School Magazine 2018-19 - St Helen and St Katharine
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School Magazine 2018–19
From the Head Girl, Ellie
I find it hard to believe that the class of 2019
will never again go to lessons at St Helen and
St Katharine or take part in St Kate’s Day. This
Leaver’s day was another event that allowed us
all the chance to say goodbye to the School, and
the Murder Mystery theme meant we all had a lot
year has flown by and we have suddenly arrived of fun either as police, investigators or prisoners.
at our Leavers’ Ball and final Prize Giving. Again, the morning showed the bonds we have
Throughout the year, there have been a variety formed as a year over our time at St Helen and
of final events and some days particularly stand St Katharine, finishing with us all enjoying
out in my memory. It was with anticipation breakfast made by Olivier. I am sure all of us will
and excitement that Upper Sixth planned and miss his delicious food! The morning was made
practised our St Kate’s Day play: Private School all the more enjoyable by the enthusiasm of our
Musical. No matter how large or small a person’s teachers, both those who were involved and those
part, everyone gave their all and the year group who were looking around at the various rooms.
really did feel like a family, as Emily wrote in
Overall, it has been a great final year at St Helen
the leaver’s song. As some people were already
and St Katharine and being the ones to actually
brought to tears by then, I imagine our goodbyes
plan and produce the St Kate’s Day play and
to each other at our final assembly will be an
leaver’s day, as well as other leaving events, have
emotional event. It still amazes me how well the
made it that much more enjoyable. As the year
year group is able to work as a team and I will
group starts to focus on all our different ambitions
miss being able to see everyone in the Sixth Form
for the future, I know many are looking forward
Centre each day. The day is something that is
to coming back to school for the last two days
entirely unique to St Helen and St Katharine, and
for a final goodbye.
therefore I know many are already planning to
meet for KitKats at our various future universities. June 2019
On the
From the editors cover
Suzanne, Upper Sixth
In relaunching the school magazine, we have tried
to create something to complement the print and
online publications which record and celebrate
The content of the magazine has been generated
by students through their work in curricular and
extracurricular activities and in the stories they shared
Detail from one of a
series of canvases
students’ achievements daily and termly throughout when choosing their three words. The editors would displayed at the Summer
the year. Our focus from the outset has been to shape like to offer particular thanks to Sasha in Upper Art Exhibition 2019
the content of this magazine around the students: to Sixth for tirelessly gathering so many stories and
share their work and their experiences as well as their experiences from her peers.
perception of themselves and what drives them.
As with the magazine’s content, its name has been
We wanted to gather stories, art work, class work, inspired by the students themselves who embody the
competition entries and projects. We also wanted school motto Per Severa. What is contained in the
students to share the qualities which they think following pages can only be a glimpse into students’
distinguish their year group within our community. academic, sporting and creative explorations this
Students and their tutors volunteered words which year, but we hope we have captured the extraordinary
they connected with their year group; students then diversity of their endeavours. 4–21 Sixth Form 22–39 Middle School 40–49 Lower School 50–53 Junior Department
voted for their favourite three words and it is these
that introduce the section for each year. 54–59 St Kate's Day and Houses
5 Sixth Form
Community
noun (pl. communities)
Engage
verb
Ambition Sports
Sport has been a major part of my school life ever since
I joined St Helen and St Katharine. Training, clubs and
noun matches have allowed me to get out of the classroom,
have some fun and get some exercise while meeting Sport has been a massive part of my St Helen and
and socialising with people who I might not otherwise St Katharine experience. My favourite thing about
know. Being active has always been important to me, the School is the choice of activity and the quality
and team sports (lacrosse and netball) mean you can and range of sport available. It has impacted my time
do that and have a lot of fun at the same time. If I at the school massively as I have played in loads of
hadn’t done sport at St Helen and St Katharine I think teams and different sports where I’ve had the chance
I wouldn’t have known what to do with myself for to work with lots of different people. I love getting to
hours on end! Especially in younger years when the know new people from other year groups and sport
workload wasn’t as much, I think I would have been has been a great way to do that. I think one of the
bored and had to find another avenue for my unspent best things about the School is that it provides a really
energy. Sport as a whole definitely plays a role in the good balance between academic and extracurricular;
development of friendship groups – you’re often friends for me the extracurricular has been sport but it could
with the people you spend a lot of time with. It can be be drama, music etc. I think my St Helen’s life would be
integral in learning to work as a team and helps you to very different without sport as it has provided me with
learn to work with others towards a common goal. some very happy memories of healthy competition
I think it can also help those who are perhaps shyer, and teamwork/friendship. It’s also provided me with
to push themselves out of their comfort zone on a opportunities of leadership, eg Sports Captain and lax
day-to-day basis. captain which I wouldn’t have had otherwise.
Anon Ellen, Upper Sixth
7 Sixth Form
Drama productions and
music performances
Houses
Choirs like Chapel Choir are such
a core part of school. Music is This year has been an amazing year for
something that creates such positive Hayward. From winning the very first
emotions and helps create a sense House Schools’ Challenge to winning
of community for those who might Sports’ Day and even Best House
not excel in sports etc. Music is Song shows the huge range of talents
also something a lot of people can that our hawks have. The House spirit
connect with in some form… shown on every possible occasion has
been brilliant to see, and our hawks
Naomi, Upper Sixth
never fail to strut their stuff! One
highlight of this year has to be when
the whole house spontaneously sang
Movement 2: Chase
A Million Dreams during our House
Song rehearsal, which brought tears
to many an eye, and was a brilliant
send off for Mrs Trumper who has
been so brilliant as a House Leader
since the creation of Houses.
Emily, Upper Sixth, Hayward House Prefect T his piece is for solo horn
and piano and is written in a
Romantic style. It’s intended to be
performed as part of a recital.
This movement has ternary form.
The 12/8 metre and allegro tempo
create contrast with the Lied. The
melody is based on a rhythmic motif
accompanied by repeated chords.
Section A begins in C minor and
modulates to F minor at bar 9.
Joint senior production The melody is developed by altering
2019 – Loserville the pitch and direction (eg in bar
10) and by using a sequence with
material from bar 3 at bars 17–20.
