School Mag doc small

2017 - 2018

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Welcome Welcome to the 2017-2018 edition of the Godolphin and Latymer school magazine. This edition was produced as both a celebration of a wonderful year and as an insight into the diverse and exciting life of a Godolphin and Latymer girl. Just as the following photos of school events capture a second in time, this issue aims to present a snapshot of the year from the experiences of the newest students to the leaving details of our eldest - and all of the happenings in between. We wanted to create an original art piece for the cover and loved the idea of showing the school from above, nestled into its surrounding community. We are thrilled with the result, which was drawn by Scarlet Fox from an aerial photo. The team decided that this edition should draw especially upon the girls’ personal experiences at the school, whilst also focussing on the broad variety of academic and practical endeavours undertaken this year. We were fortunate enough to receive an enormous amount of submissions to the magazine and, even though we were not able to accept all articles, we would like to take this opportunity to show our appreciation to all of those who offered contributions. We really hope that you enjoy reading this edition of our School Magazine, we certainly had fun producing it. Alexandra Riklin (Assistant Editor), Antonia Clark (Creative Director) and Georgia Hayes (Editor) Cover illustration by Scarlet Fox4

Head GirlAn Interview withIsabel Roberts,By Georgia HayesHow would you describe yourself in three words?Bubbly, dedicated and friendly.What is your favourite aspect of Godolphin and Latymer?The teachers, I think they create such a friendly andinclusive atmosphere at the school.Can you describe your most cringeworthy moment at my time and commitments. I do actually think this is oneGodolphin? area where Godolphin girls don’t give themselves enoughSo many to choose from! One thing that really stands out credit - we are all very busy but we each find ways ofis in Year 10. We were in a history class and Dr Snook was managing our time effectively.talking about the Netherlands. I thought he was talkingabout Neverland (as in Peter Pan). That was a prettyembarrassing moment.What is one fact about you that nobody else knows?I’d say that I’m quite an open book because I say everythingthat I think!What is the most challenging part about being Head Girl? What is one piece of advice that you wish someone hadI would probably say that there are two parts. Firstly the told you lower down in the school?various time commitments of the other girls on the Head This is something that I found really annoying to be toldGirl’s Team means it can be tricky to organise meetings. when I was younger but I’m going to go ahead and say itThere are seven girls on the team who take a mixture of IB anyway. Really enjoy your younger years at the school whileand A-level so we all have different free periods. I’d say that you can. Of course it is important to develop a good workthe only other thing is balancing the responsibility of Head ethic in Year 7 and 8 but when I started out at Godolphin IGirl with other things I do because I want to give 100% to got insanely stressed about topic tests and things like that.the team. Just keep it all in perspective.Where is your favourite location in the school and why? What is your favourite part about being Head Girl?I think I have two locations in the school that are my My favourite part about being Head Girl is being able tofavourite. Firstly, I really like the garden behind the Bishop work with such an amazing team. Everyone is really lovely,Centre. I’m often in the music block so it is a nice place passionate and wants to get involved. This is also closelyto go. The other part of the school that I really like is the followed by the incredible support that I have from our yearlibrary. It is a really nice space and I’d say we’re very lucky to group (Upper Sixth). Some people may not know, but thehave such a good library at school. Head Girls Team is elected by the current Upper Sixth girls so we really do strive to be as representative as possible. IHow do you keep your grades up while juggling the like to think that they picked a great team! Overall, beingresponsibility of Head Girl? Head Girl enables me to feel such great support from theI think that managing my time as Head Girl is just the girls and in this way I really get a sense of the inclusivesame as if it was any other extra-curricular. It’s all about atmosphere at Godolphin and Latymer, which is somethingprioritising. I like to keep to-do lists that help me organise that I really value. 5

6 CURRICULUM

BiologyYear 7 Visit to the London Wetland CentreThe wetlands play a vital role in our understanding of ago otters completely disappeared from Britain’s riverconservation and animal biology. We saw a range of ecosystems due to polluted waters. Otters can only surviveendangered species of birds, including the near threatened in marshy habitats with clean water so the governmentemperor goose and the endangered red-breasted goose. banned chemicals harmful to the environment. Over time,Guided by our trip booklet, we learnt about how the London more and more otters could be spotted around the UK, andWetland Centre, and many other centres around the world, have now found a home in almost every county!are attempting to protect birds and other animals from Our visit also gave us the opportunity to try our hand atextinction by providing them with the correct habitat. The pond dipping. We noticed as the water became moreWWT (Wildlife and Wetlands Trust) have also set up many alkaline or acidic, a smaller range of insects were able tointernational projects to help endangered species, such as survive including the non-biting midge pupae. We alsoThe Great Crane Project. Unfortunately, cranes died out in took part in a biological drawing challenge which involvedBritain four hundred years ago due to destruction of their learning about the importance of biological drawings nowhabitat and their use for food. Now the WWT is working to and in the past. Before cameras, scientists created a recordreintroduce this glorious species back into Britain starting of newly discovered organisms through extensively detailedwith almost one hundred cranes being released in Somerset. drawings. By drawing a specimen ourselves, we wereSustaining the population involves volunteers dressing as able to fully absorb all the tiny details in the structure ofcranes to teach young birds how to survive, while other the organism.workers strive to maintain a stable wetland home for the Overall, our trip to the wetlands centre gave us a greatyoungsters. insight into the skills needed to work as a biologist ‘in theOur most memorable experience from our visit was field’ and allowed us to develop a better understanding ofwatching the otter feeding session. It is not just their pretty the most effective conservation strategies.faces that draw thousands of visitors every year; the story By Charlotte Moore and Janina Shepperd, Year 7behind the successful reintroduction of the Asian short-clawed otters into Britain is fascinating. Around fifty years 7

