BAROMETER
SEPTEMBER - OCTOBER 2025 HAlF TERm 1
A Busy Half Term for the Prefect Team - Felix W, Year 13
The Device - Domenico C, Year 11
The Isle Of Wight: This Year 7’s and Every Year 7’s Favourite Trip - Philip T-S, Year 7
Diversity Conference at Dulwich College - Zain S, Year 13
Trib Chess - Haruki S, Year 9
Aquatics GB Next Gen Championships - Marty V, Year 11
Are Electric Cars the Answer to Climate Change - Ben C, Year 12
Green = Bad Apple, Alex Mitchinson, Year 9
My UEFA Women’s Euro 2025 Journey, Henry C, Year 8
A Farming Experience in Vietnam - Minh B, Year 11
McGregor - Thomas C, Year 10
How to Tie a Tie - Domenico C, Year 10
Should School Uniforms Be Allowed? - Santiago Q, Year 10
Sharks - William B-C, Year 9
A Short History of EstoniaLuca D, Year 10
Why is Sleep So Important for Students? - Jaiveer B, Year 9
Cover photograph - Jack A, Year 10
Contributing to the Barometer is a great way to earn gold notes, improve your writing, and it looks great on your CV
To submit articles or cover photos, join the Barometer club at Friday lunchtimes (B11) Or, you can email Mr s Bradley at nicola.bradley @wetherbysenior.co.uk
Read the latest issue at https://issuu.com/wetherbysenior
Wetherby Presents... Catch 22Ihsan A, Year 12
The Downfall of Conor
A BUSY HALF TERM FOR THE PREFECT TEAM
Felix W, Year 13 writes...
This half term has been an exciting and rewarding one for the Prefect Team, filled with opportunities to represent Wetherby both within the school and beyond.
A particular highlight was the reception at the Oriental Club, attended by Mr Garvey, Heads of Department, SMT, and the Senior Prefects. The event brought together heads from many of Wetherby’s feeder prep schools. It was truly amazing to meet so many of the headmasters responsible for preparing our future Wetherby students and to show off the school that has shaped all of us boys. We were
able to share our experiences as students and speak about the opportunities available here, from academics to co-curricular life. I even gave a short speech and was incredibly honoured that Mr Lawrence mentioned it in assembly a couple of weeks later, saying it showed real authenticity coming from a student.
Closer to home, the Prefect Team was also out in force for the duration of Open Day. Across both buildings, from training tour guides to running the Sixth Form stand and greeting visiting families, our prefects (like the rest of the boys) really showed off the very best of Wetherby.
We’ve, of course, kept up our regular duties, even throughout the tube strikes, but I think we make the biggest impression when we go above and beyond. Whether it’s Zain continuing the academic mentoring of younger boys, Daniel speaking at the Sixth Form taster evening, Gabriel and Mohammed assisting at parents’ evenings, or Jaden and Arki volunteering at the peer mentoring training—just to mention a few—the team has really gone the extra mile.
Have a great half-term holiday— see you in November!
The Senior Prefect Team
THE DEVICE
Domenico C, Year 10 writes...
Introduction
The Barometer: one is our school newspaper; the other can predict weather events, occasionally making newspaper headlines in meteorologically oriented societies. This article will discuss the latter.
The Barometer
A barometer is an instrument used for measuring atmospheric pressure. The two main types are classical mercury and aneroid barometers. Aneroid barometers are the more modern version, invented 200 years after the classical mercury barometer.
However, mercury barometers are far more renowned and serve as a better icon of the device, having been used for hundreds of years. The term “barometer” is derived from the Greek báros (weight) and métron (measure).
Components
The classical barometer used throughout history is a fairly simple design, comprising the following:
• A vertically standing tube with an opening at the bottom
• A liquid used to measure atmospheric pressure by the change in the height of the liquid — the most well-known liquid is mercury
• A dish where the liquid flows in or out at varying heights depending on pressure
• A scale to measure the height of the mercury confined in the tube, typically in mmHg or inHg (Hg is mercury’s symbol), where at sea level the atmospheric pressure is 760 or 29.92 respectively
Its counterpart, the aneroid (meaning “without liquid”) barometer, functions on different principles but yields a similar result. It was invented in 1844 by a French physicist called Lucien Vidi and is comprised of:
• An aneroid capsule consisting of a chamber usually made of certain flexible alloys (a common material is beryllium copper, also known as BeCu); the atmospheric pressure is measured by the deformation of the capsule
• Measuring devices of the aneroid barometer use a pointer and a scale. Despite not using mercury, a
common measuring system is nonetheless inHg, but the aneroid barometer also utilises millibars (mb). At sea level, the atmospheric pressure is 1013.25 mb.
Despite the aneroid and mercury barometers functioning differently, the core component is retained for both devices — the vacuum within them.
Vacuums
Vacuums are used to form a region in the tube where there is minimal or no air pressure to allow more accurate readings of atmospheric pressure. A perfect vacuum would contain no gas particles, meaning there is no force exerted by gas particles and thus no pressure. However, devices such as the barometer use partial vacuums, where the pressure is lower than atmospheric and contains limited amounts of matter. In the classical barometer, the traces of matter present in the vacuum are mercury vapour, whereas in the aneroid barometer, air molecules can be found.
Pros and Cons
The mercury barometer has significant advantages but also a few drawbacks:
Pros
• The nature of mercury and its high density allow for accurate measurements.
• The element is very stable, meaning numerous errors are minimised.
• Its simplistic design makes understanding the process easier.
Cons
• One of mercury’s core features is its toxicity, causing danger to health if released from the
barometer.
• The mercury barometer is heavier and more fragile than its aneroid equivalent, meaning breakages are more common.
• The price of mercury and other materials makes the mercury barometer expensive.
The aneroid barometer removes the notorious toxicity of mercury but introduces new difficulties:
Pros
• The threat of mercury exposure is eliminated, making it much safer to handle.
• Decreased weight allows the portability of the aneroid barometer to exceed the mercury version.
• It is far more widely available since it is cheaper on average and still in production today.
Cons
• Aneroid barometers are weaker in terms of accuracy, mainly due to mechanical sensitivity to external factors such as temperature.
• Their internal components age, lowering the precision of readings, meaning recalibration is required.