This section is briefly in Eb major,
allowing the piece to return to C
minor. The melody of bar 19 makes
reference to the first movement,
where it is first heard in bars 7–9.
The left hand of the piano
accompaniment has the melody in
the B section, while the right hand
and horn take on an accompanying
role. The A section then returns
to finish the piece.
Sudden dynamic contrast is
used throughout to create a
sense of urgency.
Charlotte, Upper Sixth
A-level Music composition
Ensemble Bar 61 performing at the Senior Concert (March 2019) extract and commentary
9 Sixth Form
Festival of Remembrance 2018
T o mark the centenary of Armistice Day, Alek (Upper Sixth) composed
and directed The Untitled Monologue Project in which she depicted
Abingdon residents’ roles during The First World War. Her monologues
were performed as part of a double bill with The Brown Felt Hat.
'My vision for this project centred around the desire
to do something untold, the raw heartbreaking
stories which don’t fit the conventional mould.
I wanted my stories not to be happy but
truthful, stories of internal struggle,
courage, hurt and loss. I began
crafting and drafting these
monologues alongside Miss Lee,
finding and collecting the
true stories and experiences
of those who fought in the
war, giving a voice to them
and a platform on which to
share them, exploring all the
way from the munitions factories Father, I have never felt so lost. I am surrounded
to the trenches.' constantly by men, and the sound of war, and yet
Alek, Upper Sixth I’ve never felt so alone.
Emily: And there are
moments, moments when
you’re out there and you
think surely this is it, I have
done enough, surely this
is as bad as it gets and it
can only get better, that
you have finally made a
difference, that what you’ve
done is enough to save
them. And then you realise
you know nothing.
Henry: I want to do more,
live more than this dull
life. I want to change the
world...I’m so scared. Scared
I won’t come back and see
any of this, scared I won’t
get to go to university and
have a life.
11 Sixth Form
Foyle Young Seeking
Poets of the A new tenant for the empty room
In the back of my head.
Must not mind the useless facts
Year Award
Stacked against the walls or the
Old memories on the shelves half-
Forgotten.
Had to evict the old tenant after
A drawn out uphill battle. He was
E linor’s poem was highly commended
in this year’s competition.
A man in a suit and bowler hat who
Kept saying that it was his home and
Not mine and I almost believed
Him.
Room would suit someone who
At the award ceremony at the Southbank Doesn’t mind the silence rattling
Centre, I felt so privileged to have the Through the rafters on a Sunday
opportunity to meet such a broad range Or the occasional leak of anger
of poets, some of whom are sure to be When I miss the last train An original presentation of the school motto
during Upper Sixth ‘Muck Up Day’ 2019
the stars of tomorrow. The event was a Home.
celebration of the poetic art form and we
Ideally someone who can
were able to discuss the challenges that
Make an empty space their
face the poet community today, concluding
Own and who can fill in the gaps
that many people simply dismiss poetry
When I can no longer find the words
without really considering the potential
Or thoughts or feelings or
power of its structure, flexibility and
ability to intensify and distil emotions
and opinions. We were also treated to a
Anything.
MFL poem
Someone who can stand at my side when
preview of the judges’ most recent poetry, Life knocks on the door to say it’s
Weihnachtsgedicht Christmas Revue
after which they shared some of their own Repossessing our home, and who can
writing techniques and experiences. It was Smile when Time pulls down the walls Es war ein mal eine kleine Maus, This year I had the honour of being part of
an extraordinarily special moment to be a Around us brick by greying Die saß vor einem großen Haus. the team that organised the Christmas Revue,
part of. Brick. Aus dem Haus kam ein Geruch, which has definitely been a highlight of my time
Elinor, Upper Sixth If you’re reading this, please Der der Maus in die Nase stoch. at St Helen and St Katharine. The opportunity
get in touch and it would be Es roch nach Plätzchen und Bäckerein, to work with talented people from all age
great if you could move in as soon Also lugte die Maus ins Haus hinein. groups was a great experience, and their
as possible because it’s just me at Dort waren so viele Leckerein, enthusiasm for everything always brought a
the moment and it’s getting quite lonely Sie bekam hunger und es fing an zu schneien. smile to my face. I was impressed by how so
in here. So kroch sie durch ein kleines Loch, many people got involved and the range of
Hinein ins Haus wo es so gut roch. talents they had. Acts ranged from singing,
Elinor, Upper Sixth Dann folgte sie dem guten Geruch, including Dr Chater, Mr Thomson and the ‘Devils
Und wollte mit nur einem Versuch in Comedy’, dancing, and music on piano, harp
Die Weihnachtskekse selbst verputzen. and guitar. Lower Sixth also threw themselves
Aber was würde der Familie Krümel nutzen? into the role of dancing trees! A particular
Da entschied die Maus selbst zu backen, highlight was the Lower Sixth Choir singing
Und zauberte aus Zucker und Mehl neue Geschmäcken. about Christmas at St Helen and St Katharine.
Am Heiligen Abend dieses Jahres, I will never forget conducting them all and
Sah die Familie etwas wunderbares. hearing the laughs of the audience behind me.
So viele Plätzchen wie niemals zuvor,
Und eine kleine Maus die kam hervor. Emily, Upper Sixth
Nia, Upper Sixth
13 Sixth Form
The journey
from Year 9 to
Upper Sixth
My experience of settling in at St Helen
and St Katharine was overwhelmingly
positive, especially since I was
extremely shy at that point. It was a
huge adjustment having come from
a mixed boarding school in Newbury
but I found the transition really easy.
The staff were really helpful in making
sure I knew what was going on, and
the girls in my form were amazing at
looking after me and making the effort
to get to know me. Within a week or
two at St Helen’s I had a really solid
group of friends and I generally found
that people went out of their way to
be friendly to me and make sure that
I knew where I was going. I think all of
us who joined in Year 9 found a group
of friends pretty quickly and certainly
by the end of the year we were all
happily settled.
Rosie, Upper Sixth (joined in Year 9)
I definitely think my friendship dynamics
shifted but I think this was a good thing;
I got to get close to new people and
although I kept my previous friends it
gave me a chance to really think about
which friendships I truly valued. I think
the rejigging was great for me, it forced
me to come out of my shell a little bit
more than I would have if I had stayed
in the same form and I started some of
my closest current friendships in Year 9.
