding relationships and culture, fostering a deeper understanding of the world around them.

Summer Term always culminates in a spectacular exhibition and throughout the term, our dedicated Art team worked tirelessly to create an impactful show celebrating the work of our GCSE and A Level pupils.

HUGO GRAHAM (6C)

Contributions from E. CROSSLEY V. TRINDER 84

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GABRIEL RYAZANTSEV (5D) ‘GIORGIO MARANDI’ STILL LIFE

MICHAEL SUISSA (SHELL)

‘VAN GOGH’ SELF PORTRAITS (Y5)

HARRY MANGAN (GCSE)

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STEM Enrichment STEM enrichment is a vital component of a well-rounded education. Beyond academic achievement, these programmes spark curiosity, develop problem-solving skills, and provide exciting opportunities for students to explore their interests further.

The Pre-Prep children have been exploring all sorts of Science, Engineering, Art and Maths projects this year!

We have been lucky to have so many ‘Little House Of Science’ workshops to explore explosions, fire and even making rubber using tree sap! Science Week went off with a bang thanks to Edd Roberts’ dazzling session with the children. Of course, nothing is more effective in studying lifecycles for the children than helping raise chicks and ducks in our ‘Living Eggs’ projects.

Our ‘Number Day’ was as engaging as ever as the children explored the Fibonacci sequence while parading their number crowns and even designing their own Top Trumps game! Our cross curricular learning engaged our children more than ever with a STEM day to celebrate the Hindu festival Holi. The children used marbles to create joyous zig-zag rainbow art whilst others were using ‘resistance technique’, where wax is waterproof, to create colourful Holi cards. It was an explosion of colourful fun!

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From Entry up to Sixth, our pupils bring a deep enthusiasm for their science studies across the disciplines, with hands-on practical sessions forming a huge part of our curriculum and lessons that allow us to dive deep into the topics being covered. Outside of the classroom, our pupils have a varied and enriching ecosystem of extracurricular and supercurricular opportunities to enrich their knowledge and step up to contribute to wider school life on their own merits.

In the Lower School, pupils have access to clubs run by our expert teaching staff, and this year saw the inaugural run of the House Science and Engineering Challenge, with our youngest students getting a chance to tackle novel challenges that applied their classroom learning to new and challenging contexts. Every year sees a fresh demonstration of Upper School students through the Science Week Pyrotechnic Show, and a chance to design and explore a small-group scientific question through our Science Fair programme.

including Professor Nick Lane from UCL. Pupils also engage with external competitions such as the RSC Schools Analyst, Cambridge Chemistry Challenge, and the Chemistry Olympiad.

Our Middle School students experience a wide variety of student-led seminar series and Deme competitions in the Lower Remove and Remove years, feeding into the Deme Cups. Our Remove students are all entered for the National Scientific Thinking Challenge which tests their scientific mindset rather than their knowledge, in which we regularly perform highly with over half of our boys receiving medal recognition.

The STEM Enrichment Week is by far one of the highlights of the school calendar, with every department running a rich menu of opportunities for our pupils. This year pupils experienced chemistry-themed escape rooms, a suturing workshop, talks from academics in engineering, chemical synthesis workshops, a Lower School Engineering challenge, and competitions across the school.

Our Upper School students have a broad range of student and staff-led clubs with a focus on more intentional exploration beyond the curriculum and preparing students for higher education opportunities, with students taking more of a leading role in clubs like the Breakfast Talk series, Engineering and Physics societies, and Pyrotechnics. We regularly host guest speakers,

Our activities throughout the Enrichment Week, and throughout the year, highlight our approach towards science as not simply a discipline of facts and ideas to be learned but a way of thinking critically and constructively about the world, and developing a strong scientific mindset is an essential part of an Old Gower’s toolkit for navigating the world after their time at the Senior School.

Contributions from E. SZEKELY M. EDWARDS T H E

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Debating & Public Speaking This year was a banner year for UCS’s debating, public speaking, and Model United Nations programmes. Students across all age groups excelled in local and national competitions, demonstrating their skills in critical thinking, persuasive argumentation, and diplomacy.

This year provided a glut of prizes for pupils across all ages, who worked hard in training sessions and competed fiercely against pupils often much older than themselves. The year was anointed with success early on when Maya Haim (Transitus) narrowly missed first place by two votes at the South Hampstead Public Speaking Competition. Her talk on conspiracy theories and right-wing populism was delivered for a second time in the final before a crowd of hundreds with humour, great clarity, and consistently critical engagement with the material. It very much set the tone for the months ahead.

The year continued in this promising vein, with pupils Max Wilson, Sacha Gayer, Alec Stevenson and Jonah Gold (Remove) attending the Oxford Schools Competition at St Paul’s Girls’ School. There they held their own against many Sixth Form teams in debates with complex motions, including one to ban religious charities from proselytising as part of their work. Similarly, young Transitus pupils Liliana Benoiel, Joseph Hayes, and Ben Levene performed admirably at the Cambridge Schools competition, with one team winning half of their debates against older and more experienced pupils.

Though none of these teams advanced through to the final rounds, their grit, calibre, and rising stock bode very well for future years.

Closer to home there was ferocious competition among Lower School Houses and Middle School Demes to collect additional points in their intramural campaigns. New this year was Deme Debating, which featured pupils from Lower Remove and Remove.

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Having toughed it out over motions covering the Equality Act 2010, the importance of the church’s confessional seal, and policy debates about the merits of fines as a proportion of individuals’ income, Olders emerged as the inaugural winners.

The top four speakers, ones to watch out for next year, were Markus Chartouni (Evans), Edward Cannon-Brookes (Underwoods) and Blake Kaye and Jonah Gold (Olders).

A special mention goes to the delegates of Model United Nations (MUN), who achieved unprecedented success in two national competitions at St Paul’s Boys’ and Haberdashers’ Boys’. Here, delegates representing year groups from Lower Remove through to Sixth achieved a school-record eight prizes. Chief among these were Best Delegate awards for Jacob Sinker (Transitus) and Asher Hill (Sixth). For all their efforts and diplomacy, the MUN delegates were worthy winners of the Headmaster’s Group Achievement Award. Success of this kind might well be unprecedented in UCS history, but with its liberal ethos, its championing of the individual, and its commitment to bettering society through discourse and challenging norms, it is hardly surprising.

“SUCCESS OF THIS KIND MIGHT WELL BE UNPRECEDENTED IN UCS HISTORY, BUT WITH ITS LIBERAL ETHOS, ITS CHAMPIONING OF THE INDIVIDUAL, AND ITS COMMITMENT TO BETTERING SOCIETY THROUGH DISCOURSE AND CHALLENGING NORMS, IT IS HARDLY SURPRISING”

Contribution from X. POLLOCK

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Stand Out Work This year’s edition of The Gower continues the tradition of showcasing the exceptional work of our students. The selected pieces highlight the diverse range of subjects and skills that our pupils have developed during their time at UCS. We hope you enjoy exploring these admirable examples.

The pupils at the Pre-Prep have been dazzling us with their incredible projects, showcasing a burst of creativity and deep understanding across a variety of subjects.

Our Year 2 students, in particular, have shone brightly, with stellar achievements in Science, Geography and Art that have left us all inspired and amazed.

In Science, Year 2 pupils successfully created circuits to light a bulb, demonstrating their grasp of basic electrical principles. Their ability to classify animals into different types also highlights their growing understanding of biology and the natural world.

Geography lessons have seen students constructing detailed models of Victoria Falls as part of a Wonders of the World project. These models reflect not only their knowledge of geographical features but also their impressive craftsmanship and attention to detail.

Artistic endeavours have been equally impressive. Year 2 pupils produced beautiful watercolour paintings of poppies for our WWI Remembrance topic, capturing the essence of this historical event with sensitivity and skill. Additionally, their watercolour studies of plants, based on observational drawings, reveal a keen eye for detail and a growing proficiency in artistic techniques.

Year 1 students have also shown remarkable talent.

Their watercolour studies of Japanese koi fish are vibrant and meticulously executed, showcasing their developing artistic abilities. Furthermore, an animation workshop using motion allowed students to explore new mediums and creative expressions, further enhancing their learning experience.

ANIMAL SORTING SCIENCE

Contribution from R. HOLMES

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PRE-PREP FISH PAINTINGS

PRE-PREP FISH VICTORIA FALLS MODEL

PRE-PREP FISH POPPY ART

The Titanic, Britanic and Olympic The Titanic is at the bottom of the sea floor.

The Olympic is not much more.

And the Britanic is gone for sure.

The Titanic hit a berg of ice.

The Olympic was trashed and infested with mice.

The Britanic sank in a fight.

All destroyed despite their might.

They all sank to the bottom of the sea and it took all night.

I wish I could have seen the sight.

ARCHIE TAGER (4T)

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ANSHH DANI (6L)

Tree Poem A vein of roots expanding at a pace A race to free space which you can’t always win Your unseen snakes winding and wheeling like underground fireworks In spring your buds unfurl, your green soldiers clinging to your flimsy arms And your branches droop from the weight of the roost A humble bow from your lowest branch The base of your trusty trunk wet from the morning dew When the cold comes your soldiers bow their heads and fall The winter mud no longer complements worn down colours No more kites stuck in your bare arms Frozen for weeks in the winter happiness You see sad trees stuck in frost covered windows You think of your ancestors who first ruled this planet And put roots in this very soil

WOLFRAM CARMICHAEL (6C)

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JASPER WONG (6C)

HUGO GRAHAM (6C)

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OTTILLIE WHITEMAN (A LEVEL)

ISABELLA NOURIL (A LEVEL)

Do you know nothing?

I was sitting there in the airless classroom, The pointy hands creeping across the clock, A blank piece of paper staring me down; ‘When is this going to end?’

A finger-murdering pencil was squirming around in my hand, The razor-sharp edges of the paper ready to draw blood, Droplets of sweat scurrying down my bumpy face, My panicked eyes scattered across the table.

I looked up to find my withered teacher giving me her death-stare; ‘What do you think you’re doing Thompson?’ she barked.

The murderous hands of fear strangled me, My fingers clenching the ancient wooden edge of the table.

My mind was a powerpoint presentation,Switching from slide to slide.

The words I wanted to say were sealed tight in my mouth; ‘I-I- I know nothing.’

RAFI PORTNOI (ENTRY)

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A tangled mess of intertwining ideas in pitiful disarray: Unfinished masterpieces that could have been, Which fell under the harsh blow of self-judgement, Dismissed as a mess of cliches,

Some leave these treasures as though they are merely human flotsam.

Fools! What do they know Of the beauties of deserted riches The glamour of forgotten memories?

Brought down by the cruel, cackling criticism of others, Shattered by sneering remarks, Succumbed to the envious jeers, Abandoned like a child’s futile dream.

No hostile glances can deter us; The hypnotic power of these irresistible stories draws us forward.

As sirens, they draw us inexorably towards them, moths to a flame, Further and further into the abyss of the past.

Gleaming gemstones disguised by heaps of superfluous wreckage, A glint there, a glimmer here, if you know where to look.

Fragments, shards glistening in the crisp sunlight, Drowned in decay.

ACADEMIC

A Heap of Broken Images

Inquisitive souls cherish such places; Spirals of creativity abruptly halted in their stride.

We are those who seek, those who listen, those who look beyond.

We see further than the tedious norms.

JOSEPH SAINSBURY (REMOVE)

PLUM GOZALI (A LEVEL)

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JB Poetry Competition Every year, the Junior Branch comes alive with the sound of young poets sharing their words. Our annual poetry competition provides a platform for students to express themselves creatively and celebrate their unique perspectives.

Poetry Competiton 2023 There was a marvellous array of talent on show this year.