History
The classical barometer, despite functioning on a very simple model, only emerged in the years 1643–1644. This can be partially explained by the fact that the existence of the vacuum — perhaps the most important aspect of the device — was fundamentally rejected by notable philosophers and early scientists from the time of Aristotle up to the 17th century. The idea was referred to as horror vacui (Latin for “fear of the vacuum”). Aristotle hypothesised that nature abhors a vacuum because denser materials surrounding the vacuum would immediately fill the empty space. The theory was first challenged by
Hero of Alexandria, who tried to create a vacuum, but his attempts bore no results.
In July 1630, a letter was written to Galileo about an experiment involving a siphon constructed over a hill of around 21 metres in height which opened into a reservoir. However, the construction ended in failure as the water in the pipe would only reach 10 metres. Galileo proposed that there was a limit to the power of a vacuum, so in this example the water flowing through the siphon could only be held up to a maximum of 10 metres, or else the weight of the water would exceed the force of the vacuum.
Throughout his early scientific career, Galileo was in accord with the idea of horror vacui; however, after the experiment, he began to realise that the abhorrence of a vacuum could be disproved.
(Above: Galileo Galilei’s final 1638 paper)
After Galileo published his final paper in 1638, his new ideas eventually reached Rome later that year and found their way to an Italian physicist called Gasparo Berti, who created a new experiment to confirm the existence of a vacuum. His
experiment used a long tube filled with water, both ends plugged, standing atop a basin filled with water. When the bottom of the tube was opened, water poured out, but only part of it flowed out, and the level stayed constant at around 10 metres — the same height previously observed in the siphon experiment.
The third experiment is seen as the first barometer, created by Evangelista Torricelli. Torricelli replaced the water with mercury, as the liquid was heavier and thus required a shorter tube to yield the same results. This allowed the barometer to take a more compact and portable shape, shortening the required length of the tube from 10 metres to 80 centimetres, as using mercury allowed atmospheric pressure to sustain a height of around 76 centimetres. The space above the column of mercury in this barometer is now referred to as a Torricellian vacuum.
Torricelli didn’t just substitute mercury for water for practical purposes but also to help avoid attention. In his neighbourhood, rumours circulated that he was engaging in witchcraft — a crime punishable by death if convicted and condemned by the Catholic world, which included the Italian peninsula. Therefore, shortening the pipe helped to keep his project secret. In addition, he was seen as the intellectual heir of Galileo, who was known for denouncing the Church. To avoid trouble with authorities, the change was implemented.
(Side: Torricelli’s mercury barometer experiment)
The final experiment to test the functionality of the barometer was orchestrated by Blaise Pascal.
Pascal believed that air had weight and predicted that pressure would decrease as altitude increased. He tested this by asking his brotherin-law to take a barometer up a nearby mountain (called Puy-deDôme, in central France),
measuring the height of the mercury column while climbing and comparing results with those at the foot of the mountain to see if measurements differed. After rigorous work, Pascal’s predictions were confirmed, as the column height decreased as the barometer ascended.
Rise and Decline
Although at first used solely for scientific purposes in the 17th century, the barometer slowly evolved into a symbol of status and household decoration. It peaked in popularity over the following two centuries, as more stylistic forms were developed, such as the bell, stick, and wheel barometers. The device appealed chiefly to the British middle class, as it was seen as refined, not easily acquirable by lower classes, and reflective of the key ideas of reasoning and science from the “Age of Enlightenment” that swept through 18th-century Europe. At
the height of its popularity, there were around 2,000 barometercentred businesses in England alone.
However, the decline of the barometer commenced shortly after. In the 19th century, a disease known as the “mad hatter phenomenon” (or to be “mad as a hatter”) was noticed in hatmaking factories. Common symptoms included slurred and unclear speech, spontaneous tremors, and mental damage. These arose from mercury used in the production of fur hats, commonly resulting in inhalation of mercury, which leads to mercury poisoning. This is also where the phrase “mad as a hatter” originates. The discovery alerted the public to the dangers of mercury — a liquid present in many households. In addition, the aneroid barometer was rising in popularity, as it was cheaper to
produce, more compact, and didn’t rely on mercury. It eventually surpassed the mercury barometer in popularity, but this too was short-lived, lasting around 120 years, due to the start of the Information Age and the rise of digital computers. By using MicroElectro-Mechanical Systems (MEMS for short), air pressure can be quickly and efficiently measured, rendering the aneroid barometer obsolete.
Finally, the EU ban on mercury barometers in 2009 effectively served as the death knell for the barometer, since its utilitarian aspects were assimilated into modern technology and the production of mercury barometers was practically stopped. Today, the barometer serves more as an antique collectible, purchasable in many auction houses — a worldrenowned example being Christie’s.
Conclusion
Although the barometer is no longer as prominent as it once was, it has nonetheless left its mark on human and scientific history alike. Its creation in 1643 served as a turning point in defying incorrect ancient Aristotelian ideas, and its presence in 18th-century life helped to define and distinguish the wealth classes. In summary, the barometer placed much-needed (atmospheric) pressure on unquestioned standards and ancient views of the world, and is an invention never to be forgotten.
(Below: A diagram of a MEMS pressure sensor)
THE ISLE OF WIGHT: THIS YEAR 7 AND EVERY YEAR 7’s FAVOURITE TRIP!
Philip B-S, Year 7 writes...
Barely two weeks into school, before I had really felt comfortable in Senior School, Year 7 went on the adventure of the year — our first PGL trip! (Not my first residential, though.) I loved every bit of it — the activities, the food, and the company. In this article, we will delve deeper into what may have created friendships that could last a lifetime.
Some of the activities included canoeing, trapeze, laser tag, survivor, and ambush. My favourites were axe throwing and the giant swing. The giant swing was scary, but I did it with two of my new friends, Hugo and Daniel. Doing it with friends made the experience five times better!
We were lucky to have a house for the whole year group. In my room were my friends Marc and Daniel (yes, again!). We had a spacious room with four bunk beds and a bathroom. The food was also very good — one time we even had chicken nuggets — and there was also flavoured water available.
We gathered in Hannah House Hall, prepared for the journey to the Isle of Wight. First came a two-and-a-half-hour coach journey, after which we took a 45-minute ferry to the island, followed by a 30-minute drive to PGL.