Poppy, Upper Sixth
(on new form groups for Year 9)
Phoebe, Upper Sixth
15 Sixth Form
PGL trip
It’s safe to say that our experience of the Lower Sixth
PGL trip, early on in the year, bonded the year group
together in many ways. Friendships were formed
and tested in activities such as raft building and
orienteering which required new depths of resilience
and positive mental attitudes. We discovered a lot
about ourselves, our classmates and our teachers
through the heights of the climbing wall and the
depths of inspirational letters to our future selves.
The two days provided a lengthy time to get to
know our new forms and focus our minds on the
Ambitious
enjoyment of our newly embarked upon A-level
studies. The PGL activities released our inner seven
year olds, with the kind support of the PGL staff
who aided us throughout the trip. I’m sure the whole
year group had moments of interesting reflection on
adjective ourselves, choices and futures, and have been able to
take away skills of working together for a common
aim. Mud, tears and bouts of hysterical laughter
formed a highly informative experience that we will
Talented
take with us for many years to come!
Hetty, Lower Sixth
adjective
Close-knit
adjective
17 Sixth Form
Should there be Crimes are public offences and
therefore are the direct concerns
greater public of the public, so a criminal
justice system without some
level of public involvement
cannot act legitimately.
participation
in the criminal by politicians in elections. It
encourages politicians to introduce
A suggested solution to this penal
populism has been to completely
system is simply to serve the
public. Crimes are public offences
system do not represent the whole
public, which could lead to apathy
justice system?
increasingly harsher policies on insulate the whole system and and therefore are the direct in participation. Furthermore,
crime in order to win over the remove it from political and public concerns of the public, so a these middle class men are not
people by making them feel like influence and instead leave matters criminal justice system without usually the direct recipients of the
they are being protected, when in to the experts. An example of such some level of public involvement consequences of criminal justice
fact these policies usually produce a system is the Monetary Policy cannot act legitimately. policy, and those who are involved
harsher outcomes than can be Committee, which was insulated by are not sufficiently represented. The
This issue raises tensions as more
justified. The voice of ‘the people’ New Labour. This committee does solution to this issue is not more or
public participation in the criminal
is having an increasingly dominant not have the influence of the public less means of public participation
justice system results in unjustly
role in the criminal justice system, or politicians as the members do in the criminal justice system, but
T he criminal justice system
is a key institution in our
country and is vital to the upkeep
for purely society’s sake, not for
the sake of things such as the
economy. Therefore, such a service
when this voice is usually an
emotional response to an issue
not represent areas of the country
or groups of people. This would
harsh policies as a consequence
of penal populism, and less public
participation can be seen as
simply more awareness, better
communication and an increased
rather than a rational one. It can be undeniably stop the populist active effort to engage society in a
of society. In the last two decades, requires the consent of the people, undemocratic. As I mentioned
argued that politicians are taking problem as the voice of the public structure that is already in place.
the prison population in the so the input of the public is earlier, many forms of public
control of the system out of the would no longer impact policy, and
UK has doubled, despite falling essential in building the trusting participation are currently available, The current issues in the criminal
hands of the experts, and placing thus would stop it getting out of
crime rates. However, some may relationship between the two. This such as neighbourhood watch justice system can be seen by some
it in the hands of the inexperienced hand. If the committee were to be
argue that it is in fact public relationship provides the basis for schemes and lay magistrates. as a result of public participation,
and unqualified public simply in transparent and have public
participation that is causing the consent that gives the system It is not the amount of public and for others a lack thereof.
order to achieve electoral success. consent it is arguably a more
this crisis. itself legitimacy to act in the name participation that is the issue here, However, as neither increased nor
The consequences of this are democratic solution to the issue
of the public. Therefore, increased but instead the form that it takes decreased public participation
It can be argued that further public unjustly long sentences and because, as a result of populist
public participation would not only and the lack of representation in seems to solve them, the solution
involvement in the criminal justice harsher prison conditions, when influence, human rights, a
give the system more legitimacy, participation. is to use the current measures more
system is absolutely necessary it is clear that such things as fundamental aspect of democracy,
but would also ensure that the effectively with further public
due to the democratic nature of conditions do not impact public are being infringed, whereas an Another issue that presents itself
views of the public are present in engagement and representation.
our government. The voice of the safety, and instead are simply a insulated committee would be able is the lack of diversity and
it, something that is fundamental The criminal justice system is a
people is undeniably important in means to gain the emotional public to uphold these. However, while representation of the public in
in a democracy. structure in which the public plays
such a system, so it can be argued vote. One of the key purposes of seen as a democratic solution by participation in the criminal justice
a vital role, as do the experts, and
there should be more of it in the Whilst this voice of the public is the criminal justice system is to some, the central principle of system. As Edwards (2002) points
therefore they should complement
system itself. The criminal justice undeniably fundamental in a protect society, yet this is democracy is public participation, out, neighbourhood watch
and balance each other instead of
system is a public service and democracy, it can be argued that undermined when it is used as a so it is difficult to see how such schemes tend to be limited to
competing for the dominant role.