The boys pulled off one of the best competitions ever.

The standard was superb with a whole range of poetry styles and themes on display.

Year 3 wrote some very powerful poems based on the theme of the three witches from Macbeth. The imagery was vivid and the poems excellently delivered. Seth Blum’s poem Cauldron was the overall Year 3 winner.

Year 4 poems were inspired by visiting poet, ‘Pep the Poet’. These were quirky, and wonderfully ridiculous poems about fruit and veg and the occasional stray pencil. Jack Samuels 4G, Dev Kaushik 4S and Oliver Tustin 4T were the very worthy finalists. Oliver Tustin was the Year 4 overall winner.

Year 5 wrote poems about the power of the ocean, its beauty and its horror combined. These were excellently written and beautifully read. The boys had been inspired by their class reader, a book called Floodlands, about the imaginary world created by rising sea levels. There was even a little reference to The Rime of the Ancient Mariner in there too. Year 5 finalists were Bertie Edwards 5T, Baxter Spurr 5J and Inigo Marlow 5D. Baxter Spurr was the overall Year 5 Winner.

Year 6 poems were outstanding, concentrating on the theme of the unrelenting force of nature. Storms and trees played a big part in the allusions. The hall was awash with poetic devices, from simile to metaphor, rhyme and meter, alliteration and onomatopoeia. Our Year 6 winners were Frederick Fenton 6L, Wolfram Carmichael 6C and Jay Shah 6P. Frederick Fenton was the overall winner.

Contribution from S.D.B. HALL

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Double,double toil and trouble; Fire burn and cauldron bubble.

Hear the hiss of the ranging potion; Rotting lungs from the unlucky postman.

Stomach of a spider; Tears up everything like a deadly tiger.

Scrunched up skeleton from a bee; Bone marrow from me.

Artery of an massive ape; Dries up stuff like a rotten grape.

Now the world is filled with terror; This place is anything but pleasure.

nerves of an vulnerable rat; Decade year old faeces from a vampire bat.

Ghouls laughing in the sky; Everything now is meant to die.

Add a mutant zombies eye; And perished pigeon pie.

Witch’s petrifying this lovely planet; Burning every poor,cheeky rabbit.

Brain of a bat; Boiled stomach from a cat.

Double double toil and trouble; Fire burn and cauldron bubble.

Hiss, pop, wack; Vein of a rotten yak.

Can you hear the horrifying noises of the potion; The world has changed its motion.

ACADEMIC

Cauldron

SETH BLUM (3W)

The Food Fight In my kitchen there are lots of crazy vegetables, In particular – the cabbages, they really are terrible.

Not to mention the peas, they’ll give you a fright.

Now I’ll let their stories come to light.

The awfully relaxed black eyed beans are just chilling, The runner beans are jogging everywhere whilst they are singing, You know the white beans, well they are just tasteless, But put some ketchup on and they’re pure greatness!

The Peas in a pod all go absolutely bonkers, When they see the edamame they all fight like conkers!

And as for the peppers - they are sassy and ripe, The green ones think they’re tastiest but they’re not right.

Be careful with the cabbage as they can get savage, With their friend lettuce they cause lots of damage, Cauliflower’s alright but when it’s with broccoli, They start hurling florets at each other constantly.

In this vegetable fight no one seems to win, Everyone is tearing each other apart from within, Watching the fight I don’t know what to do, I suppose the obvious answer is to throw them in a stew!

OLIVER TUSTIN (4C)

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A Love Letter to Alice I must go down to the seas again for the call of the running tide, Is a wild call and a clear call that may not be denied.

My boat is called Alice.

The caw of the gulls, the rushing wind, A fish would jump and show its fins, And on the side of my boat it says: Alice.

But she loves and she fears the sea itself, But who can see her pain?

Yes, my boat is called Alice.

And the wheels and the wind’s song and the white sails shaking And a grey mist on the seas face, and a grey dawn breaking, With a single wave it can be cast out, cast off, if you forget to tie it to the peg, At the top of my sail an elderly mother stalk is laying an egg, The stork is laying on Alice.

Especially at night I wish to go down to the calming water, Another fish is passing by that I will hope to slaughter.

The fish is passing by Alice

BAXTER SPURR (5J)

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I raise the sail with an average hight of 50 feet, And when I think, I think to join the navys fleet.

Alice will join the navy’s fleet.

My boats aglow with a million pearls and rubies fill each bin, When the sun sits high, in a sapphire sky is when my ship comes in When Alice comes in.

O yes I must go down to the seas again for the call of the running tide, Is a wild call and a clear call that may not be denied.

My boat is called Alice.

ACADEMIC

The Storm It comes fast, Stronger than I have ever seen, The old metal hull melodically croaks, Joining the orchestra that roars below.

The white horses, galloping, Bludgeoning the rocky seabed.

Spitting sea spray thumps the shaggy beard of the cliffs, Rocks scream in agony.

Great, white - streaked sheets of foam, hammering against the rusted walls, Every crevice in the subsiding stone, Now slightly girthier.

Its foamy mane blowing with the hurried puffing of the frowning moon, The clouds shed tears, A torrent of rain.

The swaying waves turn a deep green, and throw up over the tower, Foam dances in the inky black sky, As the growls of clouds echo in the gloom, I press my frozen face to the steamed windows.

Grieving for the lion as it collapses into its wet deathbed.

Snap!

And the storm was gone.

The lion lifts its blue-green eyes, Roars.

The bitter bite of the wind on my red cheeks, Lessening to a gentle lullaby.

A white hot spear forks towards the briny depths of the Channel; Furiously punching at the turbulent waters.

Tendrils of fog reach out with their gelid fingers Thickening the salted air, The wind whispers secrets, Of the souls who have perished at this very lighthouse.

FREDERICK FENTON (6L)

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Enrichment Days & Weeks To complement our Foundation’s focus on a broad and inclusive education, UCS implemented a diverse array of enrichment activities, providing students with opportunities to learn in innovative and engaging ways.

Pre-Prep The educational experience of our Pre-Prep boys has been further enhanced this year by an exciting range of enrichment days and weeks. These have included a Mindfulness workshop to promote general wellbeing, and most recently in the lead-up to the Olympics, a French Café which was available to all the boys during their daily snack time Other highlights have included two special days for our older pupils. As part of their World War One topic Year 2 took part in an immersive ‘Trenches Workshop’ where the boys explored a range of activities, a particular highlight being making Trench Cake which provided the opportunity for them to learn about strict rationing!

The Year 2 pupils benefited from a Greek Mythology day in the Spring Term which included drama and movement skills, Greek arts and crafts and making a delicious Greek salad for their lunch.

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Year 3 takes a step back in time to Aztec civilisation On 25th April, Year 3 boys took a step away from the books and participated in the annual Aztec workshop, a significant milestone in the pupils’ exploration of the ancient Aztec civilisation led

by Ian Mursell from Mexicolore. This workshop served as a gateway for the pupils to explore the rich history and vibrant culture of the Aztecs in a hands-on and engaging way.

Ian Mursell’s passion for bringing history to life was evident throughout the workshop, as he captivated the students from the moment they walked through the door. The primary goal of the workshop was to spark curiosity and wonder in the pupils, and it certainly achieved that and more.

By allowing the boys to dress up in traditional attire, learn dance sequences, and experiment with indigenous instruments, they were able to immerse themselves fully in the world of the Aztecs.

The workshop consisted of interactive activities such as donning traditional clothing, mastering intricate dance routines, and exploring the sounds of indigenous musical instruments that allowed the students to completely engross themselves in the rich history of this ancient civilization.

By interacting with genuine artefacts and gaining a first-hand glimpse into the day-to-day routines of Aztec society, the students were able to enhance their comprehension and admiration for this captivating culture.

In summary, the Aztec workshop was a transformative journey of exploration and wonder that will leave a lasting impression on the young minds of our students. Mexicolore’s dedication to educating and inspiring the next generation of scholars is truly commendable, and we are grateful for the opportunity to collaborate with them.

“THE PRIMARY GOAL OF THE WORKSHOP WAS TO SPARK CURIOSITY AND WONDER IN THE PUPILS, AND IT CERTAINLY ACHIEVED THAT AND MORE”

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Bushcraft day The end of the summer holiday came with excitement for those of us in Shell who were going on a bushcraft trip to Essex. We left school early in the morning and it took a couple of hours by coach to reach our destination. We were welcomed by a huge green field and woods full of blackberries.

The highlight of the trip was skinning and preparing a fresh rabbit for dinner, a gory yet important activity not only for survival skills, but for education on the journey meat goes through before landing on our plates. I learned a lot from skinning and preparing meat, which deepened my respect and gratitude for all the food I have readily available.

Other activities included learning about our surrounding woodland, discovering different types of trees (my favourite the hornbeam), working with wood and string, and building fires. We cooked much of the food we ate ourselves, and honed collaborative and teamwork skills while making our teepees together to sleep in.

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I took away many skills from the experience, and now I can use a knife much more comfortably knowing I have complete control over my safety. Overall the trip was a huge success and I would definitely recommend it to the following year group.

ACADEMIC

Enrichment Weeks at Senior School What connects blues music, yerba mate and Cicero?

UCS pupils enjoyed all three as part of the school’s academic enrichment provision last autumn.

Academic enrichment at UCS is multi-faceted and extends across all year groups, presenting a diverse range of opportunities to pupils who have the freedom to craft their academic journey as they progress through the school.

The year began with a vibrant Modern Foreign Languages Enrichment Week. Pupils explored Monet’s masterpieces, delved into Italian language and Chinese history, indulged in Argentine delicacies and participated in both a national translation competition and a Mandarin rap battle.

Head of Spanish, Ms Tyson, wrapped up the week with a riveting lecture titled ‘How Languages Make You Richer’.

Following Modern Languages, the Art, Dance, Music and Philosophy Departments joined forces to provide pupils with practical workshops from a host of visiting artists: painters, dancers, actors

“ACADEMIC ENRICHMENT AT UCS IS MULTI-FACETED AND EXTENDS ACROSS ALL YEAR GROUPS, PRESENTING A DIVERSE RANGE OF OPPORTUNITIES TO PUPILS WHO HAVE THE FREEDOM TO CRAFT THEIR ACADEMIC JOURNEY” The final Enrichment Week of the term showcased the combined efforts of the Classics, English, and History of Art Departments. Pupils from all year groups illuminated the Great Hall with the rhythm, symbolism, and rhyme of their poetry, hosted by the talented Mr Hardingham, Head of English. Fresh from a trip to Rome, Latin and Ancient Greek enthusiasts engaged in a Classicsthemed escape room and gained insights from Dr Westwood, a renowned scholar from Lady Margaret Hall, Oxford. Additionally, Mr Mee, Head of History of Art, delivered captivating talks, including one on the expressive power of Edvard Munch’s paintings.

Contributions from S. RYAN S. DAVIS M. REIDERMAN

and musicians. In a harmonious blend of body and mind, the concept of ‘authenticity’ within the context of artistic performance was discussed as part of a seminar chaired by UCS’s very own Dr Viswanathan and Mr Gibson.

J. TOMAS-MERRILLS S. HALL

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Teachers’ further study To stay at the forefront of education, teachers must continuously develop their skills. UCS offers a wide range of personalised professional development opportunities to meet individual needs and support ongoing growth.

Pre-Prep UCS is committed to cultivating a research-based approach in its teaching practice. As a school, we understand the importance of pedagogical research and professional development to ensure the gold standard of teaching and learning. One such priority is to encourage the use of evidence to effect change in the classroom, the school and the wider community. We also value opportunities to reflect on our own best practice and to learn from other esteemed colleagues.