I genuinely loved this trip. It was a great experience to get to know everyone better, and I think everyone enjoyed it!
DIVERSITY CONFERENCE AT DULWICH COLLEGE
Zain
S, Year 13 writes...
On Thursday 18th September, Wetherby’s Diversity Committee attended a Diversity and Inclusion Conference at Dulwich College. After a long journey to Dulwich — further lengthened by a train delay — we finally arrived, only to be met by towering buildings and sprawling sports grounds that felt surreal compared to what we’re used to in Central London. We made our way to the science building and were greeted by Alasdair, one of the prefects in charge of diversity at Dulwich. After a briefly awkward moment where everyone seemed unsure whether we were meant to socialise, the conference began, led by four of Dulwich’s Diversity Prefects and two teachers, who guided the discussions.
The prefects asked us to reflect on what EDI (Equity, Diversity and Inclusion) really means in practice, and what our own schools do to address issues in this area. Students from four other schools were also present, allowing us to see a variety of perspectives when we split into four breakout groups — each one mixing students from different schools, with discussion led by one of the four prefects. This gave us a chance to talk in more depth about the issues our schools face, as well as to discuss celebrations that take place in our respective schools for different cultures.
Through this conference, all of us felt that we gained a lot from interacting with different people working on the same issues we face — from getting more ideas
for events we can hold, to learning more about how we can deal with discrimination that occurs in our school.
One of the biggest takeaways from the day was realising that there are areas we don’t currently talk about enough, such as neurodiversity and disabilities. These are important aspects of diversity, and the discussions made us think more deeply about how we can make sure every student feels recognised and supported.
Back at Wetherby, the Diversity Committee is now running every week, and we are looking for more members, so please email or talk to Miss Nash or myself (Zain S) if you would like to get involved.
We plan to run many assemblies, workshops, and PSHE sessions throughout the year, and we are always looking for more ways to make the school a more inclusive place — so new ideas are always welcome.
We’re also excited to share that Miss Vanags has started the Lighthouse Club, which takes place every Wednesday lunchtime. The club acts as a safe space for LGBT+ students but also provides a forum for anyone — whether you are part of the LGBT+ community or not — to discuss different issues that the LGBT+ community faces. If you would like to join, please email or speak to Miss Vanags.
Haruki S, Year 9 writes...
On Wednesday 1st October, the yearly Trib Chess Competition began in Hannah House Hall at 1:30 p.m. Tribs went head-to-head against each other to scramble for points. The competition was all about keeping the chess spirit alive at Wetherby and encouraging students to support their Trib. The importance of Trib Chess was not only to maintain the spirit of chess in Wetherby, but also to create opportunities to make new friends — and, most importantly, to have fun.
As soon as I entered the hall, everybody was quickly preparing for the big matches. Some were nervous, some tense, and some excited. Tables and chairs clattered as they were set up for play. Chess pieces lined up, ready for battle between the Tribs.
The competition was formatted so that players chose their opponents, and if they won, they earned a point — and so on. Congratulations to Savottra and Dante for winning all their matches! The games started off slow and steady, with students thinking deeply and carefully. Suddenly, Dante stood up after just five minutes, declaring he had won — and he really had! He achieved the quickest win of the day; good job, Dante!
In the match between Ishmael and Noah, everyone thought Noah would take the win, but they were all wrong. Unfortunately, I wasn’t able to watch the whole match perfectly, but from what I saw, Ishmael clearly had the upper hand.
As Mr Brennan signalled for all games to stop, everybody stared at him eagerly, waiting to hear who had won for Year 9. Everyone held their breath as Sir announced the results of the day — it was a draw between Fleet and Effra. Some cheered, while others sighed in disbelief at how they had lost or drawn, but overall, everybody was content with the matches.
TRIB CHESS
Overall, the whole competition was about making new friends and keeping the Wetherby chess spirit alive. I was honestly very happy with this year’s competition, and I made even more new friends thanks to it. I would like to thank Mr Brennan for hosting this year’s Trib Chess Competition — and next year, I hope to see even more games and the new champions crowned as next year’s winners!
AQUATICS GB NEXT GEN CHAMPIONSHIPS
Marty V, Year 11 writes...
Every year, there is a swimming competition where the fastest 25 people in each event for each age group go up to Sheffield to battle against each other to be crowned Aquatics GB Next Gen Champion. I’ve been fortunate enough to
compete at that competition two years in a row, swimming in over eight events each year, plus three relay team events. Last time out, I was successful, finishing 3rd in the 200 fly — making me the thirdfastest 14-year-old (at the time) in the whole of the UK. This year, however, brought a new challenge.
During the season, I wasn’t able to qualify for Team GB to represent them at the EYOF (European Youth Olympic Festival) due to illness. This meant I came into the Aquatics GB Next Gen Championships as the fastest in the 200 fly — and I wanted to prove it.
The first day, however, was one to forget. I wasn’t able to qualify for the 200 freestyle final, adding two seconds to my entry time. I knew I had to get back into the right mindset. It was just like last year — I’d started poorly at the Aquatics GB Next Gen Championships 2024 — but this time, I was more prepared and knew how to stay level-headed. I told myself exactly what I needed to do: I had the 200 fly the next day, and I had to win.
The day arrived, and I was completely nervous. I just had to remind myself that I’d been here before and could do it again. The heats that morning went well: I finished fastest going into the final, but only by around 0.5 of a second, so there was still a lot more to improve on.
At these national championships, there are morning and evening sessions. The morning session is for the heats, where swimmers can qualify for the final — meaning any of the 25 competitors have a chance to make it through, but only the top 10 reach the final. Between the two sessions, there’s about a two-hour break for swimmers, coaches, and officials to rest before the finals. During that time, I take a nap; sleeping, in my opinion, is the best way to recharge before racing again. That afternoon, however, was the most nervous I had been all season — but I kept reminding myself that I’d been here before and that I had more experience than anyone else in the pool.
Two hours later, I had become an Aquatics GB Next Gen Champion, clocking a time of 2:09.44 — a personal best from the heats — and winning by 0.32 seconds. It
was probably the happiest I’ve ever been in my swimming career.