exists purely to serve society and this voice is causing the problems. device to quench the public’s thirst a system would work without it. white middle class areas while
the public themselves. This sets As Bennett (2016) notes, one side for so-called ‘justice’, therefore What distinguishes the criminal lay magistrates tend to be white, Amy, Lower Sixth – shortlisted entry for
it apart from other government of this argument is that this implying that public participation justice system from the Monetary middle-aged, middle class men. Sheffield University essay competition
systems, such as the Treasury, democratic voice of ‘the people’ in the criminal justice system does Policy Committee is that the The members of the public who do [abridged]
as it directly intervenes in society has become a populist tool used more harm than good. rationale of the criminal justice participate in the criminal justice
19 Sixth Form
Imagination F ar from being solely that analysis of sources, despite customs, but to gain this historical analysing them for their age and
constrained to historical being a useful quality, is not fully understanding one must use structure, even possibly piecing
reconstruction in various academic useful unless paired with imaginative creativity. This them all together, giving some
media, such as television or imagination. Imagination is needed expansion of thinking beyond one’s context and significance, but not
novels, the imagination is an to find where gaps in information personal context, into an objective then imagining the animal as a
is chief among
indispensable tool needed by may be, using intuition and an or somewhat more rounded view of living being, interacting with its
historians for any attempt in immersed sense of what was likely history, has recently come to the environment and other beings,
understanding history. to happen and more importantly attention of many historians, and failing to create a rounded
Imagination is necessary when why, and to question unusual particularly Perter Frankopan in sense of what it might have been
usual sources of information are source material. This insatiable his writing in Silk Roads. Global like. Imagination in history
absent and therefore some questioning is critical in digging history provides a richness of resurrects the bones of facts into
the qualities
informed guesswork is required deeper into what may be initially context that is unattainable without living, relevant beings which can be
on what may fill those gaps in taken as hard evidence, to unearth seeing beyond your own views. For better understood. This is well put,
our knowledge. It is also a tool possible inconsistencies due to example, although the Renaissance if slightly crudely, in Alan Bennett’s,
which allows us to unlock a higher bias. The ability to see where is seen as a predominantly The History Boys, that without
level of engagement with history, sources, such as posters and European and Italian phenomenon, living imagination history is ‘just
needed by the
away from our own social, newsreels during the Nazi regime in it is far more useful to see its route one [...] thing after another’.
political, cultural or economic Germany in the 1930s, are vessels from the Arabic world. By Imagination is vital if historians are
context, and expand our minds for propaganda and how their separating yourself from cultural going to inspire others, especially
into the realm of global history historical accuracy of information is biases, imagination is needed as children, to explore history for
and cultural immersion. Finally, tainted by certain political or social well as an acute self-awareness and themselves, and is excellently
ability to be fully objective. In these shown in accessible, highly
historian
one could argue that imagination motives takes imagination as well
is the lifeblood of history without as critical analysis. Possibly where ways, imagination is an increasingly informative media like Horrible
which far fewer people would imagination in history is most important quality to exercise in Histories, in which I personally
come to delight in its study and frequently questioned is in the order to immerse oneself in and to found much to excite a young
equally be able to push their more subjective matters of motives understand historical and cultural interest in history.
studies further by revealing new or popular opinion. The personal, diversity, which may be seen in
To conclude, one can agree fully
questions and interpretations. psychological and social reasons J P Hartley’s The Go Between which
that imagination is chief among the
Winner: Duffield History Therefore, one could argue that for things happening is harder to says ‘history is a foreign country,
they do things differently there’.
qualities needed by the historian,
imagination is chief among that pin down easily without making
Essay Competition 2019 qualities needed by the historian. assumptions, overly praising or Finally, it may be seen as the noble
and on its use in filling gaps of
knowledge, critically questioning
criticising, or letting current duty of historians to pass on their sources, culturally expanding
To commence, it may be most
climates mould their own ideas. craving for greater understanding personal views, overcoming biases,
obvious that imagination in history
Overall, one could agree that of the past to future generations, and encouraging more engaged
is a useful quality when piecing
imagination is a leading quality, shedding light on old assumptions thinking on the study of history
together fragmented sources, or
but only when used with analysis for the advancement of a better for many generations.
having to estimate what may have
and critical questioning. world of the future. Without
been included in sources which Hetty, Lower Sixth
either have been somehow lost Imagination allows for a wider imagination, historians would be
or never existed in the first place. understanding of history as a global unable to find new questions to
For example, historians have had web of a variety of different cultural interrogate, or look at events and
to use their imagination to find interpretations. If a period or event sources in an original way. Little
suggestions on what happened of history is like a book, then only advancement would be made in
overturning old ideas or inspiring
in the secretive meetings of the learning about that event from the
new interpretations without the
committee of public safety during perspective of one country is like
aid of imagination.
the height of the French Revolution only reading one page out of the
in 1793, as no records were kept or whole novel. The exploration of Arguably, there would be little use
notes taken in those meetings. This different cultural ideas and in academic research in history
historical filling in of gaps is not interactions provides a fuller if it purely involved the learning of
If a period or event of history is like wholly done on the historians’ understanding of why things may facts such as dates, figures, names
a book, then only learning about guess of what may have happened, have happened. This can be and analysing their importance,
that event from the perspective of but carefully curated by insightful somewhat obtained from physically because it would be a worn-out
analysis of other similar sources, immersing yourself in a range of pursuit lacking innovation. Using
one country is like only reading one which may shed light on what is countries and cultures, learning the analogy of a dinosaur, it would
page out of the whole novel. missing. Therefore, it may be seen their languages and individual be like finding individual bones and21 Sixth Form
‘Rather than investigating how
historians recount the narratives avoid generalisation, reliance on To conclude, the strength of
of ‘great men’ echoes of mid- presumption or anachronism, arguments for investigating power,
nineteenth century imperialism, instead seeking to apply intellectual both in its exercise and its
whereby the title is treated with capability, intimate familiarity with acceptance, embodies the
power has been exercised, it is more such a magnanimous degree of
subjectivity it often proves more
telling of the character of the
their subject of study and a degree
of humility. A version of history
devoid of this has disturbing
potential to be dangerous revisionist
somewhat ambiguous nature of the
historiographical discipline itself.
The traditional political focus of
instructive for historians to ask why
historian than the figure in question. ‘history from above,’ can provide
Equally refutable is the flawed history, littered with assumption or instruction as to how an individual,
premise that the decisions of personal dogma disguised under laden with power, seeks to utilise it;
persons in power are the sole cause the facade of fact. Perhaps the best information that enables greater
power has been accepted.’ Discuss.
of an event. It would be far more example of why the two facets of exploration of the instruments of
convincing to substantiate that the title statement cannot be human nature, within the context
whilst political leaders exert considered mutually exclusive is of understanding the past.