Throughout the UCS Foundation, staff are encouraged to pursue their interests, share their findings and engage in thoughtful discussions on pedagogical concepts to further the quality first education of our pupils. This year the Pre-Prep was awarded an accreditation from the National Association for Able Children in Education (NACE). This rigorous process involved staff engaging in research-based pedagogy and applying this to their practice. Once a term, staff from across all three schools are invited to attend a ‘Teach Meet’, a collaborative space where teachers have the opportunity to volunteer to present on a range of topics bespoke to the Foundation. A termly Journal Club is also offered, where academic pedagogical articles are suggested, read and discussed in an open and encouraging environment.

“THROUGHOUT THE UCS FOUNDATION, STAFF ARE ENCOURAGED TO PURSUE THEIR INTERESTS, COLLABORATE THEIR FINDINGS AND ENGAGE IN THOUGHTFUL DISCUSSIONS ON PEDAGOGICAL CONCEPTS”

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Early Career Teachers At UCS, we understand the importance of providing a solid foundation for our ECTs, enabling them to thrive in their chosen profession. With eight ECTs, two in their first year and six completing their second year, we have a vibrant community of new educators eager to hone their skills and deepen their understanding of the teaching profession. One of the cornerstones of our ECT programme is training on the Teachers’ Standards. These standards serve as a comprehensive framework, guiding our ECTs through the essential knowledge, skills, and values that define effective teaching practice. Alongside specific training on the Teachers’ Standards, our ECTs also benefit from a programme of TeachMeets as well as attend Journal club, in which educational evidence-based research is discussed.

Abby Spreadborough: ‘Completing the second year of my ECT at UCS has provided me with greater autonomy and intellectual freedom than I had in the first phase of my ECT. I have been

able to take greater risks with my teaching both in terms of its content and delivery. Opportunities to teach contemporary novels which stand outside of the curriculum’s canon, building my own schemes of learning from scratch to intuitively map out core skills and placing learning experiences – as opposed to the transaction of knowledge – at the centre of my teaching have been transformative’.

Cecilia Zhu: ‘My ECT year is going well and I appreciate all opportunities to share teaching experiences and pedagogical ideas with colleauges.

I have gained various knowledge during ECT training sessions and thus enhanced my teaching instructions’.

Anon: ‘Across the ECT programme at UCS, I have been supported to thrive in my role. In addition to support from an excellent mentor, I am thankful to have accessed a range of well-pitched and useful training seminars that have helped me to further develop my practice’.

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Further Study As teachers, our commitment to continuous growth and development is paramount. All teachers at UCS complete a PDP (professional development portfolio), which documents the areas where they wish to develop their skills in teaching and learning.

PDPs have covered a broad range of areas including special educational needs, leadership, technology use and evidence-based pedagogy. As part of our professional development programme, UCS offers funding for colleagues who wish to take their learning further and pursue further academic study.

Currently, four staff members are enrolled in various higher degrees or courses. Balancing the demands of postgraduate studies with teaching responsibilities is a significant challenge, but those who have undertaken this journey have found it immensely beneficial and rewarding.

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Darragh Woods, MSc in Learning & Teaching, University of Oxford: ‘Across this academic year, I have been completing the final year of my MSc in Learning and Teaching at the University of Oxford.

The course has entailed a variety of seminars on innovative approaches to Learning and Teaching that I have built into my own practice and shared across the school. My research project is on the role of AI in education, which is an evolving and increasingly relevant topic within Geography and beyond. UCS has supported me to attend these fruitful seminars in Oxford, which have been highly valuable. I have shared insights via the UCS Journal Club and TeachMeet systems as well via publication in the UCS Research Review, the most recent edition of which I wrote for and was honoured to co-edit.

In addition, I have published work in prestigious peer-reviewed academic publications, and presented findings at multiple conferences, including the Geographical Association’s 2024 Annual Conference at the University of Manchester’.

it is certainly something worth doing’.

“BEING BACK IN A UNIVERSITY SETTING HAS ALSO EXPANDED MY PROFESSIONAL NETWORK, AND I HAD THE PRIVILEGE OF CONNECTING WITH EDUCATORS FROM ACROSS THE UK AND BEYOND. IT HAS ALSO RE-ENERGISED MY DRIVE TO CONTINUE IMPROVING AS A TEACHER AND RESEARCHER”

ACADEMIC

Adriane Martini, MSc in Teacher Education, Oxford University: ‘I am in the final weeks of the MSc in Teacher Education at Oxford University, a professional development course that combines practical training for educators with applied academic research. Through the course I have had the chance to conduct four pieces of research on topics related to the development of pedagogy, current pressing issues in education, and others – many of them shared with colleagues at work and in external publications.

All this work was closely supported by world-class academics at Oxford who go above and beyond to help us on this journey. Being back in a university setting has also expanded my professional network, and I had the privilege of connecting with educators from across the UK and beyond. It also re-energised my drive to continue improving as a teacher and as a researcher in the field of Social Sciences.

The course does demand considerable effort, particularly while juggling work at the school, but with some determination and a sense of purpose,

Patrick Milton, NCE Senior Leadership Programme leading to an MBA Educational Leadership and Management: ‘This course has equipped me with invaluable skills to navigate the complexities of modern leadership. From crafting a strategic vision to fostering talent and driving innovation, each module has challenged me to think critically and adopt a holistic approach. As this course is classified as an apprenticeship master’s, all learning activities are directly related to my areas of responsibility in teaching and learning at UCS. As such it has been immensely helpful and relevant in my professional development as a leader. I would wholeheartedly recommend the course’.

Contributions from C. CARTER P. MILTON T H E

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In the Library World Book Day is a beloved annual tradition at UCS, celebrated across all three schools to ignite a passion for reading and storytelling. This special day fosters a love of books and encourages students to explore the imaginative worlds they contain.

Pre-Prep The library is at the heart of the Pre-Prep building. It is thoughtfully curated each week to complement the school’s themes, providing children with a rich range of beautiful texts, linked to their learning and the wider world. Every year, the library is magically transformed for World Book Day, with the theme of ‘Hogwarts School of Witchcraft and Wizardry’ showcased for 2024, immersing children in magic for the day. Dense smoke filled the air, whilst magical melodies played down the corridor as the boys arrived in the morning proudly talking about their costumes and favourite books.

Ancient texts were covered in cobwebs and candles spookily suspended from the ceiling and the boys spent their day writing magical spells and even engaging in a Latin ‘spells’ lesson!

JB World Book Day World Book Day 2024 was another great success. Ross Welford came in and engaged us all in some fabulous ‘magic’ tricks, one involving a cup of water being dangled upside down over a child’s head. Somehow, the water stayed in the cup and the victim didn’t get a soaking – amazing! Everybody loved it. True magic, according to Ross however, is in the power of language and he showed how we can make anything happen with words and a sprinkling of imagination. With plenty of activities on offer, ranging from painting Pooh Bear, creating some new Traction Man adventures and workshops with Ross on story openings, not to mention the array of costumes on display, it was lovely to come off timetable and have some fun with books.

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Senior School World Book Day was marked in style this year with the launch of the second issue of University College School Recommended Reads. This follow-up to the original 2017 edition includes a new selection of great reads from the last five years, plus a brand-new section on short stories and novellas. A competition was held to design the cover with two Shell boys sharing the honours.

The AKO Centre library remains a haven for the Sixth studying for their A Levels, and outside of lesson time, it is popular with all pupils from all years for reading, studying and taking part in book groups. A particular highlight is the weekly visit from the Pre-Prep pupils for their storyreading sessions with the Lower School, a lovely opportunity for the older boys to nurture the readers of tomorrow.

“THE LIBRARY HAS ALLOWED ME TO TAKE A STEP AWAY FROM THE BUSINESS OF SCHOOL LIFE … IT GIVES ME A SPACE FOR QUIET TIME WHERE I CAN FOCUS ON MY WORK”

“THE LIBRARY IS A CALM ENVIRONMENT TO DISCUSS OUR FAVOURITE BOOKS”

Contributions from C. CARTER S. D. B. HALL P. DAVISON T H E

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Continuing Sustainability UCS is committed to fostering a sustainable future. We’re actively reducing our environmental footprint across all three schools, from the Pre-Prep to the Senior School.

By demonstrating responsible practices and educating our pupils about climate change, we aim to inspire a generation of environmental stewards.

Pre-Prep We have had another progressive year in terms of sustainability at the Pre-Prep. We have a new bike and scooter shed in the playground which has seen an increase in the amount of children who can make an active journey to school. This was reflected in the Big Walk and Wheel campaign which took place in March where we had more than 40% of children coming to school either walking, scooting or cycling.

Our wormery is also a very active part of school life.

Located in our Eco Garden the children provide the worms with their leftover snack and any food waste from Food Technology. This is then recycled by the worms and made into compost. This year we have planted a variety of herbs, beans, tomatoes and strawberries and they have all benefited from the nutrient-rich compost made by the worms.

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JB Community Bike Ride: Carshalton to Richmond

cream, we eventually made it to Richmond, the final destination of our bicycle tour.

The North London group set off towards Edgware Road to take the Tube to Victoria. On the way, we got stuck in a half-marathon around Hyde Park and had to wait half an hour to continue our journey, meaning that we missed our train by two minutes and had to wait half an hour for the next one! When we eventually arrived in Carshalton, Mr Hayward and the rest of the group awaited us.

The whole tour was great fun, with no punctures or accidents. The group from Hampstead cycled a total of 24 miles. Thanks a lot to Mr Hayward, his son Adam and Mrs Casey for the organisation of what was a memorable bike tour.

We set off and cycled the Wandle Trail along the river Wandle until we came to a park near Wimbledon where we sat down to have a picnic lunch. After that, we continued our ride on the Thames Path, with nice views over the river and North London. We left Battersea behind us and cycled to Putney Bridge, from where we continued to Kew Gardens. After a pit stop for some ice

“WE GOT STUCK IN A HALFMARATHON AROUND HYDE PARK AND HAD TO WAIT HALF AN HOUR TO TO CONTINUE OUR JOURNEY, MEANING THAT WE MISSED OUR TRAIN

BY TWO MINUTES”

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Y3 & Y4 Eco-Committee: What does sustainability mean to you?

I think that sustainability means that you make the earth sustainable by making sure everybody has enough clean water; enough food and energy; everybody is treated equally and receives good education about protecting the environment. Climate change is causing damage to the planet because it is causing health problems, extreme weather, more heat, sunburns and skin cancer caused by the destruction of the Ozone Layer. I want to stop climate change.

Sustainability means to me that you are doing something nice to people. One thing I am very concerned about is people’s hunger. This is something I don’t like because it makes me sad when I see people hungry. Last Saturday after I finished my football club with my dad, we saw a homeless man on the street and I asked Dad if we could feed him.

Dad suggested we go to the Co-op store nearby. We bought him some bread and bananas. I felt happy we could do something for that man.

Gabriel Tachdjian, 3T Morrie Finegold, 3W Sustainability means keeping the good stuff such as water, food and quality education. Among these, I am most concerned about clean water because it is vital for human survival. I want to raise awareness of this because research shows 40% of the world’s population suffers from dirty water, according to the United Nations website.

Ethan Postgate, 3S

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“I WANT TO STOP CLIMATE CHANGE”

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Senior School Green Impact Society Led by Jacob Gold and Joseph Hayes, the UCS Senior School Green Impact Society has been a driving force in making our school more sustainable, encouraging pupils to take active roles in protecting the environment.

Early this year, we launched the Foundation Switch Off Fortnight—a campaign to raise awareness about energy consumption. During PSHE lessons, pupils reflected on their energy habits and were encouraged to turn off lights, computers, and devices when not in use. This collective effort has reduced our carbon footprint, marking a significant step towards a more sustainable school culture.