The rest of the weekend couldn’t have gone better. I achieved personal bests in all my other
events, narrowly missing out on the podium by 0.05 seconds in the 200 IM. Furthermore, thanks to my performances at the competition, I’ve been selected to join the Swim England Youth Development Programme, where I’ll train at Loughborough University under some of the best English coaches, followed by an overnight camp later in December.
Currently, I’m in pre-season training, swimming around 16 hours a week, with three strength and conditioning sessions in between. My first competition of the season will be representing Middlesex County at the InterCounties Competition in Sheffield, between the 4th and 5th of October.
ARE ELECTRIC CARS THE ANSWER TO CLIMATE CHANGE?
Ben C, Year 12 writes...
In recent years, London has rapidly become dominated by electric cars, and the iconic vehicles of the city — such as red buses and black cabs — have started to go green. Whilst we have been led to believe by car manufacturers and politicians alike that electric vehicles are the answer to achieving net zero emissions in the UK, are these cars as eco-friendly as many claim them to be?
The Positives of EVs
• It is true that EVs have zero tailpipe emissions, meaning they produce no greenhouse gases or atmospheric pollutants from their exhaust systems. Therefore, EVs could have a dual use in urban areas like London: reducing the dangerously high levels of atmospheric pollution — which are estimated to lead to over 4,000 deaths in London alone each year — as well as helping to combat high levels of CO₂ emissions.
• As well as reducing atmospheric pollution, EVs also lower noise pollution, leading to quieter roads in residential areas.
• Electric cars are more efficient than their petrol counterparts, in which a large amount of energy is wasted through heat.
• Many drivers also prefer the experience for its fast acceleration and more responsive ride.
The Truth About EVs
• There is a very large upfront
purchase cost, often significantly higher than a petrol equivalent.
• Like any other technology, batteries will eventually need to be replaced — an extremely expensive fix.
• Long charging times prevent the cars from being used for hours at a time; therefore, they are best charged overnight.
• Whilst charging infrastructure has developed over the last few years, there are still too few places for EVs to charge (especially in rural areas), leading to “range anxiety.”
• Electric cars require a huge amount of energy to produce. Their lithium-ion batteries depend on large quantities of raw materials mined in regions such as South America, China, and Africa. The mining process often causes deforestation, contamination of local waterways, and habitat destruction, leading to a loss of biodiversity.
• Mining for materials like cobalt and lithium often involves unsustainable practices and can be linked to human rights abuses, particularly in regions such as
the Democratic Republic of the Congo.
• There isn’t yet a fully sustainable or widely available method for recycling these batteries, although some are being repurposed. Many are sent to landfill sites, where chemicals from discarded batteries — which are highly acidic and harmful to the environment — can cause serious degradation of local landscapes and ecosystems.
• Perhaps most importantly, the overall environmental benefit of an EV depends on the energy source of the electricity grid. Charging from a grid powered by fossil fuels still contributes to greenhouse gas emissions. In the UK, EVs are more effective, as the country generates over half of its total energy from renewables.
However, worldwide, fossil fuels still dominate — so charging contributes indirectly to an increased demand for and use of fossil fuels. EVs, therefore, are not a truly sustainable long-term solution until we can generate the majority of global energy from renewable sources.
Ladies and gentlemen, boys and girls, today I am going to tell you about the truly monstrous things that deserve to be locked up in Room 101 until the end of time: green apples.
This kind of apple — this inferior, idiotic and irksome fruit — is the incarnation of all irritation in the form of a gruesome green foodstuff. They cluster in supermarket aisles like a plague, just waiting to nauseate your nostrils with their atrocious aroma. They are rotten to their core, from their stupid skin and
Green = BAD APPLE
soul-wrenching stalks to their sinful seeds.
Red apples shouldn’t even need a contender. They are the kings of fruit, whereas green apples are mere peasants. When thinking of an apple, who doesn’t think of those royal red ones? In fact, 99% of people think that the rosy reds are truly on top, meaning the remaining 1% are clearly being brainwashed by this demonic disease of evil apples. The first and only time I ever bit one of these sickening sources of putridness, I felt as if I was going to explode like
a stick of fruity dynamite. These green apples wish us only pain. Do you seriously believe that they are worthy of being in our world, let alone our diets?
So, I beg of you to realise that these apples are the pure embodiment of evil in the otherwise good world of groceries and should be made to live out their awful existences alone, isolated from all other fruits in Room 101.
MY UEFA WOMEN’S EURO 2025 Journey
Henry C, Year 8 writes...
This year, in July, I travelled to Switzerland with my family to see the 2025 Women’s Euros. The tournament kicked off on 2nd July and was the 14th edition of this brilliant competition. England, the holders, were battling for back-toback titles, having won their first in 2022 at Wembley Stadium in London.
My First Game of the Tournament: France v Germany (Quarter Final), Basel, 19th July
My first game was the last quarterfinal match-up between Germany and France. Since France have players such as Sakina Karchaoui at left back and Grace Geyoro controlling the midfield, they were heavy favourites for this match. I was supporting Germany so that if they got through to the next round and played England, it might make things easier for the Lionesses! This was one of the most chaotic games of the competition.
Early on, in the 13th minute, Germany’s defender, Kathrin Hendrich, received a straight red card for pulling the hair of one of the French defenders. To make matters worse, it was a penalty — and France scored to make it 1–0. Subsequently, in the 25th minute, Germany scored from a corner to equalise. Later, in the 57th minute, Grace Geyoro scored again to make it 2–1, but the referee ruled it offside —
such drama! Ten minutes later, Germany were awarded a penalty. Could they go one up and win it? No, they couldn’t, as Germany’s number 9 missed. The match went to extra time and remained 1–1, so it was decided by penalties. Germany scored all of theirs, and the German goalkeeper (eventual Player of the Match and double cancer survivor) saved two of France’s efforts to win the game.
My Second Game: England v Italy (Semi Final), Geneva, 22nd July
My second game was the first of the semi-finals: England v Italy. This was my favourite game of the three I attended because I’m an England supporter! It was a very tight match, as both teams had strong players. England started off slowly, with Italy opening the scoring in the 33rd minute. England didn’t turn up the gas until our “super sub,” 19-year-old Michelle Agyemang, came on in the 85th minute. Ten minutes later, she slotted it home to push the game into extra time.