considerable power, those most a study of Germany under the Comparatively, the emergence of
deserving of the epithet of ‘great’ Third Reich. The nuances of the ‘history from below,’ as an alternate
are prudent to take heed of popular Gleichschaltung process, by which approach facilitates a far deeper
T his statement sits at the heart of the overarching historiographical
debate over whether historians should focus on the uppermost
rungs of societal structure, in line with traditional historiographic
Whether as a coercive weapon, a
mechanism or a form of authority
sentiment, summarising that ‘battles
may be won by expert commanders,
but they are also won by those
the Nazi party established
totalitarian control, fully
undermines the ability of any one
scrutiny of all histories, both
glorious and mundane; utilising
over another, power has shaped the socio-economic, ideological and
approach, or those relegated to lower echelons. Ultimately, that which course of history. If the ultimate aim willing to fight, by the ideas that historiographical approach to
cultural analyses that, despite
an historian finds more instructive will depend upon what they seek in of an historian is to better interpret inspire people to combat, by the explicate how and why a dictatorial,
arduous technical requirements,
their study of the past. If, like Napoleon, one believes ‘history is the past the paths our race has taken to economic systems that support xenophobic group ascended to
reaps far greater rewards in
version of events that people have decided to agree upon,’ then perhaps reach a specific point, it does seem those troops’. Hence, it would be absolutist supremacy for over a
empirical detail and heuristic
an investigation of how power has been exercised will prove more preposterous to assert that an event valid to assert that Namier’s haughty decade. It incites a fervent
abstraction. Nevertheless, it remains
instructive. On the other hand, if like Martin Luther King one contends can be studied in isolation, thus dismissal of commoners, inherently intellectualist struggle in which
indubitable that a true historian
that ‘we are not makers but made by history’ then a study of those begging the question as to which, limited by its focus on an neither the Goldhagen controversy,
would not seek to investigate either
changes to the status quo accepted by society will be of greater utility. or rather whose, perspective investigation of power, with sole prescribing ordinary Germans as
the exercise or the acceptance of
takes precedence. weight upon its utilisation, does ‘Hitler’s willing executioners’, or the
more archetypal approach whereby power in isolation, nor would they
more to undermine the academic seek sole explanation from the
Despite the emergence of a rigour of the historical profession the obsession with ‘impenetrable
post-modernist intellectualism, and arcane structuralist explanatory perspective of the social strata
than provide a tool of instruction.
many would refute this statement models’ means ‘the intentions of the conjectural anachronism would
with zeal, contending that politics, Dr S. Davies’ affirmation that ‘no executioners have slipped entirely identify as the most likely to yield
MFL poem the medium through which power
is exercised, will always have
matter how powerful the
instruments of force at the disposal
from view,’ can provide adequate
instruction as to how an organic
information. In sum, an investigation
of power cannot be successful
paramount importance due to its of rulers may be, they are always entity such as power can be held without equal consideration of its
intrinsic expression of how humanity outnumbered by the sheer mass of stationary within one social exercise and its acceptance.
interacts in a complex society. In the ruled’ is an incontrovertible structure and exercised until such a Channan, Lower Sixth – extract from
Defence of History, R. Evans’ seminal truth. In his work, Empiricism and time when acceptance is revoked, essay entered for the Newnham College
work, stated that several renowned History, he goes on to point out and it becomes mobile once more. History Essay Prize 2018–19
historians are still quick to disregard that this need to remain liked, to put
the history of ordinary people as it in its crudest terms, necessitates
‘trivial, meaningless or impossible that the ruling body exerts its
to study,’ particularly when power in a manner that abides
juxtaposed with the Machiavellian by the ‘passive veto on the part
machinations that serve as of the public’ by which they are
applicational centre-points of high constrained. In instances where
politics and international diplomacy. discontent is expressed via
Reputed historian Sir Lewis Namier organised revolt, Davies contends,
believed that the sole focus of an the task of a true historian is to
historian should be upon the select deduce where these boundaries lie.
few men of every era that possessed An orthodox believer in the efficacy
the political force to effect change, of ‘history from below’ would go a If the ultimate aim of an historian is to better
maintaining that ‘there is no free will step further, maintaining that these interpret the paths our race has taken to reach
in the thinking and actions of the conventional norms are an
masses, any more than in the abstracted manifestation of the
a specific point, it does seem preposterous to
revolutions of the planets’. value systems of a society. assert that an event can be studied in isolation,
Nonetheless, the dogmatic, didactic An historian seeking to ask why thus begging the question as to which, or rather
Elinor, Lower Sixth
extremes in which certain political power has been accepted must whose, perspective takes precedence.23 Middle School
I watched the lit kitchen windows
of the miniature houses fly past,
showing hundreds of different
viewings of dinner time in yellow
and white and outdated wallpaper.
T
There were plenty
here were plenty
Feisty
of seats on the
train, but I did not sit
down. I let the other
passengers shuffle past
of seats on the train
me: a businessman with
adjective a newspaper (today’s
headline: yet another
distant horror, another
tedious tragedy), a
Heart
small clump of drunk
teenagers, a woman
fulfilled its purpose neither Condensation built up My eyes scanned over
clutching her handbag
willingly nor unwillingly. on the window whilst the empty seats again.
as she edged down the
Out of compulsion only. the world outside grew
aisle between the vacant The five tracks narrowed
noun seats, protecting it from
It was to herd all of us, rapidly colder. It smeared
to merely two, the tall
each brain and each the light into orange and
her paranoia. walls that cased in the
body, down the track grey and nothing else.
gravel and the spurts of
The mechanism on for whatever individual I could see my reflection;
weeds and long grass grew
Rebel
the door sighed. The purpose we desired to I could see the circles sparse in their covering
businessman coughed fulfil, for whichever ticking drawn messily in purple of graffiti until they were
his smoker’s cough as hand we had to force around my eyes – the replaced by a turfed bank.
the train’s wheels hissed around the clockface sixty ones I could never dispel, A bridge carried us almost
to drag us all away from times an hour. the reminder that it was all unnoticeably over a canal.
noun the platform. Deserted
I checked my wrist; exhausting. Looking and
marble floors vanished watching and thinking. I handed over my ticket
I checked my phone.
along with the echoes Trees sprout and grow tall, to the woman who
I checked I still had my
of pattering footsteps flowers flourish in brilliant demanded it, the one with
wallet in my pocket
and the flustered flapping colours, the birds fly south her uniform and her badge.