Our allotment club, led by Barbara Calnan, Nicky Carling, Stewart Fitzgerald, and Darius Bluck, has been a thriving success. Pupils from the Lower and Middle School have been growing a variety of vegetables, including lettuce, potatoes, runner beans, sugar snaps, and pumpkins. A highlight was the sunflower competition, where students competed to grow the tallest sunflower. We’ve also revitalised our school pond to provide a better habitat for local wildlife, especially our resident frogs.

Promoting safe and eco-friendly commuting is another priority and Joe Sharpe has been leading Cycle Confident/Bikeability sessions, equipping students with the skills and confidence to cycle to school safely. We’re also planning to offer bike checks and repairs, making cycling an even more attractive option for getting around.

For those with a creative spark, Jacob Gold and Loreto Castro Gomez have been running a Sustainable Design Club for the Lower School, encouraging pupils to come up with innovative ideas that benefit the environment.

Contributions from

Looking ahead, we’re eagerly anticipating the fifth edition of our Eco Review, led by Sabrina Abukar.

With the theme ‘Rethinking Our Relationship With Nature’, this publication will showcase the thoughts and ideas of students and staff on how we can better protect and appreciate the natural world sustainably.

Other key developments include the introduction of sustainability leaders in the Lower School.

These leaders will take charge of recycling initiatives and promote green practices within their forms, giving everyone a chance to contribute to our environmental efforts. We’re also preparing for an exciting Sustainability Evening, led by Isla Dixon, featuring inspiring speakers and interactive workshops, where we’ll explore how we can all work together to make our school and community more environmentally friendly.

S. STRATTON J. BUND D. BLUCK T H E

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Charitable Fundraising Our UCS Foundation’s charitable fundraising efforts continue to be a shining example of collective creativity and community spirit.

The innovative initiatives undertaken by our pupils across all three schools demonstrate their remarkable social conscience and commitment to making a positive impact.

Pre-Prep At the Pre-Prep we continue to be extremely proud of the interest, compassion and support our children give to international and national fundraising projects.

All the children participated in the sponsored Mental Maths Challenge in school for NSPCC. They had an NSPCC ‘Speak Out Stay Safe’ assembly where they met Buddy, the cuddly full stop, and learnt to recite the ChildLine number 0800 11 11 through special actions.

To support Comic Relief, the boys participated in the Swimathon, Funny Friday and UCS Has Got Talent.

On Red Nose Day, the children came to school dressed head to toe in red clothing or fancy dress.

The boys all wowed a visiting Mr English, competing in a fun sports obstacle course! The UCS Has Got Talent show is a highlight of every school year. It was excellent to see such a variety of talents, ranging from dancing, magic tricks and Kung Fu, to football skills and breakdancing!

Community Action: A Junior Branch pupil’s perspective During the Year 5 and 6 Community Action, we set up stalls and fun games all over the playground. The Year 3 and 4 pupils play games such as Splat the Teacher, Beat the Keeper, Sweets in a Jar and many others. We do this to raise money for different charities every year.

My stall was Soak the Teacher. We made lots of money and had lots of fun!

Reis Akyuz-Romaya, 5D

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Senior School Fundraising Pupils once again demonstrated their originality, creativity and perseverance during this year’s Community Action effort, putting their time and care into supporting charities chosen by the pupil body at local, national and international levels, and raising £25,000 in the process.

Some events are tradition by now, such as the Domino’s pizza stall and the Year 7 disco (described by one Sixth Form helper as ‘the greatest night ever’, but innovation continues with breakthrough events this year including the Evans Swims the Channel sponsored swimming race and the Lower School’s innovative Treat Trumps, a UCS version of the top trumps game based on the UCS community’s favourite puddings.

This year pupils focused not just on raising funds but also on raising supplies, hosting a collection of baby products for the North Paddington Food Bank, coats for Wrap Up London, football boots and trainers for Bloomsbury and books for the Children’s Literacy Project.

Community Action continues to be a flagship endeavour that shows UCS pupils’ commitment to the communities they are a part of and builds leadership and teamwork.

“WE CONTINUE TO BE EXTREMELY PROUD OF THE INTEREST, COMPASSION AND SUPPORT OUR CHILDREN GIVE TO INTERNATIONAL AND NATIONAL FUNDRAISING PROJECTS”

Contributions from N. WATT J. LEWIS T H E

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Celebrating Partnerships This year, our collaborative projects and initiatives have flourished under the guidance of our dedicated Subject Partnership Coordinators. As highlighted by Ms Trinder, the visual arts have been a particular area of success, showcasing the immense value of inter-school partnerships in enriching our pupils’ learning experiences.

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Playwriting workshops and Art Felt Over five weeks of the Summer Term, UCS teachers ran playwriting workshops at Rhyl Primary School in Camden, which resulted in all Year 5 pupils writing a short play that centred around a disagreement between two household objects. Six of these plays were chosen for their London premiere, to be performed by some very talented UCS actors last seen on the stage in the triumphant Lower School Production of James and the Giant Peach. They would be supported in bringing these surreal plays to life by the extraordinary costume designs created by Carys Bedford.

On Wednesday 5th June we hosted an evening titled ‘Art-felt’, where pupils and staff from Rhyl Primary School were invited to watch their original plays being performed in front of an excited audience at the Lund Theatre.

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French Debating/Immersion Day In the Spring Term, we were delighted to welcome pupils from LAE for a Year 12 French debating competition. The motions for the debates were drawn from the AQA French A Level syllabus, which both schools use. One debate centred on whether civic service should be made compulsory, while the other questioned whether material or immaterial cultural heritage is more important.

Pupils prepared both sides of each debate ahead of time, and so were in a good position to pick holes in each other’s arguments, which led to a lively and in-depth debate.

Both sets of pupils gained a tremendous amount from the event, sharpening their debating skills, improving their spoken French and consolidating their knowledge of the A Level topics ahead of end-of-year exams. By interacting with peers

who had studied the topics in a different school context, pupils were able to examine those themes through new lenses. This was the second edition of the event, and we very much hope to be able to run it annually.

“PUPILS PREPARED BOTH SIDES OF EACH DEBATE AHEAD OF TIME, AND SO WERE IN A GOOD POSITION TO PICK HOLES IN EACH OTHER’S ARGUMENTS, WHICH LED TO A LIVELY AND IN-DEPTH DEBATE.”

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LAE Partnership & Catalyst for Change UCS and LAE run two events, one at the beginning of the Autumn Term and one at the end. These events are designed to introduce the Year 12 pupils to each other and forge connections between the cohorts.

UCS curated a series of talks that explored a similar theme and were presented by UCS Year 13 pupils.

Following this, the Year 12 pupils were grouped together to work on a presentation/project exploring the same theme. This year the theme was ‘Catalyst for Change’ and the pupils discussed topics concerning climate change, tracking changes throughout history, political matters and current events. The second event, organised by LAE, saw the pupils visit Kew Gardens. This was a fabulous opportunity for the pupils to take stock and review their year, catch up with others and share aspirations for the final year of Sixth Form.

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“A FABULOUS OPPORTUNITY FOR THE PUPILS TO TAKE STOCK AND REVIEW THEIR YEAR”

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Medic and STEM interviews The STEM and Medics evenings, which took place at the end of the Autumn Term, proved to be an invaluable opportunity for approximately 60 Sixth Form pupils as they stepped into the realm of mock interviews for medical and STEM subjects, priming themselves for the real thing at their chosen universities.

Spearheaded by a collaboration of professionals and selected volunteers among the parent body and external school contacts, these simulated interviews were meticulously crafted to mimic the intensity and authenticity of actual university admissions processes. Three partner schools seized the chance to take part, including LAE Stratford and Westminster Academy, reaping the benefits of this immersive experience.

The event offered pupils a rare chance to refine their interview skills, gain confidence and familiarise themselves with the expectations of their chosen fields. It also allowed them to get individual feedback about their performances. With each mock interview, pupils honed their ability to articulate ideas, showcase their passion for their subjects and navigate challenging questions.

Ultimately, this initiative not only prepared them for the rigours of university interviews but also instilled in them a sense of readiness and assurance for the journey ahead.

“PUPILS HONED THEIR ABILITY TO ARTICULATE IDEAS, SHOWCASE THEIR PASSION FOR THEIR SUBJECTS AND NAVIGATE CHALLENGING QUESTIONS”

Sharing resources with Westminster UCS Art Department worked with Westminster Academy’s Art Department to collaborate in developing the transition into GCSE. The idea was to look at how we could promote intellectual curiosity among our pupils. There was a concerted effort to augment literacy and communication skills through the medium of art, with a keen emphasis on engaging with contemporary and historic artists within analytical exploration.

The curriculum is open-ended in sequence, meticulously aligned with the GCSE framework and the innovative thematic approach adopted for Year 10. It is centred on the exploration of nature and the honing of specific artistic skills.

The initiative explores alternative pedagogical avenues linked to creativity and metacognition to cater for the diverse needs of our student body.

As we look towards the future, we hope to grow this partnership and develop additional resources and educational trips in response to the changing landscape of contemporary art.

Contribution from V. TRINDER

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Parents’ Guild The Parents’ Guilds at our three schools continue to be an invaluable asset to our community. Their dedication to organising events for pupils and parents has created a vibrant calendar of opportunities for connection, support, and fun.

Their tireless efforts throughout the school year have not only supported important charities but also fostered a strong sense of community among our parents and guardians.

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Pre-Prep Huge thanks to the Pre-Prep Parents’ Guild for another fantastic year. Ably led by Goldie Chadowitz, Vaneesha Jatania and Daniela Filer, the team coordinated a highly successful Quiz Night in the Autumn Term as well as the Summer Fair at the end of June. Both events are always highlights of the school year and a chance for the school community to come together.

On a personal note, we bid a fond farewell to Tania, whose 24 years of service to the Guild were invaluable. Her warmth, passion, and dedication will be deeply missed. We wish her all the best in her future endeavours.

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We also welcomed Gen Jacobs and Toni Hazell, who were set to take the reins the following year, ensuring the Guild’s continued prosperity.

We look forward to seeing the Guild continue to thrive in the years to come.

Senior School The year kicked off with the annual Supper Quiz, a resounding success that raised vital funds for Bursary Award Holders—the evening showcased the generosity of the school community, with Laura Norton donating prizes signed by sporting icons. Nadir, a former UCS pupil, shared his inspiring story of how the Bursary Award programme had profoundly impacted his life.

October brought with it the annual Macmillan Coffee Morning, a heartwarming event filled with delicious treats and a festive atmosphere.

The Guild’s creative touch was evident in the Halloween-themed decorate-a-cake/cookie competition, judged by the renowned Maxy from The Great British Bake Off. The event successfully raised over £4,000 for Macmillan.

“THE UCS PARENTS’ GUILD HAS ONCE AGAIN PROVEN TO BE A CORNERSTONE OF THE SCHOOL COMMUNITY, ORGANISING A PLETHORA OF EVENTS THAT HAVE NOT ONLY BROUGHT JOY AND CAMARADERIE, BUT HAVE ALSO MADE A SIGNIFICANT IMPACT ON CHARITABLE CAUSES AND THE SCHOOL’S BURSARY AWARD PROGRAMME”

Throughout the year, the Parents’ Guild worked tirelessly to support the school community. As the academic year drew to a close, we extended our heartfelt gratitude to Tania Levenfiche and Verra Gershfield for their exceptional leadership of the Guild. Their dedication and commitment were instrumental in its success.

Contributions from S. RYAN E. PICKERING S. DAVIS T H E

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Common Room Goodbyes We wish all of this year’s Common Room Leavers the very best in whatever future endeavours lie beyond UCS for them.