It stayed even until the 119th minute (extra time runs to 120 minutes) when England got a penalty and, as always, the best penalty taker in the world, Chloe Kelly, stepped up. She made her signature run-up, shot… missed! But she quickly pounced on the rebound off the keeper and scored. England were through to the final!
My Third Game: Germany v Spain (Semi Final), Zurich, 23rd July
My third game was the second semi-final, Germany v Spain — even closer than the last one I watched. Spain’s attack is one of the best in the world, balanced by Germany’s world-class defence. Sticking with the underdogs, I supported Germany, as Spain were not only favourites for this match but for the whole tournament, coming off a World Cup victory in 2023. The German fans really brought their A-game in terms of vocal support — I can’t say the same about the Spanish fans.
This game was tight and also went to extra time, when, in the 115th minute, the previous Ballon d’Or winner, Aitana Bonmatí, scored and (unsurprisingly) only then did the Spanish fans start making
Endgame: England v Spain (Final), Basel
By the time the final took place between England and Spain, we had travelled to Sicily, so we
watched the match on local TV in our Airbnb. Both teams scored, and the game again went to extra time without producing a winner. England went on to triumph on penalties, with Chloe Kelly clinching the winner!
A FARMING EXPERIENCE IN VIETNAM
Minh B, Year 11 writes...
Last summer, I found myself knee-deep in the emerald heart of Vietnam, where the rice fields stretched like a living quilt across the valley floor. The air was thick with warmth and the scent of damp earth, and the sun hung low and golden, casting a honeyed glow over the landscape. I had come seeking something — perhaps peace, perhaps purpose — and the rice field offered both in abundance.
Each morning began with the soft crow of a rooster and the rustle of palm leaves swaying in the breeze. I would rise before the sun, slipping into a pair of worn sandals and a straw hat that shaded my face. The villagers greeted me with smiles as wide as the horizon, their laughter light and melodic, like wind chimes in the morning air. We moved
together toward the fields, a quiet procession of purpose and tradition.
The rice paddies shimmered under the early light, their mirrorlike surfaces reflecting the sky in hues of lavender and rose. I stepped into the water, cool and silken against my skin, and felt the mud squish between my toes — a sensation both foreign and grounding. Bent over for hours, I planted each seedling with care, guided by the gentle hands of my father. His fingers, gnarled and strong, moved with the grace of someone who had danced this rhythm for half of his life.
During breaks, we sat beneath the shade of banana trees, sharing bowls of sticky rice and slices of mango so sweet they tasted like sunshine. Children played nearby, their laughter echoing across the fields, while elders told stories that
wove history into myth. I listened, enraptured, as dragonflies danced around us like tiny guardians of the land.
As the days passed, my body grew stronger, my heart fuller. I learned to read the clouds for rain, to feel the pulse of the earth beneath my feet. I came to understand that farming rice was not just an act of cultivation — it was a communion with nature, a sacred choreography between human and land.
On my final day, I stood at the edge of the field as dusk fell, the sky ablaze with amber and indigo. The rice swayed gently in the breeze, whispering secrets I would carry home. I bowed low, in gratitude and reverence, knowing I had been part of something timeless.
Ihsan A, Year 12 writes...
Wetherby Senior is proud to present a production of Catch-22! It is the first Wetherby-only production to be performed in the RADA Theatre, and we are extremely excited to be able to
WETHERBY PRESENTS... CATCH 22
experience it. The production features a large cast of students from across the whole school and, for the first time in a Wetherby play, students have had the fantastic opportunity to take on roles such as co-director or stage manager.
The show will be performed on the 9th, 10th and 11th of December at the RADA Theatre. Look out for information on how to buy your tickets on ParentPay!
THE DOWNFALL OF CONOR MCGREGOR
Thomas C, Year 10 writes...
Conor McGregor’s story is one of incredible highs and crippling lows. Born in Dublin, Ireland, in 1988, McGregor rose from humble beginnings to become one of the biggest superstars in the world of sport.
His journey began in the Cage Warriors Association, where his incredible knockouts and charisma earned him the attention of Dana White, the owner of the Ultimate Fighting Championship (UFC). In 2013, he signed with the UFC and, within just a few fights, became one of its biggest stars.
McGregor’s rise was fuelled by his rare combination of precise striking, impeccable timing, and magnetic charisma. In 2015, he shocked the world by knocking out José Aldo in 13 seconds to win the Featherweight title and secure the record for the fastest finish in a UFC championship fight. A year later, he made history by defeating Eddie Alvarez in the Lightweight championship to become the first fighter to hold two UFC titles simultaneously. His pre-fight trash talk, razor-sharp wit, and swagger turned every bout into a global spectacle.
The pinnacle of his fame came in 2017, when McGregor crossed over into boxing to face Floyd Mayweather Jr. in a blockbuster event. Though he lost by technical knockout (TKO), the fight generated enormous attention and financial reward, cementing his place as a sporting icon. However, this peak also marked the beginning of his decline.
After the Mayweather bout, McGregor’s UFC career faltered. Extended absences, legal troubles, and a series of losses tarnished his once-dominant image. His defeat to Khabib Nurmagomedov in 2018, and more legal battles outside the cage, proved damaging to his career. Injuries, including a severe leg break in 2021, further hindered his return to form.
McGregor’s fall was not purely athletic; it was also about perception. The fighter who once embodied relentless hunger and discipline seemed distracted by fame, business ventures, and personal disputes. While
he remains a major draw, his results in recent years have failed to match the hype that once surrounded him.
Ultimately, Conor McGregor’s rise and fall illustrate the doubleedged nature of superstardom in combat sports. His legacy is secure as one of the UFC’s most influential figures, but whether he can rise again — or if his peak is permanently behind him — remains unanswered.
SAFE AT ANY SPEED AT THE SEBRIGHT ARMS
George M, Year 11 writes...
“Yeah, I’m waiting on a friend of mine, just coming on a train, just coming down the line.”
Those were some of the lyrics sung by Blake Miller, frontman of the up-and-coming rock band Safe at Any Speed. I recently saw their gig at the Sebright Arms in Hackney. The supporting band, Names, kicked off the evening with a high-energy set and a precise indie sound.