(check, check, check).
of feathers where birds every winter, and I was Her eyes skimmed over it,
I ran through the names
nested in the ceiling standing and waiting and her perforator pierced a
of the stops before
high above. watching and I did not perfectly round hole and
my own (check, check,
know. I did not know. Still she handed it back to me
The train shot out in the check). I watched the
all this time the ground (check, check, check).
dark. From up above, lit kitchen windows of
raced under my feet, I She moved onto the next
from the view of all those the miniature houses fly
felt the wheels hopping carriage, imperceptibly.
aeroplanes, it would look past, showing hundreds
like the clockwork arm of different viewings of over the sleepers (check, Maddie, Year 11
of a machine performing dinner time in yellow check, check). I dreaded 2019 Creative Writing Cup:
a higher task, the steel and white and outdated being trapped on the train Highly Commended
string of carriages wallpaper. This happens no more and no less than
mindlessly trailing back every single evening. I dreaded getting off it. I
and forth out of lack of With greens, with was ambivalent. Too tired
anything else to do and meat, with potatoes to do anything but what
anywhere else to go. It (check, check, check). I absolutely had to.25 Middle School
Summer Art
Exhibition 2019
Year 11 students displayed their completed GCSE
and extracurricular competition work as part of
the Summer Art Exhibition. They worked in many
different media including paint and ceramics.
Maddie, Year 11
Olivia, Year 11
Leah, Year 11
Karmin, Year 1127 Middle School
Silver CREST
CREST is a nationally recognised scheme run by
the British Science Association. It encourages
student-led project work in the STEM subjects
(science, technology, engineering and maths).
At Silver level, students spend more than thirty
hours completing an individual project. Through
that project, they gain first hand experience of
scientific methods and processes.
The Doctor by Sir Luke Fildes (1891)
I did my silver CREST Award on the © Tate/Creative Commons CC-BY-NC-ND 3.0 (Unported)
electromagnetic spectrum, its uses and the natural
phenomena caused by electromagnetic waves.
CREST is a really useful project to do if you are
considering taking any sciences at A-level as it
allows you to explore a particular area of one of LOSS
the sciences in more depth, either by building on
a topic studied at GCSE or by exploring something
completely different. By conducting your own
research, you have a lot more freedom about what
M y composition is a ternary piece
based on the painting The Doctor
by Luke Fildes, which depicts a doctor
you learn so you can focus on what interests you. looking over at a dying child, with the
In particular CREST is a really good pre-EPQ child’s mother being comforted in the
project as you develop many of the skills needed background. The piece is in B natural
for EPQ: time management, commitment, minor, emphasising the mournful
independent research and writing up a report on mood of the dying child. The A section
your project. If you want to do some independent represents the mood in the room as the
research but you’re not sure how to get started rising and falling dynamics and the bars
or structure and present your work, this project between the phrases of the melody
is a good guide and you get an award at the end! where only the harp plays create sound
CREST is a great introduction to academic like the child’s last weak breaths. Bars
research and I would highly recommend this 34–49 of the B section show the last
rewarding project to anyone who enjoys moments of peacefulness in the room
studying science. as the child sleeps, with longer note
values and spread help chords in the
Eleanor, Year 11 accompaniment. In bars 50–56 the
melody becomes lower in pitch,
showing the parent’s realisation of
the gravity of the situation. The piece
ends with the return of the A section,
bringing the listener back to the reality
of the dying child, and finishes with a
diminuendo, ritardando and a high B
in the melody, showing that the child
has peacefully passed away.
Caitlin, Year 11
GCSE Music composition
extract and commentary29 Middle School
Art in Year 10
From the very beginning of their GCSE courses,
Year 10 students work in a range of media,
some of which are shown here. Visits to inspire
creativity are a fundamental part of their course
with students exploring galleries and other
locations in Oxford, the Cotswolds and Cornwall.
Photograph on the theme of ‘short’
inspired by the book Microworlds
Chelsea, Year 10
Talent
noun
Art trip to Cornwall, working in the Barbara
Hepworth Sculpture garden, St Ives
Exothermic
adjective
Hungry
adjective
Caroline, Year 10
Wire birds were
constructed by students
as part of their first
3Dimensional Design
project, inspired by a
visit to the Cotswold
Falconry Centre
Abigail, Year 1031 Middle School
GreenPower
Hannah (left), Cecily (right)
and Hester (driver’s seat)
are part of the team building
a battery powered kit car.
They hope to race it in the
GreenPower F24 races in
the spring of 2020.
Composition commentary
MFL poems
La nourriture de Noël 圣诞节 shèng dàn jié
Quand je pense à Noël, je pense à la nourriture de Noël, 平安夜
Le savoureux dîner de Noël empilé dans votre assiette, píng ān yè
This was the first composition La grosse dinde rôtie, chaude du four, 孩子们正在睡觉
I had done with school and with Les nombreux légumes grillés, poussés sur le coté… hái zi men zhèng zài shuì jiào
real composing software. We had
Ensuite, il y a les choux de Bruxelles, le Marmite du dîner à Noël 雪 正悄悄地落下
been studying film music at the
Purée de pommes de terre ou pommes de terre rôties? xuě zhèng qiǎo qiǎo de luò xià
time and were given a few different
Avec jus de viande versé ou avec de la sauce aux canneberges 圣诞老人骑着雪橇
briefs to choose from. One of them
shèng dàn lǎo rén qí zhe xuě qiāo
was to compose music for a chase Enfin, pour le dessert, il y a le pudding de Noël. 礼物在树下等待着
scene, another for a spy movie, C’est soigneusement allumé avec une flamme bleue et rouge. lǐ wù zài shù xià děng dài zhe
and the one I chose, which was to Ou même une bûche de chocolat remplie et givrée de crème au beurre. 早上来了 到处都很安静
compose music for a spaceship
zǎo shàng lái le dào chù dōu hěn ān jìng
landing on Mars. I enjoyed trying to Mais vous ne pouvez pas oublier les autres aliments à Noël,
孩子们醒来， 微笑着
experiment with different moods,
Le dîner de Noël principal… hái zi men xǐng lái ， wéi xiào zhe
for example when the spaceship
白色圣诞是很美丽的。
lands I made it as dramatic as Il y a des tartelettes à la viande hachée, pour le père Noël
bái sè shèng dàn shì hěn měi lì de 。
possible, and tried to make it eerie Il y a les carottes pour le renne,
and surreal during the spaceflight. Et la carotte pour le nez du bonhomme de neige.