Pre-Prep Madeleine Gauci Green Teaching Assistant We wish Madeleine well as she leaves UCS Pre-Prep to embark upon some exciting travels. Madeleine spent a year working as a Year 1 teaching assistant and her calm, caring and perceptive approach will be greatly missed.

Junior Branch Faria Griffiths KS2 Teacher Faria joined the Junior Branch in 2021 and very quickly made a huge impression. In her role as a Year 4 teacher, she proved herself to be talented, warm and dedicated, admired by children, parents and staff alike. It’s clear to all that she is an inspiration to her students, who simply adore her, not least for her excellent sense of humour! Faria has packed a huge amount into her two years at UCS and fully immersed herself in school life.

She is leaving to join Bromsgrove International School Thailand in Bangkok for an exciting new chapter. She will be sorely missed but we wish her the very best and are so very grateful for all that she has done.

Victoria Lim-Bettes SEN Teacher Vicki joined the Junior Branch Learning Support and Games Departments in September 2023. She got stuck into the excitement of UCS life straight away with positivity and always a smile. In addition to her timetabled commitments, she helped out with Cub Scouts and many residential trips including the Year 4 French trip, Hockey Tour to Cardiff, Football Tour to Lisbon and Cub camp in the JB Hall. Although she

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Sarah Jane Tarver Junior Branch Teacher

Keith Bugler Teacher of Chemistry

With a mixture of joy and sadness, we bid farewell to Sarah-Jane, who joined UCS as an ECT and blossomed into an extraordinary Year 4 teacher.

From the moment she stepped into our school, she became a beloved member of our community, cherished by both colleagues and students alike. Sarah-Jane’s passion for teaching and her unwavering commitment to pushing her pupils to excel and express their creativity have left a lasting impact. Her efforts in leading the African Club and performing with the boys created some of the most unforgettable moments at UCS, moments that will be treasured by all who experienced them. As she embarks on her new adventure in Australia, we wish her all the best and know that she will continue to inspire and touch the lives of countless children. Sarah-Jane, your presence will be profoundly missed, especially by the boys who adored you. Thank you for everything you’ve given to UCS. Safe travels and continue shining brightly in your career.

Keith joined UCS in September 2019 as an experienced Chemistry Teacher. Keith’s enthusiasm for teaching Chemistry was clear from the start.

He quickly settled and became a well-loved and supportive colleague as well as a teacher adored by pupils. Keith soon gained promotion to Community Action Coordinator, a position he held with alacrity, passion and incredible good humour, before moving on to become an effective Deme Warden (Underwoods). Keith is moving to Tonbridge School; we shall all miss him dearly at UCS.

Max Baron Teacher of Maths Max Baron leaves UCS after three years in the Mathematics Department. During this time he has served as the Coordinator for STEM Partnerships and as the Head of Careers. Max is an amazingly talented and effective teacher, and many students have enjoyed the lessons taught by him. Max will be working at Dulwich College and our loss is certainly their gain.

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helped many pupils on an individual level with both their academic and sporting development she also helped to guide new and long serving staff.

She will take with her many memories including her memorable impact on Hockey. Vicki guided her Year 6 B-team through the UCS Hockey tournament group stage, then knocked the UCS A-team out in the semi-finals and through a master stroke of team selection picked the Goalkeeper that won the tournament with saves in the penalty shoot- out. Vicki will be missed by all and her positive drive to make things better.

Ryan Cheale Teacher of Physics Ryan Cheale is a huge loss to the Physics Department. Our resident astrophysics expert, his deep subject knowledge in this area was a large part of the reason why we switched to teaching Astrophysics at A Level. Ryan has made a large impact during his four years at UCS through both high-quality lessons and contributions to enrichment, rowing and Physics breakfast. Students achieved great success under Ryan’s stewardship and they would be unanimous in saying that they’ve been lucky to have been taught by him. He will be missed by staff and students alike.

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Henry Franks Head of Design & Technology

Maxim Hind Teacher of Maths

Henry Franks has been Designer in Residence, DT teacher, Head of Academic Enrichment, Common Room president and latterly Head of DT. Henry is an inspirational and energetic colleague who sees possibilities where others see limitations. He is a very fine teacher, well regarded by his pupils, and is moving to be Head of DT at Cheltenham College.

Max Hind leaves UCS (for the second time!) after an eight-year stint in the Mathematics Department.

During this time, he has served as the patron of Squash, Master of Chess, KS5 Maths Coordinator and Coordinator of Enrichment and Partnerships within Mathematics. Max has relocated further south with his family and will be teaching at Caterham School in the Summer Term. We wish Max every success for the future.

Mike Giambrone Teacher of Design & Technology Mike returned to UCS having been the Designer in Residence over Covid. His brief two-term stint this year was to help a changing department bridge recruitment gaps before the new team starts in September. His professional knowledge from the design world has opened the eyes of pupils to the world of possibilities and enabled them to execute the wildest of ideas to a high standard. He is one of the most positive members of staff at UCS which makes him a real joy to work with as well as a very approachable member of staff for a pupil looking to get teacher help on a complex build. Mike’s knowledge and seemingly endless skill set will be dearly missed.

Claire Harmer Teacher of Art The Art Department wishes Claire the very best and many thanks for her professionalism and dedication to the department during her time working at UCS. We are very sorry to see her go, though happy that she can enjoy time on her artistic practice and also enjoy continuing her teaching up the hill at Channing School.

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Jade Jenkinson Teacher of Geography Jade Jenkinson joined the Geography Department in September 2017 and is leaving us after seven years for NLCS Dubai; emigrating in search of sun, sea, sand and a nanny.

Kerry Johnson Teacher of Design & Technology Kerry leaves UCS to take a break from teaching after nine years at UCS. Her work on the Lower School curriculum and organisation of the KS3 resources made a significant improvement in the pupils’ design and technology skills. She will be remembered for her work with the Green Impact Society, pushing pupils to drive sustainable initiatives and learn more about our net zero goals. We wish her all the best in her future endeavours.

Richard Johnson Head of History Richard Johnson has been at UCS for ten years and has been a valued member of the History Department and Sixth Form team during this time. He is moving to St George’s School in Weybridge in September.

Shobha Reddy Teacher of Chemistry

Huw joined the Biology Department in 2019.

Since this time he has contributed widely to life at UCS. This includes being a Duke of Edinburgh coordinator, a form tutor to the Lower School and a vital part of the Learning Support team. His love of Biology extends beyond the classroom and he has enjoyed foraging for fungi and making his own kombucha.

Shobha joined UCS in September 2005 as an experienced Teacher of Chemistry. Shobha’s warmth and kindness have been appreciated by pupils and colleagues alike. During her time at UCS, she has been the Form Tutor to countless pupils, all of whom have adored the support she gave them. Shobha’s experience as a Chemist, teacher and examiner is comprehensive and her knowledge and expertise have been an incredible asset to departmental colleagues and pupils.

Shobha will be spending some well-deserved time travelling and enjoying time with family and friends. She will be sorely missed at UCS.

Tom Mackenzie Teacher of Classics Tom MacKenzie has been a highly-valued member of the Classics Department for the last three years, inspiring and enthusing our students with his intellect, erudition and good humour. Tom has also been a member of the Sixth Form team, a much-esteemed Middle School Form Teacher in Underwoods and a rugby coach of the 2nd XV. Although we are sorry to see Tom go, he has our very best wishes for his move to Dulwich College.

Charlotte Moore Teacher of Biology Charlotte joined UCS in September 2023 and, despite being here for a short time, has made a big impact on the Biology Department. Integral to the running of the Biology Society she has guided the pupils in running debates, dissections and presentations. She has also worked tirelessly as a Duke of Edinburgh coordinator and a Form Tutor for the Middle School.

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Huw Liddiard-Williams Teacher of Biology

Naomi Schoenhagen Teacher of German Naomi Schoenhagen has been an invaluable colleague of the German Department since February 2015. Throughout her time here, Naomi has been dedicated to her students and directly contributed to their excellent progress and academic success. She has been involved in enriching activities such as the Shell club or primary school taster lessons, and her links with the Goethe Institute have been invaluable. Her presence and support in school trips, e.g. Salzburg and Berlin, have also provided pupils with unforgettable cultural and linguistic experiences.

Naomi is leaving us to spend more valuable time with her young daughter.

Megan Quirk Teacher of History Megan joined UCS last September on a fixed-term contract and has been a wonderful addition to the History Department. She is returning to the Isle of Man this summer.

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Brad Schumacher Teacher of Maths & Economics

Benjamin Vliegen Teacher of Design & Technology

Brad leaves UCS after four years where he has spread his time between the Maths, Economics and HE teams. Within Maths, Brad has immersed himself in all corners of the provision, taking on classes in Statistics, Mechanics and Further Maths, and he has done this effectively whilst balancing his commitments to the Sixth Form team and guiding scores of pupils through their Higher Education decisions.

Ben Vliegen left UCS in January to join Highgate’s Design and Technology Department. His energy and good nature will be greatly missed. From his brief stint as Head of Department to his extraordinary contribution to the robotics department, Ben did so much for D&T over the six years he worked at UCS. His commitment to helping pupils execute their design projects was second to none and his expert electronics and mechanical knowledge is Highgate’s gain.

Jay Thompson Teacher of English (SSS) Jay leaves UCS after 18 years. During that time, he has delighted pupils with his deep and often esoteric knowledge of literature and literary criticism. He has also held numerous positions of responsibility as part of the Sixth Form team. In particular, he has been an authority on studying Law at undergraduate level, supporting pupils with their applications for many years.

Hin-Chee Wong Teacher of Economics (SS) Hin-Chee sadly leaves us after a year of teaching Economics. He moves to Watford Grammar School for Girls to take up the position of Teacher of Economics.

Support Staff

Lucy Tyson Head of Spanish

Anne Bull Senior School Chemistry Technician

Lucy joined in 2019 as a teacher of Spanish, Italian, and French. She progressed quickly to being GCSE Spanish coordinator in 2020 and then Head of Spanish in 2022. Lucy has had a pivotal role in the department and is greatly appreciated among colleagues. Lucy’s lessons are always engaging, promoting creativity and enhancing her teaching with culture and authentic material, with a big emphasis on using the target language. Lucy was also a very appreciated Form Tutor in the Middle School with Baxters and an essential part of the netball coach team. Lucy is embarking on a new journey at Tanglin Trust School in Singapore.

Anne joined UCS in 2001 as an experienced Chemistry Technician and then held the position of Senior Chemistry Technician. Anne’s ability in the prep room is unparalleled - practicals were always perfect; she always knew how to improve tricky experiments and she always had answers to practicals that did not always go as planned. There are not many technicians like Anne, she is one-of-a-kind.

Anne moved onto a Senior Technician role at The Excelsior Academy in Hackney in the middle of the Autumn Term last year. She is sorely missed at UCS, their gain is definitely our loss.

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COMMUNITY

Welcome to the Common Room This year, all three schools welcomed new colleagues, teaching and support, to the Common Room of UCS. We are delighted they are joining us following competitive recruitment processes and look forward to working with them over the coming years.

Pre-Prep Tessa Khan EYFS Team Tessa joined the Pre-Prep EYFS team in September using her background in childcare to benefit the youngest pupils in UCS. Her kind and nurturing approach is a real asset to the school.

Junior Branch Monika Harlace Year 2 Teacher With a wealth of educational experience from her native Australia, Monika joined our Year 2 team in September and has brought many invaluable skills which have had a noticeably positive impact on our pupils.

Sara Serrenho Teaching Assistant Originally from Portugal, Sara joined the Pre-Prep in January as one of our Year 1 Teaching Assistants and fitted into life at the school with ease.