Safe at Any Speed opened their performance with a song clearly
inspired by classic country, featuring a Folsom Prison Blues-esque guitar riff and a traditional train beat from the drummer. Many of Blake’s lyrics had an outlaw-country feel, full of imagery of trains and a sense of being on the run.
They played their newest single, Terror Train Line — a fast-paced song with driving punk guitar riffs and swinging drum fills. The track featured a great vocal performance from Blake, with a high-energy chorus and a more laid-back verse.
The band’s line-up consisted of Blake Miller on lead vocals and
rhythm guitar, Alec Stone on lead guitar, Charles Mathias on drums, and Henry Thompson on bass. Alec played several impressive guitar solos that really added to the songs, while Charles’s drumming helped elevate the sound — he was adept at playing a range of feels and grooves. Henry laid down a solid foundation on the bass, and at one point even went into the crowd to play.
Overall, the gig was a great experience with an electric atmosphere. I definitely think that Safe at Any Speed is a band to watch out for.
HOW TO TIE A TIE
Domenico C, Year 10 writes...
Tie Tying — The Ultimate Balance of Etiquette and Fine Motor Skills
One’s outfit cannot be complete without this essential accessory, yet many do not know or appreciate the art of necktie tying.
Fun Facts
• Most people learn to tie a tie between the ages of 11 and 14.
• A team of Swedish mathematicians from the Royal Institute of Technology in Stockholm calculated that there are 177,174 unique ways to tie a tie. Two of the most common are the Full Windsor and Half Windsor, which this article will discuss.
• The first necktie was created by Croatian mercenaries serving France during the Thirty Years’ War (1618–1648). In fact, the French word for tie, cravate, is derived from Croat!
• In 1818, the first style manual, Neckclothitania, was published, containing 14 different methods of tying a necktie.
• The true form of the modern necktie emerged during the Industrial Revolution, when there was a demand for neckwear that would endure a full workday and remain comfortable.
• The first American president to wear a necktie while in office was Theodore Roosevelt — an iconic photograph of him wearing one was taken in 1904.
• International Necktie Day is celebrated on October 18th, particularly in Zagreb, the capital of Croatia.
(Side: Theodore Roosevelt, 26th
President of the United States)
For clarity, the wider portion of the tie will be referred to as the wide end, and the smaller portion as the narrow end.
Take your tie and examine it for the seam that runs across its length. Once found, use this side and drape the tie around your neck.
Adjust the tie so that the wide end hangs distinctly lower than the narrow end.
Cross the wide end over the narrow end so it hangs diagonally leftwards, while the narrow end remains pointing downwards.
This creates a space (the neck opening). Take the wide end and, from underneath, bring it up and through this opening, letting it drop naturally to your left.
This forms the base of your tie. Take the wide end and pass it behind the base and narrow end to your right — switching hands while doing this is recommended. A sign of success is if the seam
side of your tie faces outwards.
Move the wide end in front of the base knot and thread it completely through the opening. The end result should resemble an inverted Windsor.
Place your left index finger firmly on the knot. With your right hand, take the wide end, wrap it around your finger, then grab it from behind — keep your finger in place for the next steps.
Using the neck opening, thread the wide end once more through it.
Using the opening made by your finger, thread the wide end through and pull down.
The knot of your Windsor is complete! To finalise, slide the knot upwards by tugging the narrow end, then adjust by alternately pulling each end while gripping the knot.
(Below: a completed Full Windsor knot)
The Half Windsor
We’ll use the same parts of the tie — the wide end and narrow end.
As with the Full Windsor, find the seam side of the tie and drape it around your neck, keeping the wide end on your right.
The Full Windsor
Bring the wide end from right to left across the front.
Using the neck loop created, thread the wide end up and through the loop from below so it falls to your left.
This forms the base knot. Now take the wide end behind the knot to your right side.
Wrap the wide end around the front of this knot.
Take the wide end and thread it through the neck loop from underneath, as in step 3.
These steps create the triangular part of the knot. Slide the wide end through this base.
To adjust and complete, hold the knot while gently pulling the wide end downwards. Slide the knot up and centre it for the classic Half Windsor shape.
(Below: a completed Half Windsor knot)
Looking at the steps of each technique, you can see the similarities between them. In fact, the first three steps are identical. However, the Full Windsor produces a bulkier, perfectly symmetrical knot, which makes it harder to tie successfully than the Half Windsor, which is lighter and simpler but less precise.
Therefore, for formal occasions such as weddings, a Full Windsor is recommended over a Half Windsor.
Anti-Tie Sentiments
In many professions, the tie poses a risk to health and safety standards and is therefore not used. Dangers can include mechanical vasoconstriction of the jugular veins, electrocution if the tie becomes damp, or infection through bacteria it may carry. These risks are particularly relevant for those working with electrical or heavy machinery, or in the medical field.
Studies conducted in the early 2000s showed that doctors who wore ties at work often carried traces of Staphylococcus aureus — a bacterium that can cause infection if it enters the body through an open wound.
A 2009 Malaysian study found that 52% of ties were contaminated with Staphylococcus aureus, and 62% of those contained the antibiotic-resistant strain MRSA (MethicillinResistant Staphylococcus aureus), responsible for around 9,000 deaths annually. Ties can spread these infections because they brush against many surfaces, are irregularly cleaned, and frequently touched throughout the day.
Are Ties in Decline?
Since the 1990s, employers have increasingly adopted casual dress codes, meaning formal outfits — often including the necktie — are no longer required. This trend was accelerated by the COVID-19 pandemic, as working from home removed many occasions for formal dress.
According to the Men’s Dress Furnishings Association — a U.S. trade organisation for men’s accessories — necktie sales in 1995 (the necktie boom) reached around $1.3 billion. Sales have declined significantly since then, and the association disbanded in 2008 due to waning interest.
To illustrate the drop: U.S. neckwear revenue in 2023 was around $932 million USD, compared with an inflationadjusted $2.65 billion in 1995 — a decrease of roughly 65% over two decades.
However, while Western interest in neckties declines, the neckwear market in APAC (Asia-Pacific) is growing rapidly. Revenue generated by neckwear in APAC in 2023 was estimated at $1.58 billion USD. The region holds a 42.3% global market share, with a projected compound annual growth rate (CAGR) of 3%, expected to reach nearly $2 billion USD by 2030.