Bea, Year 10 Noël ne serait pas Noël sans nourriture.
GCSE Music composition
extract and commentary Abi, Year 1033 Middle School Young Geographer of the Year Winning entry In 2018 The Royal Geographical Society’s annual competition encouraged students to explore the geography of the Arctic, and to discover what makes this polar environment so unique. Hannah was the overall winner of the Key Stage 4 category of this national competition. When I found out that I had won the Young Geographer of the Year I was thrilled! At first I didn’t really know how to tackle the topic so I started watching documentaries and reading articles. After many failed attempts and with the help of my brother’s Lego box I came up with the final design. At the ceremony we were given an ice core sample from the British Antarctic Survey research station. I felt extremely proud receiving my award and happy to share this experience with my parents, Mrs Tate and Anika. Hannah, Year 10
35 Middle School
The
Great Big
Dance Off
The first ever St Helen and St Katharine
dance company, comprised primarily
of dancers in Year 9 and led by
choreographer Charlotte (Upper Sixth),
Spark
competed in the final of the Great Big
Dance Off 2019. Charlotte’s intricate
and emotional routine celebrated the
life of Amber Phillpott, a young girl who
sadly passed away from leukaemia.
noun
Loud
adjective
Responses to the
Enthusiasm WWI battlefields trip
The whole of Year 9 took part in a
memorable trip to Belgium and France
noun to visit the battlefields of World
War One in this very special year of
remembrance. The first two days in
Belgium were spent visiting historic
sites and landmarks such as the Trench
of Death where the Belgians hung
on tenaciously to block the German
advance. Seeing places like Sanctuary
Wood with preserved trenches and
interesting artefacts and museums such
as Passchendaele really brought our
studies of the period to life.
Maud and Constance, Year 9
On their return from the battlefields,
students were asked to put together
a creative response to capture their
experiences and what they had learned.
Several students chose to explore the
idea of poppies.37 Middle School
Food
Young
Years 8 and 9 students rose to the
challenge of creating posters to explore
As part of their food and nutrition studies ‘What makes the Arctic unique’.
in Year 9, students took on the challenge of
Geographer
creating and presenting a spectacular range
of sweet and savoury dishes.
I found researching the question ‘what makes
the Arctic unique’ very mind-opening as I
of the Year
explored a great deal about how humans are
heavily impacting the Arctic along with its
ecosystem which is deteriorating at a very fast
rate. Making the poster was also great fun as I
entries
was able to unleash my creativity! Being Highly
Niamh and Aoife, Year 9 – Commended was an amazing honour and
summer herb sorbet, roast rhubarb travelling to the ceremony and being presented
with the award along with a talk about the
Arctic was a mesmerising experience.
Anika, Year 9
Talia, Year 9
Pippa and Annabel, Year 9 –
summer vegetable tart
Bethan and Hannah, Year 9 –
spiced salmon and couscous salad
Rose and Kitty, Year 9 –
miso beef salad39 Middle School
MFL poem
Creative La fiesta de Navidad
La fiesta de Navidad celebra el nacimiento,
Con comida deliciosa para todos a comer.
Afternoon
Mariscos y jamones con pavo suculento.
A pesar de los polvorones, hay más para traer.
Sobre la mesa, hay mazapán y pastel,
pequeñas figuras de la Natividad.
Hay un montón de turrón y miel
todo en el espíritu de la Navidad.
The whole of Year 9 took part in the
Creative Afternoon which was based on Todos están emocionados por la cena,
the theme of ‘united/collaboration’. con uvas y cava, es muy especial
Hay regalos para encontrar después
Art historian Elizabeth Rowe brought the pero por ahora, comamos!
title to life with a presentation exploring
Rose, Year 9
collaboration in the world of art.
Students were then split up into a number
of different skills workshops and worked to
create individual squares in a huge range
of materials including: metal, textiles, paint,
food, photography, pencil and ceramic.
The individual pieces were then reunited
to create a huge map of Abingdon. The
result is a visually striking and memorable
example of collaborative working.41 Lower School
Entered for the geography
photography competition
on the theme of ‘water’
Drama Radley lakes are manmade
lakes. They exist because of
old gravel works. They are a
haven for wildlife.
noun Niamh, Year 8
Confidence Food
noun Some Year 8
thoughts on
their choice of
Opinion
Year 8 Christmas
gingerbread
three words
noun Elodie and Joanna, Year 8 –
global cuisine
School Council participation –
sharing opinions in whole
school assembly.
Organising events for the
whole school, like cake sales!
Having the confidence to cut
my hair short for the Little
Princess Trust charity.
No topic is too big to explore –
discussing designer babies
in lessons.43 Lower School
Maths
Year 8 students enjoyed making curves of pursuit
in Pi Club. To create the curves, each student
would start in a corner of a room and follow
the next student who would also be moving.
Curves of pursuit can be created in pictorial
form as shown here.
Seussical Seussical brings out
the joys in everyone!
There’s lots of participation
in drama inside and outside
The summer saw YPH stage bombarded with an
school – Beattie as Alice
energetic and enthusiastic performance of Seussical Jr. It
in Alice in Wonderland;
was a polished production due to the commitment of the
Isabella in Moonfleet.
Years 7 and 8 cast, the always helpful crew, talented hair
and make-up volunteers and of course the skilful band. The Greatest
Showman dance
moves.
One of my best Seussian memories was during Notes
Time when both Miss Lee and Miss Coad stood up and
(very loudly) demonstrated the ‘proper’ way to ‘Boil It’,
as one song clearly states. Incredibly funny to witness,
although the arm waving did leave us wondering
about their sanity!
Honestly, having my hair plaited to a wire (the only
way of achieving a proper ‘Who-vian’ hairstyle) has
now become my worst fear. Nevertheless, I feel so
proud of everyone involved. Being part of the slightly
bizarre Seussian family was such an amazing and
memorable experience.
Anastasia, Year 8 (aka Mrs Mackle-Who)45 Lower School
Our characteristics this year
Lively Lively, Competition Voice Voice
‘Year 7 are lively in lessons ‘On St Kate’s Day, 7M won ‘Getting to know other ‘Voting for our school
and excited to learn’ the prize for St Kate’s Day people in the year group charity – being able to
Spirit’ and encouraging each use our voices’
‘The Kilve Court disco!’ other’
‘Being part of the U12 ‘Our class Latin
lacrosse team’ ‘We had to use our voices debate was lively
to guide each other on and competitive!’