Ben Williams Teaching Assistant As an Old Gower, it was a pleasure to welcome Ben back to the Foundation when he joined the Pre-Prep as a Year 2 Teaching Assistant in September. He instantly established a lovely rapport with the boys, sharing his passion for all things sport related. We are delighted that Ben will shortly begin his teacher training with us, based in the Year 1 classroom.

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Senior School

Support Staff

Jaahid Ali Cricket Coach

Abdirahman Abdullahi Estates Administrator

Jaahid re-joins us at University College School. Jaahid is the Director of Coaching at North London Cricket Club.

Abdirahman joins us from King’s College London.

He studied Chemical Engineering at Aston University.

Wing Au Teacher of Design & Technology

Harry Alexander Exam Invigilator

Wing Au joins us from Archer Academy. She studied Design & Technology at Goldsmiths College, University of London. Wing has 20 years of teaching experience.

Harry joins us from Julie Cunningham & Company.

Harry studied Musical Theatre at Bird College.

Fior Castillo SCITT Trainee Fior has joined the Modern Foreign Languages Department as a SCITT Trainee Teacher.

Adonia joins us from Toad, a London based creative Agency. Adonia studied at Central St Martins College of Art and the Centre for Research in Modern European Philosophy, Kingston.

Danny Gabaldoni Design & Technology Technician

Enrico Cavozzi Caretaker

Danny joins us from Christ’s Hospital School as a previous Designer in Residence. Danny studied product design at Birmingham City University.

Enrico joins us from Totteridge Academy as Caretaker.

Levon Hutchinson Design & Technology Technician

Kar-Ho joins us from Abercom School. He has worked in finance for six years and is currently completing his CIMA studies.

Levon joins us from New Zealand and is an industrial designer with a Master’s degree and over two years of industry experience.

Adonia Bouchehri Exam Invigilator

Kar-Ho Cheung Financial Accountant

Ashford Clovis Senior Chemistry Technician Ashford joins us from Harris Academy Crystal Palace. He has worked in labs for over ten years and has spent eight years in UK school labs.

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Maya Sacks Art Technician

Sarah joins us from Orthopaedic Research UK alongside Nillyflowers. Sarah studied Biochemistry with Biotechnology at the University of East London.

Maya joins us from The Excelsior Academy. Maya is a practising artist who specialises in painting and printmaking. Maya studied at the University of Edinburgh and completed her Master’s at the Royal College of Art.

Mashal Khorsand Library Assistant Mashal joins us from Organon Pharma. Mashal studied at Leyton Sixth Form College.

Isabaella Mansell Exam Invigilator Isabella joins us as Exam Invigilator. Isabella is a Curricular Music Teacher at Sing Education.

Isabella studied Musical Theatre at The Royal Central School of Speech and Drama.

Antonio Mastrolia Network Engineer Antonio joins us from Climate Bonds Initiative as Net Engineer. Antonio studied at the Istituto Tecnico Economico e Tecnologico ‘Antonietta Cezzi de Castro’ in Italy.

Kevin Morby Caretaker Kevin joins us from Lavender Oaks and has worked across a wide variety of industries.

Crispin Morton Clerk to the Governors Crispin joins us from Queen’s College, London, having acted as a combined Bursar and Clerk to the Governors.

COMMUNITY

Sarah Davis Content Producer

Ingrid Sarson Art Technician Ingrid Joins us from Bishopswood School. Ingrid graduated from Kingston School of Art, Kingston University with a degree in Illustration Animation.

Ketki Tamhankar Exam Invigilator Ketki joins us from Conduent. She studied at the University of Hull and has a Master’s degree in Business Administration.

Paola Tarelli-Smith Exam Invigilator Paola joins us from Robert Cavendish. Paola studied Sports Science and Management Studies at St Mary’s University.

Ayo Torisa Sales Ledger Manager Ayo joins us from Oceandusk Group Limited. Ayo studied Accounting and Finance at Southbank University. Ayo is currently completing his ACCA.

Emily Williams Exam Invigilator Emily joins us from Foyles booksellers. Emily studied English and American Literature with Creative Writing at the University of Kent.

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President’s Welcome

A very warm welcome to the Old Gowers section of the magazine. I was recently at the Sixth graduation ceremony held in the Great Hall during the last week of Summer Term and was thrilled to welcome the latest generation of school leavers into the Old Gower community.

However, I was struck by how familiar it felt chatting to these engaged, charismatic and highly entertaining boys and girls in the marquee. There were so many familiar characters there, even though I hadn’t met many of them before, exhibiting the same unique traits that I associate with my own school friends.

There may be 30-odd years between the class of 2024 and my own year group, and the world into which they are graduating is unrecognisable in so many ways to the one I walked into from UCS.

They had exceptional social skills, an inner confidence that never strayed into arrogance, an enthusiasm for life, a determination to succeed and a desire to add value to the world but show respect and kindness along the way.

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I think Flooks Deme Warden Jon Cooke’s motto of ‘work hard, play hard, be kind’ rings true for all of us within the Old Gowers, whether we graduated this year or in the 1980s. And it continues to be a point of difference marking out Old Gowers from the former pupils of many other schools.

We have equally ambitious and able graduates with a strong work ethic. Our alumni can party as hard as anyone. Yet those from UCS understand the importance of building lifelong friendships, of looking out for all members of the community, of valuing all skills and not just their own.

It is why in our Middlesex Cup-winning 1st XV rugby team, we have tough second-row forwards who are also music scholars. It is why those joining the school for the Sixth Form are made to feel just as welcome as those who started in Pre-Prep. And it’s why so many Old Gowers continue to give their time, effort and hard-earned money to support the School and all the activities that we run through the Old Gowers’ Association.

For generations, the Old Gower sports clubs have always epitomised this unique spirit. Kindness and friendship have always been and will continue to be our core values. We of course train hard and play sport at the highest level possible. Yet our real purpose is to be able to offer UCS alumni a place to continue their school friendships into adulthood and to build upon them with other like-minded people, regardless of age, background, race, religion or profession.

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There’s no doubt that the class of 2024 is a terrific year group. At the Old Gowers, we know this as we’ve already welcomed record numbers of them down to join our sports clubs. However, this experience got me thinking about what binds UCS pupils – past and present – together, the values we share and the camaraderie we enjoy across the generational divide.

As we seek to expand Old Gower clubs and activities into areas such as music, theatre and film, we will continue to provide a safe and supportive community to anyone and everyone with a connection to UCS. Venture down to any of our clubs and you’ll find an eclectic mix of characters from all backgrounds. But you’ll find a group too willing to come together to support one another, to support the school and support the next generation of Old Gowers coming through.

As we head towards our bicentenary in 2030, we want this wonderful Old Gower spirit to shine through powerfully, providing an indelible link from our visionary founders to our present-day pupils. We want to mobilise and re-energise the Old Gower community. We want all of you, whether you graduated from UCS this year or 50 years ago, to re-engage with the School, to support our clubs and societies, to transform lives by helping to make a UCS education something that people from all backgrounds can access.

And most importantly of all, we want you to contribute to the vibrant, caring, uplifting and engaging community that’s been the hallmark of the Old Gowers for nearly 200 years.

MARK ALDEN (OG 1980-89)

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OG News Old Gower appointed as Ambassador to Uruguay Malcolm Green (OG 1991-96) was recently appointed as His Majesty’s Ambassador to Uruguay, replacing Ambassador Ms Faye O’Connor OBE, who will be taking up a new post. Mr Green took on his appointment in August of this year.

Old Gower makes film writing and directing debut James Krishna Floyd (OG 1996-2003) has made his writing and directing debut with the film Unicorns, a romance between a single father mechanic and a British-Indian drag queen. The film was in UK cinemas as of 5th July 2024, and will premiere in cinemas across the world later this year.

Old Gower Appointed Executive Director of RSC Andrew Leveson (OG 1993-2001) was appointed as the Executive Director of the Royal Shakespeare Company. Prior to this role at the RSC, he was at the Bridge Theatre for several years and was a corporate lawyer, as well as a freelance theatre producer and director, before that.

Old Gowers’ Emmy Win Fulwell 73, a production company co-founded by OGs Ben Turner (OG 1986-93), Gabe Turner (OG 1991-99), Ben Winston (OG 1993-2000) and their friend Leo Pearlman, won an Emmy for the Elton John special that they produced earlier this year for Disney+. For Sir Elton, this award also meant that he achieved EGOT status.

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OG Sport

Football A season of real progress for the Gower All-Stars football team, who finished fifth in the league and won a trophy on the final day of the season, the Invitational Cup in the Barnet Sunday League. It was our second such triumph, something no other side has achieved.

Most important was the quality of the football played, with this particular crop of players really gelling as a group and becoming a threat to every side that played us. The season’s biggest challenge however was consistency. Too often we couldn’t field our best team, and results inevitably suffered.

Cricket UCS Old Gowers Cricket Club welcome players of all calibre and all ages for friendly and league cricket matches that traditionally run from later May through to mid September with outdoor nets happening at the school fields on Wednesday evenings from 6pm onwards. We have been enjoying a successful season so far with only one defeat at the time of writing.

The launch of the @Gowerallstars Youtube and Instagram channels was one of the most exciting developments. Now all Gowers can follow the team’s success with 30 minutes of highlights every week. Player of the season was Hicham Abdellah, who scored 20-plus goals from the left wing.

If you are an Old Gower with a hunger for representing the school after you have left, please reach out to Phil Glyn (07956 310610) because we always want and need more UCS blood in the side.

We are always on the lookout for new members who are keen to play and may be happy to help off the pitch too. Please do reach out to us at ucsoldboyscc@gmail.com or dorongarfunkel@ outlook.com for further info.

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Rugby In a tremendous season, we finished top of the league and were promoted after a record-breaking unbeaten run. We had certainly been bolstered by coach Will Jones, a teacher at the school who has helped re-forge links, a great crop of younger Old Gowers who’ve recently graduated from university and some friends of theirs whom they brought along, as well as some recent school graduates and even one or two of this year’s UCS 1st XV. You can find contact details and more at https:// www.ucsrfc.co.uk/, but we also share news and updates on Instagram (@UCS_RFC), Facebook (UCS RFC), X (@UCSOBRFC) and even match highlights on Youtube (@ucsrfc4360).

Netball The UCS Netball Club, known as the Old Gowers, concluded a successful season marked by camaraderie and competitive spirit, with training sessions every Tuesday at UCS Active. One of the highlights of the season was the exhilarating experience of playing under the evening sun at Ranulf Road, followed by refreshing drinks at the clubhouse.

The Old Gowers team welcomes players of all skill levels. Whether players are seasoned netballers or just starting out, there is always space for anyone to join.

Training sessions take place on Tuesday nights and players note it is a highlight of their weekly routine.

Here’s to another great season!

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OLD GOWERS

Rugby Fives Old Gowers Rugby Fives Club runs practice sessions on Monday and Wednesday evenings throughout the year with the help of some other locally-based players. If you wish to play, please contact via email at chris_blakeley@hotmail.com.

This year the club has participated in the recently formed London League, and played matches against the equivalent evening clubs at St Paul’s, Alleyn’s and Stoke Newington. The current General Secretary of the Rugby Fives Association, who lives locally, is coaching at UCS. Two of the Sixth Formers entered the National Schools Championships this year. Some pupils also come to OG evening sessions.

Owing to the school’s development plans the Old Gowers’ Rugby Fives Club will be looking for a new home in the near future, so please contact Chris with suggestions. The year 2027 marks the 100th Anniversary of the foundation of the Rugby Fives Association and we hope to celebrate this, and continue to honour the memory of founder member Edgar Cyriax (OG 1885-91) in our new home.

Tennis The Tennis Section runs two teams in the Summer Middlesex Leagues and arranges friendlies, mostly in April and September. The rest of the year we enjoy social 4s, generally at Little Venice LTC organised by Charles Hollander (OG 1964-74).