(Below: a map of all APAC nations)
Two main factors drive this growth:
• Many APAC nations are classified as Newly Emerging Economies (NEEs). As they industrialise, new jobs — primarily in the tertiary sector — are created. In primary-sector jobs, ties are impractical, and in secondary-sector jobs, they can be hazardous when operating machinery.
• The cultural symbolism of the necktie in APAC countries carries a different meaning. Presentation is closely linked with respect and professionalism, so formal
clothing — including ties — remains integral. For example, employers in South Korea and Japan often encourage workers to dress formally, ties included.
Conclusion
In many countries and contexts, knowing how to tie a tie remains an important skill. While this article has covered the two main knots, there are many other variations. Even with the Full and Half Windsor, learning visually — through videos or with help from a family member — can make all the difference. Like learning to tie a shoelace or ride a bike, mastering the necktie takes practice, patience, and persistence.
SHOULD SCHOOL UNIFORMS BE ALLOWED?
Santiago Q, Year 10 writes...
School uniforms have been part of the education system for decades, and the debate over whether they should remain is ongoing and strong. Both sides of the argument have valid points, so let’s see which one may hold more weight.
The Case for Uniforms
Supporters of uniforms argue that they promote equality. Without branded clothing or fashion trends, students are less likely to be judged for their appearance or their family’s financial situation. Uniforms can also create a sense of belonging and unity, encouraging kindness, whereas no uniform may cause division. They make mornings easier for students and parents, removing the stress of deciding what to wear.
Additionally, uniforms can be more affordable, allowing parents to buy one set of clothes instead of multiple, potentially more expensive outfits.
The Case Against Uniforms
Opponents, however, argue that uniforms suppress individuality. School is not only a place for learning academic subjects but also for expressing personal identity. Clothing is one of the ways students show their personality, and uniforms can limit that expression. Critics also note that uniforms can be expensive, and requiring specific designs or suppliers can add financial pressure for families. Additionally, there is no clear evidence that uniforms improve academic performance or behaviour, and some students
simply find them uncomfortable.
The Bigger Picture
The question of whether school uniforms should remain is about more than just clothing. It raises issues of equality, identity, freedom, and practicality. Ultimately, whether uniforms help or hinder the school experience depends on perspective. Some see them as a tool for unity; others view them as a restriction on individuality.
So, should schools keep uniforms or let students dress freely? The answer depends on what values we think schools should prioritise — equality, individuality, or something in between. The choice is yours to make.
SHARKS
William B-C, Year 9 writes...
Sharks are apex predators and among the oldest creatures still alive today — even older than trees. The first shark-like creatures had scales similar to modern sharks but no teeth. There is debate about whether they were true sharks, but fossils have been found dating back to the late Ordovician period, roughly 450 million years ago. Sharks, rays, and chimaeras split about 420 million years ago. The first recognisable sharks appeared 380 million years ago, in the middle of the Devonian period. The genus Antarctilamna had evolved by then, looking more like eels than modern sharks. Around this time, Cladoselache evolved — the first group we would recognise as sharks today.
The “golden age” of sharks was the Carboniferous period, which began 359 million years ago. An extinction event had wiped out at least 75% of species on Earth, allowing sharks to dominate the oceans. These included Stethacanthus, which had a peculiar anvil-shaped fin on its
back; Helicoprion, with a spiral, buzz-saw-like lower jaw; and Falcatus, in which males had a long spine jutting out of the back and over the top of the head.
The Origin of Sharks’ Fearsome Jaws
By the Early Jurassic period, around 195 million years ago, the oldest known group of modern sharks — the Hexanchiformes, or six-gill sharks — had evolved. They were followed by most modern shark groups during the rest of the Jurassic.
At this point, sharks developed flexible, protruding jaws, allowing them to eat prey larger than themselves. They also evolved the ability to swim faster.
Sharks became smaller after the Cretaceous extinction event. The largest species died out, while smaller, fish-eating sharks survived.
How Did Great Whites Evolve?
Sharks began to increase in size again during the Palaeogene period (66–23 million years ago), evolving larger forms. It was during this time that Otodus obliquus, the ancestor of Otodus megalodon, appeared.
Megalodon was one of the largest sharks to have ever lived. A 2025 study found that Otodus megalodon could reach an astonishing 24.3 metres in length. For comparison, an Easter Island head statue is about 10 metres tall.
Hammerheads
Perhaps the most striking of all sharks, the hammerhead is known for its T-shaped head. This unusual shape evolved to help the
shark hunt stingrays, using a sense called electroreception — the ability to detect natural electric fields and currents in the water.
Greenland Sharks
Greenland sharks are among the oldest living species in the world, capable of living for up to 250 years. For reference, a Greenland shark alive today could have been swimming during the Tudor period.
Great White Sharks
The shark people probably fear the most actually kills far fewer humans than one might think — fewer than coconuts, in fact. Coconuts cause around 100,000 deaths per year, compared to just 10 from great white sharks in 2023.
Bull Sharks
Bull sharks are the most aggressive shark species and can live in both fresh and salt water. In
Queensland, Australia, there is even a golf course with a lake full of bull sharks, which became trapped there after flooding in the 1900s.
Mako Sharks
Makos are the fastest species of shark. The shortfin mako, found in temperate seas, can reach speeds of up to 72 km per hour. The longfin mako is slower and tends to live in open oceans.
Whale Sharks
The largest sharks are gentle giants, feeding only on plankton — though some humans have
even ventured inside their enormous mouths!
While these are some of the bestknown sharks, there are many
lesser-known species, such as the lost shark, found off the coasts of Thailand, Borneo, and Vietnam. It is thought that this species could be extinct, but according to the IUCN Red List, around 40 adult individuals remain.
How to Defend Yourself if You Encounter a Shark
Not all sharks are dangerous, but it can be difficult to tell them apart. If a shark is circling you or swimming directly toward you, it may be sizing you up — or preparing to attack. If you ever find yourself in this situation, aim for the gills, nose, or eyes.
A SHORT HISTORY OF ESTONIA
Luca D, Year 10 writes...