‘House Netball’
the fantasy trail!’
‘Rock climbing races!’
Lively
noun
Competition Kilve
noun
Court
Voice
The Year 7 personal development course in
Somerset is an opportunity for students to
challenge themselves, create new friendships
and enjoy an adventure away from home.
noun47 Lower School
Carnegie
Photo credit: Oxford Mail – Ed Nix
reviews
Year 7 students participated enthusiastically in
shadowing this year’s Carnegie Prize, reading and
reviewing several of the shortlisted novels.
The Land of Neverendings
Kate Saunders
For starters I thought this book was awesome and very
moving, it was full of imagination, sadness and happiness.
The opening chapter of the book was really strong (very
sad) and set the scene for the story. Emily’s sister, Holly dies
and even though you only hear about Holly in flashbacks the Bone Talk
author really makes you feel as if you know her, revealing her
The House with Chicken Legs Candy Gourlay
personality bit by bit. The story is full of strong characters
Sophie Anderson and the relationships between them and their favourite toys. This book has a really powerful storyline. It is about a Bontok
The toys exist in our world (the ‘hard world’ to toys) but boy called Samkad who wants to be a man. He wants to
Marinka lives with her grandmother in a very unusual house
come to life in a land of magic called Smockeroon. fight and prove to everyone that he is a strong warrior. His
– a house with chicken legs. Every so often, the house will
The magic of Smockeroon starts to leak into our world Skinful of Shadows friend would also like to prove this but she is a girl so she is
decide to travel to a new place, never staying in the same
through a broken door. not allowed to. There are lots of ways to prove that you are a
place for too long. The places the house goes are always very Frances Hardinge man and one of them is killing a Mangili. The Mangili are the
desolate with few or no people. She longs to stay in one place Emily is my favourite character, she is trying to come to
‘This is not your home. These are not our friends’ Bontok’s sworn enemies. When disaster strikes at the village,
long enough to make friends. terms with the death of her sister, she misses her terribly, so
can Samkad save the village? But when the Americans come
when toys start to come to life and an evil toad starts to take Makepeace lives at her aunt and uncle’s house with her mum
But Marinka is bound to the house for reasons she doesn’t that’s when the real trouble starts...
over Smockeroon and Emily and her neighbour start to have who will tell her nothing about her mysterious father. But she
know and also by the fact that when her yaga grandmother
strange dreams, they decide to investigate. With the help of has inherited a special gift. An ability to house spirits inside I think that this book has really realistic and likeable
dies, she will have to take on the responsibility of guiding the
her kind, biscuit-loving next door neighbour, Ruth (whose her. Her mother taught her how to protect herself against characters. The storyline is really heart-wrenching because
dead on their journey to the afterlife – a responsibility that
teenage son, Danny died unexpectedly), Emily tries to work wandering ghosts drawn to her but when a terrible accident it describes in infinite detail what it would have been like
Marinka does not at all want.
out how to get to the world of Smockeroon and save the happens, she is too full of grief to protect herself until it’s too during this time, although written in a funny, exciting and
Marinka must decide between the outside world or her toys from the spread of unhappiness and the havoc that it is late. Now she is haunted and the spirit is wild and frightened readable way.
grandmother as she tries to escape her planned future. On her causing. The book also weaves a story with Emily’s friends and it’s up to her to stop it from tearing her mind apart. But
I would rate this book a nine out of ten, as it is the best book
journey, she discovers the power of true friendship, who she (and their toys): Maze, who was her really good friend before the spirit might be her only protection when she is sent to
that I have read so far.
really is and the real reason why she can’t go past the gate... Holly died, a new friend Martha, and Summer who is her her rich ancestors whose eyes are not human and move with
sworn enemy. With the help of the toys, all of them investigate otherworldly speed. As she travels across a war-stricken I would say the age range would be nine to twelve because
This was one of my favourite books and I thought the sense
together and become a happy group of friends again. country in a race against time to save her brother, she the story is quite mature but a younger reader could
of adventure as well as the heartfelt moments made it a
gathers friends along the way, but the question is will she probably understand it.
bright and gripping folk tale. I thought the plot was very well ‘Emily shrieked with laughter, suddenly ridiculously happy.
make it in time before her brother’s soul is crushed...
constructed and didn’t let you get bored! The heroine was They all laughed, and there was the faintest echo, My favourite character of the story is little Luki because she
everything you would expect – headstrong and witty. You far The book is both spooky and heartwarming with a clever is so fierce and full of life, rather like myself! My favourite
expected her to do all the things she did, but they were not far and witty heroine. The plot is very well constructed and I part of the book was when Samkad was showing off to little
always the right things. The characters were well defined and away, just couldn’t put it down! It is full of surprises, twists and Luki that he was going to become a man and little Luki was
stuck to their characteristics, like the wise, old yagas. There (but not really far at all), betrayals – it won’t let you fall asleep! She hasn’t let the plot speechless for once because she was so annoyed. This part
were quite a few twists in the book and you often didn’t see in deepest Smockeroon...’ run wild but she also hasn’t been afraid to make the story was written in a humourous way which I found quite funny. I
them coming! imaginative! The book would be good for my age group as it like the way the book is split into three sections: how to be a
I enjoyed the ending because it was a coming of age book
doesn’t have long and uninteresting sentences but keeps you boy, how to know nothing and how to be a man.
The mood was quite spooky but at the same time happy as and how Emily dealt with loss, I also liked how Ruth helped
alert and in suspense. I think the author has written this book
it was often set to how Marinka was feeling. I think all ages Emily and gave her advice. So I give this book 10/10 for its This is a powerful book about friendship and trust, which
very well and I really enjoyed reading it!
would enjoy this book as it is full of surprises! I absolutely imagination, plot, complex character development and of would suit both boys and girls alike. I couldn’t wait to turn
loved it! course the toys. Rating: 9/10 the pages as it was so enthralling.
Poppy, Year 7 Kate, Year 7 Poppy, Year 7 Eleanor, Year 7You can also read