The first team is doing well this year, currently second in North East Division 4, playing local clubs like Brondesbury, Farm Walk, Chandos, David Lloyd and Finchley Manor. The standard is competitive but sociable. Weather conditions have been trying, but at least the rain stabilises the astroturf and the floodlighting at the playing field has allowed us to complete those matches we started. The second team in Division 5 is doing less well, at risk of relegation unless we achieve a remarkable turnaround in our last two matches. In truth, Division 6 may suit us better.

Thanks to the UCS Active team for the court preparation and making sure things run smoothly.

We are always keen to recruit more Old Gowers.

We do not have a ladies team, though ladies are always welcome to play in our friendly matches.

If a group wants to form a ladies team for the leagues, there is plenty of scope for that and I would be delighted to help set it up. Old Gowers wanting to join the Tennis Section, please get in touch with Tony Hulse by phone on 07802 608580.

Contributions from D. GARFUNKEL J. SAMUEL

P. GLYN E. PICKERING

M. ALDEN T. HULSE T H E

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Memories of UCS

My journey at UCS began in September 1943, when I joined the Junior Branch in Holly Hill. Much of the war had been spent with my mother in Threlkeld, a small Lake District village, seeking refuge from the Blitz. Meanwhile, my father remained in Hampstead, working at a factory manufacturing aero engines for the RAF and acting, with other similarly ‘abandoned’ husbands, as an air raid warden. He also served in the local Home Guard, manning an anti-aircraft battery on Hampstead Heath.

Returning to London and starting school felt like a culture shock. Yet, the atmosphere at Holly Hill was welcoming under the benign presence of the Headmaster, Dr Bunny Lake, who was kindly and had an intriguing streak of eccentricity. He would always carry with him when walking around the

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school his ‘hasta sacra’, a supposedly Roman spear, and use it to point at any boy found doing anything he disapproved of! I wonder what Health and Safety would say about that today?

My first form was 3P run by Miss Pearce, who I think taught Maths, and she was distinguished by her spectacles and bright red hair. My principal recollection of her, however, happened on 6th June 1944, when we sat with her in the school air raid shelter and heard that D-Day was taking place and our armed forces were invading Normandy.

Mr Trendell, meanwhile, was the avuncular master of 5T. He was reputedly married to another staff member – the rather sharp Miss Hiley – which caused excited gossip among impressionable schoolboys.

He seemed to be responsible for the emphasis on the ancient Classics in UCS education, which is why I spent so much of my time up to O Levels wrestling with Virgil and texts such as the Anabasis of Xenophon. We were told that understanding Latin and Greek taught you to think rationally, and there is perhaps some truth in that.

He was succeeded by someone cut from a very different cloth – the lively and stylish C.D. Black Hawkins, whom I had previously found to be an inspirational French teacher.

I recall a few notable names among my contemporaries. John Barrett was an outstanding tennis player and later played with distinction at Wimbledon and became captain of the Davis Cup squad. Leslie Bricusse was another quality tennis player and went on to a successful career in musical theatre in the US. David McCallum starred in Hollywood over many years, his bestknown role being in The Man from U.N.C.L.E. Also, the remarkable climber Chris Bonington, who conquered Everest several times.

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Then came the move down the road to Frognal, and a new chapter at the Senior School.

The Headmaster C.S. Walton, known as ‘Fruity’, so named after a local chain of fruiterers also called Walton. He was very different from Bunny Lake, as he was an austere, intense, somewhat withdrawn figure, who seemed to me to give off an air of constant disapproval.

OG David Hewett rowing in the Junior Colts 1946-56.

Image courtesy of his brother, OG John Hewett.

UCS had enjoyed a long run of success at tennis under the guidance of Mr Rands, though I felt they never got the credit they deserved, as the Head made it clear that his sporting priority was the Rugby XV. My own sporting inclinations began to develop in the early years at Frognal, and I found that I did not enjoy rugby nor had much talent for cricket. So I thought I would investigate the possibilities offered by rowing.

With other similarly-minded boys, I went to a talk by the Captain of Boats, who introduced us to the basics of rowing technique and racing boat construction.

Later we proceeded to the school swimming pool, where a fixed tub was suspended across the

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water with regulation perforated blades (to allow them to be drawn through the still water), and we tentatively attempted to row. I took to the new sport with enthusiasm and undertook the twice-weekly trip to the Thames from Hampstead. In the winter we boated from the Westminster School boathouse at Putney, and for the rest of the year from Messums Boatyard near Richmond Bridge, where the school rented boat racks and changing rooms.

Our boats and oars were looked after there by a wonderful old craftsman called Harry Barnham, who had an enormous red nose like a strawberry, probably betraying a lifelong devotion to alcohol.

The master in charge of rowing was Harry Flook, Master of the Deme to which I was assigned (the difference between a Deme and a House has always eluded me), who was the driving force of the Choral Society and musical life at the school. He oversaw the running of the Boat Club and was an active coach on the river, in addition to his teaching duties. All of which was carried out with his unique, quirky charm.

Cambridge and in international competition.

After O Levels I chose to switch subjects to study Natural Sciences plus Chemistry and Physics, as I thought I would pursue a career in agriculture. My form master was George Baxter, who was always an encouraging mentor, but I was not a scientist. My Chemistry teacher, Mr Masson, indeed declared it to be his triumphal teaching achievement when I somehow scraped an A Level pass in that subject.

And so I was able to leave UCS and proceed to Cambridge and the wider world.

The school had many fine qualities, but I have always regretted the emphasis in those days on the Classics, and that I left with little understanding of English Literature or History, or that so little attention was paid to religion. Those factors, plus the ethos which stated that UCS had no tradition other than that there should be no traditions, left in me, rightly or wrongly, the impression that a UCS education in those days was not entirely rounded. No doubt it is very different now.

He was assisted on the river by Donald Frith, who had rowed for Christ’s at Cambridge and taught Classics. So even the new racing shell commissioned for the 1st VIII was named after a figure from classical mythology!

The Boat Club was beginning to be successful in the London Schools League, and a significant decision was made to strengthen the coaching staff, resulting in the arrival of Hugh Cowham, who had rowed for Selwyn at Cambridge. He proved to be an inspiring coach and upgraded all the activity on the river to such effect that the school, which had not produced a Rowing Blue since the distant past, then produced four within a few years. I learnt a lot working closely with him as Captain of Boats and he taught me the basics (keep your blade covered till the finish of the stroke!). He provided the foundation which enabled me to succeed in my subsequent rowing efforts at

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MICHAEL DELAHOOKE (OG 1946-53)

OLD GOWERS

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In Memorial This year the school community lost the following Old Gowers: Simon Aronsohn OG 1968-78

Keith Marshall OG 1946-54

Eric Ash OG 1941-45

David McCallum OG 1945-49

Colin Ball OG 1949-54

John McKee OG 1954-58

Dennis Barker OG 1946-51

Peter North OG 1936-38

Andrew Battley OG 1956-63

Clive Orpen OG 1955-61

Alan Bowness OG 1940-46

Nicholas Paterson OG 1985-90

Leslie Bricusse OG 1944-48

Robin Pratt OG 1947-51

Anthony Blee OG 1949-56

James Read OG 1934-44

Anthony Browne OG 1949-57

Isobel Roberts Staff 1982-2009

Roger Charlesworth OG 1950-57

Bill Rose OG 1945-50

Christopher Cooper OG 1973-80

Brian Sheppard OG 1946-54

Peter Davis OG 1944-55

John Staples OG 1953-62

Richard Driver OG 1951-59

Richard Stone OG 1948-55

Ze’ev Eisenberg OG 1986-89

Donald Strachan OG 1945-55

Peter Flint OG 1949-55

Jeffrey Walker OG 1949-57

Alan Hart OG 1948-52

Michael Walker OG 1950-57

Aymeric Jenkins OG 1947-53

Timothy Walker OG 1958-61

Robin Jenks Staff 1967-87

Clive Woolf OG 1943-46

Michael Jones OG 1944-50

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Seventh, went under the masterly guidance of John Usher and Aubrey Morley, two more lates and greats.

Anthony Charles Blee OG 1949-56 I first met Tony at our North Harrow Primary School in about 1947, and we were in the same wolf cub pack. In 1949 we both secured, on the basis of our 11+ results and interviews with the then Headmaster, Cecil Walton, Middlesex County Scholarships to UCS. In the JB all 25 scholarship boys were put in Form 5M under the late, great Eric Marston. We sat in alphabetical order, so that Tony occupied the first seat in the front row, an unfortunate position when Marston was in the habit of returning marked homework by throwing the pile of books, often in Tony’s direction, and he usually had to pick them up off the floor. Marston dubbed Tony ‘Of a war’. The genitive singular of the Latin ‘bellum’, meaning war, is ‘belli’ – which sounds like Blee! He was later known among his peers as ‘Chas’ or ‘Charlie’. ’ Outside Classics I remember Tony being highly amused, and not a little puzzled, when the JB Headmaster gave us our talk on the birds and the bees, but also introducing newts and chickens.

Then on to five years in the Senior School, where we followed a quite intensive classical programme, in which Tony was always one of the brightest. He was a big man and in the winter terms he made a very good second-row forward in most of the age-appropriate rugby teams. In the summer Tony was a keen oarsman in the school First VIII. We ended our school Classics careers in the Classical Sixth Forms where those doing the exams and interviews for Cambridge entry, in the Classical

Tony was appointed a Monitor in 1954 and Captain of Monitors in 1955, a post he held until December 1956 when, having secured a Minor Scholarship to Trinity College, Cambridge, he left to do his then compulsory two-year National Service, a period he spent profitably by learning Russian.

From Cambridge Tony went into hospital management. I have no details of his career in the NHS, but it was obviously a distinguished one as he retired as General Manager of the Isle of Wight Health Authority. One morning I woke up to hear Tony on the radio news declaring the Isle of Wight to be a non-smoking zone for the day.

After retirement from the NHS Tony and his second wife, Heather, shared their time between living on the Isle of Wight in the summer and, like swallows, they flew south for our winter to South Africa. There they bought a property and followed their birdwatching interests which Tony had had since he was a boy. My wife and I visited them on a number of occasions in both venues and they stayed with us a few times in Harpenden when attending our family or school events.

Tony’s other great enthusiasms were watching cricket and cycling. In the summer of 1956 he, Bill Elliott (OG 1949-57) and I had a three-week cycling and youth-hostelling holiday in the Lake District.

And in his later years Tony and Heather were keen tandem cyclists.

Tony sadly died in hospital in Hermanus at the age of 85 on 13th May 2024 after a lengthy illness. He will be greatly missed by his many friends in South Africa and the UK. He was a mild-mannered giant of a gentleman.

Contribution from CHRIS ELSTON (OG 1949-57)

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Dr Philip Martin Lloyd-Jones MRCP, FRCP, MD (PED) OG 1953-60 Philp was born of Welsh parents Brynmor and Eilonwy (Lonnie) in Harrow, northwest London in June 1942, where he grew up with younger brother (Hywel) Tudor (OG 1955-63). After leaving UCS in July 1960, Philip studied medicine at University College, London and University College Hospital, London. He then worked as a Medical Registrar at St Mary’s Hospital, London, in the field of paediatrics.

He married Jenny Johnson in October 1971, and subsequently worked in paediatrics in hospitals in Norwich, Sheffield and Leeds, where he and Jenny lived together. They left England for Canada in March 1978, where Philip joined a medical clinic in Prince Albert, Saskatchewan, successfully completing the Canadian qualification in paediatrics.