Estonia is a country located in the Baltics, bordering Russia and Latvia. With its cold climate and long history of human habitation dating back to 9000 BC, Estonia’s culture and heritage are both rich and unique. It is estimated that human settlement in the region became possible between 13,000 and 11,000 years ago. The oldest known settlement, Pulli, dates back to around 9000 BC.
During the Viking Era, Estonia acted as a major trade hub, making it a frequent target for raids. Because of this, coastal Estonians adopted a Viking-like lifestyle. Fast forward to the Middle Ages: in 1199, Pope Innocent III ordered a crusade to defend the Christians of Livonia. As a result, the Livonians, Latgalians, and Selonian tribes began campaigning against the Estonians in 1208. In 1217, the Estonians suffered a major defeat in battle, where their leader Lembitu was killed.
By the 1500s, Estonia saw alternating periods of rule under Russia and Sweden. In 1558, the Tsar of Russia, Ivan the Terrible, invaded Livonia, starting the Livonian War. Russia was defeated two years later in 1560. Most of Livonia accepted Polish rule; however, in the north, Sweden began preparing an army and attacked the Russians in the late 1570s, ultimately defeating them in 1583. Northern Estonia became the Swedish Duchy of Estonia. Wars between Sweden and PolandLithuania continued until 1629, when Sweden captured southern Estonia and northern Latvia.
Estonia’s path to independence began in the 1850s, when national figures started promoting Estonian
language and culture among the people. A campaign was launched to establish an Estonian secondary school. The country’s first national epic — Kalevipoeg (a long poem recounting heroic deeds) — was published in 1869 in Tartu. The following year saw the emergence of Estonian theatre, and in 1878 the national movement split into two wings: the moderate faction, led by Jakob Hurt, which focused on culture and education, and the radical faction, led by Carl Robert Jakobson, which focused on political and economic rights.
In 1917, following the collapse of the Russian Empire and the rise of Communism, Estonia fought its War of Independence. The Red Army, the military of the new Soviet Union, came within 30 km of Tallinn, the capital. However, in January 1919, the Estonian army, led by Johan Laidoner, launched a counteroffensive that pushed the
Red Army out of Estonia. Later that year, Estonia also defeated the German Landeswehr, which was attempting to invade Latvia. The Red Army’s final offensive at Narva in late 1919 failed, and in February 1920, the Tartu Peace Treaty was signed between Estonia and Soviet Russia, formally recognising Estonian independence.
During the Second World War, the Nazi–Soviet Pact (signed by Hitler and Stalin) placed Estonia under the Soviet sphere of influence. In 1940, the country was annexed by the Soviet Union as the Estonian Soviet Socialist Republic, where it remained until 1989. Independence was restored soon after, and Estonia once again became a proud nation. On 17 September 1991, Estonia was admitted to the United Nations, and in 2004 it joined both the European Union and NATO — becoming the modern, forward-looking country it is today.
WHY IS SLEEP IMPORTANT FOR STUDENTS?
Jaiveer B, Year 9 writes...
Poor sleep quality is strongly linked to reduced memory, attention, and problem-solving abilities among students. A study comparing students in London and Tokyo found that those with lower sleep quality performed worse on tests, including verbal learning and revision assessments. UK university students with sleep disturbances also reported higher levels of depression, anxiety, and daytime sleepiness. These mental health issues were significantly associated with poor sleep. Students mentioned strategies such as limiting screen time before bed, maintaining consistent sleep schedules, and using relaxation techniques to improve sleep quality. Schools and universities are encouraged to promote healthy sleep habits as part of mental health and academic support programmes.
The Best Ways to Get Good Sleep!
Go to bed and wake up at the same time every day, even on weekends. This helps regulate your body’s internal clock. Avoid drastic shifts in sleep timing — even a one-hour difference can throw off your rhythm and make it harder to fall asleep the next night. Start winding down 30–60 minutes before bed to signal to your brain that sleep is coming.
Try calming activities such as reading, journaling, stretching, or listening to soft music. Avoid stimulating tasks like checking emails, gaming, or watching intense TV shows. Blue light from screens suppresses melatonin, the hormone that helps you sleep, so
use blue light filters or apps like Flux, or switch devices to night mode. Ideally, turn off screens at least one hour before bed. Try using guided sleep apps like Calm or Headspace.
Avoid caffeine after 2 p.m. and skip heavy meals close to bedtime, as digesting food can keep you awake. Keep your room cool, dark, and quiet — the ideal temperature is 16–19°C (60–67°F). Use blackout curtains or a sleep mask to block light. Try white noise machines or earplugs if noise is an issue. Invest in a comfortable mattress and pillow — your body will thank you. Expose yourself to natural light early in the day to help set your sleep–wake cycle. Regular exercise improves sleep quality, but avoid intense workouts within two hours of bedtime.
Short naps (20–30 minutes) can boost alertness, but don’t nap after 3 p.m. Long or late naps can interfere with nighttime sleep and make it harder to fall asleep.
Sleep and Revision
Lack of sleep can severely undermine the effectiveness of revision by impairing the brain’s ability to concentrate, retain, and recall information. When students are sleep-deprived, their cognitive functions — especially memory and attention — become sluggish, making it harder to absorb new
material or form connections between concepts. Fatigue also reduces motivation and increases stress, which can lead to procrastination or inefficient study habits. Even if a student spends hours revising, poor sleep can prevent that knowledge from being properly consolidated, as deep sleep is essential for transferring information from short-term to long-term memory. Over time, this creates a cycle where tiredness leads to poor revision, which leads to anxiety and even worse sleep — ultimately affecting academic performance and wellbeing.
In conclusion, lack of sleep can be a silent saboteur for students, draining their energy, clouding their focus, and weakening their ability to retain and apply knowledge — especially during critical periods like revision and exams. It not only hampers academic performance but also takes a toll on mental health, motivation, and emotional resilience. On the other hand, getting good, consistent sleep is like giving the brain a nightly recharge: it boosts memory consolidation, sharpens concentration, and enhances mood and wellbeing. For students striving to reach their full potential, prioritising quality sleep isn’t a luxury — it’s a powerful strategy for success.
WRITE FOR US
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Send your articles (and images to go with them) to nicola.bradley@wetherbysenior.co.uk, or ask to be added to the team on Teams where you can submit it directly.
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