When Philip and Jenny parted in 1980, Philip moved to Prince Edward Island, working as a hospital paediatrician. There he met and later married Deborah, with whom he had three children: Bronwen, Owain, and Rhoslyn. After he and Deborah parted, Philip moved to Richmond, British Columbia, where he worked in his own medical clinics for the next 30 years. There he met and later married Anna.

Philip dedicated his life to family, medicine, and in particular paediatrics. Outside of work, his interests included cars, Persian carpets, opera and classical music, and enjoying a regular pint at his local.

John Brian McKee, who died on 24th September 2023, attended UCS between 1954 and 1958.

John was born on 11th February 1941 in Harrow, and the family moved to Little Chalfont. John attended Quainton Hall prep school before UCS. With five O Levels, John left to work with Pearl Assurance, a building society, an insurance broker and an accountancy firm, during his first career in finance. This set him up to manage his portfolio of personal investments alongside work. There was also an interlude of six months at the Met Office.

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John Brian McKee OG 1954-58

In 1970 he struck out for the world of genealogy: family history. Starting by assisting a former Herald with many years’ experience, he learnt the trade. Then in 1973 John and his parents left the Chilterns for Brighton. John researched in Sussex and London for clients, as well as taking on family history enquiries at the East Sussex Record Office.

He included an interest in his own family, some of whom were Ulster Scots. One ancestor was Emma Cons, involved with the Old Vic theatre.

I met John through work and we went to concerts, in Worthing and elsewhere. Mozart was his favourite composer. Sometimes we watched cricket together; he remembered once holding a catch, unusually, when playing at school. A great enthusiasm was watching television and films, with a vast collection of recordings at home.

Stamps and coins were other accumulations. He was quiet, reserved and conservative in character.

Philip is survived by his widow Anna, his four children Bronwen, Gareth, Owain and Rhoslyn, and younger brother Tudor, who lives in Oxford, England.

He kept in touch with friends from schooldays, especially Lindsay Blaaberg and Henry Selby, and enjoyed official reunions as well as personal meetings with chums. In later years, reduced mobility confined him to his locality. But he remained proud of being a UCS pupil and his fond memories.

Contribution from

Contribution from

DR TUDOR JONES (OG 1955-63)

BRIAN PHILIPS

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Travel Scholarships resistance in Africa. The presence of a large variety of infections in Kenya such as tuberculosis and malaria has led to the overprescribing of antibacterial drugs in hospitals due to the increased suspicion of infections in hospitals, and anxiety among the general public.

Drug resistance is yet another issue facing hospitals in Mombasa, among a list including a shortage of doctors, sanitary issues due to sewage problems, and poor living conditions. These issues contribute to a strained healthcare system in need of sufficient funding and infrastructure not being provided by the current government which is currently being protested against.

A major aspect of my trip was my communication with patients. Being an amateur in the Swahili language, this trip allowed me to expand my speaking skills and learn more about Kenyan culture, which was reflected through murals throughout the hospital. Looking further than statistics, I’ve seen

Volunteering in Kenya My experience in Kenya can be encapsulated in two words: insightful and pivotal. The people I’ve met during my travels, the memories I’ve made, and the lessons I have learnt will remain with me for years to come.

My time here began with seeing a presentation given by Universal Corporation Limited; a Kenyan manufacturer that was the first in Africa to receive WHO approval for the production of a malarial drug.

This presentation exposed to me the stark facts about healthcare in Kenya, one of which is the fact that Kenya is among the countries with the highest drug

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On my last day of volunteering, I was able to take part in CPAP training for newborns with CPAPs that did not require electricity. This was extremely important for hospitals in Kenya as there are often power outages which could affect patient safety if they are reliant upon electrically powered machines.

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see this system of doctors improving and growing from their mistakes, similar to the morbidity and mortality conferences in the NHS.

Through my volunteering, I’ve been able to meet and learn the stories of so many people from all walks of life and I honestly feel like each moment changed me. first-hand the realities low-income families face in Kenya. A reality in which mothers abandon their newborn children in the hospital to be able to take care of their other children financially. A reality in which parents simply do not have the time or money to be able to stay in the hospital as both parents are required to generate income for their family’s survival. My experience in Kenya has truly been eye-opening.

I’d just like to end my report by thanking the trustees who have made this trip possible and allowing me to undertake such an incredible adventure in Kenya, exploring the Kenyan culture and healthcare system. It has been a great privilege.

My volunteering was mainly based in the neonatal ward in which I aided new mothers with daily tasks and observed the doctors’ treatment of various conditions in newborns including respiratory infections and jaundice. In addition, I saw the critical eye that doctors have had to develop to be able to distinguish between communicable and non-communicable diseases.

This was shown during a presentation which highlighted the fine line between different types of fever and how they lead to different diagnoses.

A doctor also presented a case in which she misidentified an infection as tuberculosis, and shared with other doctors the improvements to her work that she’s undertaken. It was interesting to

Contributions from M. AWADH

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In search of a certain idea of France Much of the inspiration for my study of De Gaulle and indeed this very trip is the similarly titled book A Certain Idea of France, a behemoth biography of Charles de Gaulle’s life by Julian Jackson. Undoubtedly the most prominent English-language academic work on De Gaulle, this comprehensive work on De Gaulle’s life was central to my Personal Statement, Oxford application, and growing interest in French history.

During my trip, I carried the book to bring to life the rural French settings, political debates, and history surrounding De Gaulle.

The purpose of my visit to De Gaulle’s home village of Colombey-les-Deux-Églises was threefold. One, to contextualise and understand the romantic French pastoral imagery that shaped De Gaulle’s ‘certain idea of France’. Two, to better understand the life and times of the man himself through museums and exhibitions.

Three, to contextualise the locations of the crucial events of 1958 and scrutinise the historiography and presentation of De Gaulle’s legacy.

My first visit was to the Charles de Gaulle Museum.

Inside the centre lay a collection of memorabilia, including De Gaulle’s spectacles, Elysée desk, as well as a collection of motor vehicles – most notably the

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Citroën DS in which he survived an attack on his life in 1962.

Also poignant was the 44-metre-tall Croix de Lorraine which commemorates Charles de Gaulle. An adopted symbol, the Croix de Lorraine was a key part of the Free French’s iconography, put forwards as a counter image to the swastika. It is in complete contrast to the resting place of De Gaulle himself. Buried in the local cemetery, his grave simply marks ‘Charles de Gaulle, 1890-1970’, where he is buried next to his daughter Anne and his wife Yvonne.

Undoubtedly, the best part of the trip was the visit to De Gaulle’s own house La Boisserie. Purchased in 1934, the house was initially chosen because of its equidistance between Paris and the eastern French border, between which De Gaulle would shuttle as a pre-war higher-ranking military officer.

The house is extremely secluded. Only accessible by the drive, each visitor must be individually let through a closed gate, which made the visit unexpectedly intimate. Walking down the gravel drive, I arrived outside of La Boisserie, where De Gaulle famously invited Konrad Adenauer to visit, a key sign of Franco-German reconciliation and the only head of government/state to ever visit.

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In the sitting room, all furniture remains preserved in position. Reportedly, when politicians visited from Paris, De Gaulle would engage in a wellestablished performative routine of lunch, grand orations and despairing condemnations of his country squire-like life as a political exile. Most impressive was De Gaulle’s own study which looked out on the rolling French countryside. The desk on which he collapsed and died in 1970 from an aneurysm was also there.

De Gaulle was obsessed with the concept of the ‘state’ and as part of his routine with visitors would regularly speak of the ‘French way of life’, the ‘eternal France’ and ensuing romantic imagery of the France which he claimed he had saved. The grounds themselves were also open, critical to De Gaulle’s lifetime. Ahead of his return to power in 1958, De Gaulle refused to leave Colombey to not appear presumptuous of his political re-ascension.

History is never as animated as Hollywood would have it, but I certainly find there to be something oddly thrilling about how, as French paratroopers prepared to descend on Paris and seize the capital, it was conversational laps around the grounds by Charles De Gaulle, the 6’5 man nicknamed ‘The Asparagus’, and whatever visiting politician came from Paris that prevented a civil war in 1958.

On all my three aims, the trip proved to be a success. I was able to better understand and relate to the imagery and idolatry of France which De Gaulle would base his political theory off. I was also better able to contextualise the location of events and see for myself, the conflation of domesticity and some of the greatest political manoeuvres of the century.

With thanks to Mr Vaughan, Mr Mee, and the UCS Travel Scholarship Fund.

“DE GAULLE WAS OBSESSED WITH THE CONCEPT OF THE ‘STATE’ AND AS PART OF HIS ROUTINE WITH VISITORS WOULD REGULARLY SPEAK OF THE ‘FRENCH WAY OF LIFE’, THE ‘ETERNAL FRANCE’ AND ENSUING ROMANTIC IMAGERY OF THE FRANCE WHICH HE CLAIMED HE HAD SAVED”

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Backpacking in South America On 6th of July this summer, I set off to Brazil, with a backpack, a vague itinerary and my friend Will.

Having never travelled so far away from home before – let alone on a trip I’d planned myself – I was extremely nervous. Yet the trip ended up being one of the most valuable experiences of my life.

Through the generosity of the school, I was able to dance Samba in Brazil, gain a first hand understanding of Argentina’s faltering economy and discover the fascinating indigenous histories of Easter Island and Machu Picchu. I learnt about the fear Colombians felt after Maduro’s re-election in Venezuela, and

felt the joy that Peruvians experienced on their Independence Day. Additionally, as someone who’s currently beginning their studies in International Relations at university, to be able to visit Bolivia just mere months after a coup attempt was both fascinating and extremely academically important for me. All the while throughout the trip, I also learnt crucial lessons on budgeting and self sufficiency, which have set me up with the skills I need to thrive as I start living on my own at university. ¡Y ahora también hablo español con fluidez! I’m so grateful for UCS granting me the opportunity of a lifetime – thank you!

Contribution from A. HILL

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I was privileged to meet with journalists at both Bloomberg and The New York Times in Manhattan. I visited the UN headquarters, to see a live conference, receive a full tour and a lengthy discussion on everything the UN has done, and is doing, to improve our nations. During my trip, I went to Ground Zero and spent hours in the 9/11 Memorial Museum. Visiting these brought into perspective how a singular event changed international policy so dramatically for the United States, and how the importance of the media’s portrayal in providing a basis to do so, is incredibly fascinating. Walking around New York, I saw politics all around me. Everywhere.

There were a large number of ‘Free Palestine’ protests across the city, whilst the city’s annual PRIDE march and festival completely transformed the streets for an entire day. The Northcott Scholarship allowed me this invaluable experience and I am unendingly grateful.

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New York trip

European Musical Odyssey Over the summer, before I started my four years of study at the Royal Academy of Music, I embarked on a journey of musical history and culture across some of the greatest cities in Europe: Amsterdam, Berlin, Vienna and Budapest.

During this trip, I visited the Royal Concertgebouw, where I was fortunate to be able to get a ticket to watch Rachmaninoff ’s Piano Concerto and Stravinsky’s Petrushka, the Conservatorium Von Amsterdam and the Berlin Philharmonic Orchestra. Berlin also has great poignancy for me as I am Jewish, and the days that I spent visiting the Holocaust Memorial and the Jewish Museum in Berlin were memorable and will live with me forever.

My final European musical destination was Budapest—home to the great composer Liszt and another of the great composers for the Viola, Bella Bartok. Here, I visited the Franz Liszt Academy of Music and attended a concert of chamber music students of the Academy.

I would like to thank UCS for their incredible generosity, enabling me to follow my passion for music throughout my years spent at school.

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T. SPENCER-JACOBS

J. ZIEGLER

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The Pre-Prep School 36 College Crescent Hampstead London, NW3 5LF T. 020 7722 4433 E. pre-prep@ucs.org.uk

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