Year 8 Visit to Biology IB Field Trip London Zoo to Flatford Mill To answer the much debated question ‘Should we close our The aim of the Biology field trip was to learn about how to zoos?’ we had the opportunity to visit London Zoo. Armed carry out fieldwork, life as an ecologist and to discover a with our pre-visit task booklet, we prepared to record our variety of ecosystems ranging from woodland and meadow ideas on the pros and cons of zoos to help us to formulate to pond and river. It was an immersive, hands on, outside of our argument. the classroom learning experience. We started our visit in the butterfly house and were We kickstarted the three day trip with a river study where mesmerised by the diverse range of butterflies fluttering we discovered how to conduct experiments in a river and freely around our heads. Next came the rockhopper types of experiments we could explore for our own Internal penguins, housed in a large, beautiful pool of crystal clear, Assessments (IAs). We sampled a woodland ecosystem and blue-green water. It was a vivid setting, and the penguins learned about sampling methods, reliability and abiotic were very easy to spot, both on the rocks and in the water. factors which could contribute to different evaluation The big cats were nothing less than awe-inspiring. points. We were then encouraged to begin to explore Our workshop on the conservation of endangered species a range of experiments for our own IAs so that we could gave us the opportunity to appreciate the plight of the Amur conduct a well informed investigation. We woke up bright leopard, Asiatic lion and the Atlantic bluefin tuna. It was and early and set out on our own investigations, mine haunting to imagine tigers being killed for their eyes as being the exploration of the abundance of buttercups with a cure for laziness, elephants feet being transformed into changing light intensity as I was inspired the effect of light stools, and crocodile skins used for bags. on brambles when we first conducted an experiment in the woodlands. Our last stop was Gorilla Kingdom where we saw a male We had very positive outcomes and many of us discovered silverback gorilla, another endangered species listed on the the joy associated with rejecting one’s null hypothesis IUCN Red List. We learnt about a range of international in- (meaning that the experiment worked!) By the time we left situ conservation campaigns supported by London Zoo and we had finished our statistics test, knew our methods and the methods and measures used to protect these awesome were able to go about finishing the IA confidently as well as creatures from extinction. In contrast, visiting the aquarium, having had a weekend of fun. In pure Godolphin spirit, one we learnt about adapting conservation techniques to tackle of the joys that cannot go unmentioned was the food. We a species’ specific threats within their habitat such as those were well fed and enjoyed hearty British meals throughout faced by the Axolotl, which is finally beginning to thrive in our stay at Flatford Mill. native Mexico. Ecology, although some may regard it as a niche area of Our visit to London Zoo highlighted that the world’s interest, is a highly important aspect of the world we live biodiversity is desperately reliant on conservation. For the in. Not only does it teach us about the significance of the reason, we concluded that London Zoo has a huge role to environment we live in and the organisms around us but it play in raising awareness of the importance of changing our teaches us means of conservation and means of improving habits to look after this planet and the species that call it the environments we live. In ecology there are a number of their home. ethical values that are not limited to this topic in Biology, By Alexandra Lahnborg and Stella Uzielli de Mari, Year 8 but can be applied in other areas. Ecology is fundamental to the world around, which is why I would recommend it. By Sara Galy, Lower Sixth8

Lower Sixth Visit to the AmershamField CentreIn June, we spent the day at the Amersham Field Centre,putting into practice the field work skills we had beenlearning in our ecosystem and sampling topics. We beganthe day talking about biodiversity and why it is so importantto maintain, a topic of great interest at the moment. Onlya week before our trip the importance of biodiversity inthe UK hit the headlines, with the Guardian warning ofan ‘ecological apocalypse’ if we don’t change the way wetreat our environment soon. Our aim for the morning wasto investigate the difference in species diversity betweencoppiced woodland and thinned woodland. We firstdiscussed our hypothesis - deciding on a range of abiotic(non-living) and biotic (living) factors we would measureand how these would ultimately lead to one woodlandhaving more species diversity.We spent the rest of the morning carrying out theinvestigation - using random sampling to test lightintensity, canopy coverage, temperature, soil pH and ofcourse species diversity in each location. We were surprised and interested to see that, in contrary to our hypothesis, the two woodlands had very similar species biodiversity, with coppiced woodland having a slightly higher Simpson’s Index score than thinned woodland of 0.771 compared to 0.765. However, it isn’t unusual for two ecosystems which appear to be different to have relatively similar species biodiversity, due to the range of factors which can limit a species diversity. In the afternoon we examined the effect of humans on ecosystems, by investigating the impact of trampling on species diversity. Using a new and exciting piece of equipment we hadn’t come across before, the highly anticipated point quadrant, we set about sampling again. This time, our hypothesis that species diversity would be higher in an area of low trampling than high trampling, was entirely correct. It was compelling to see just how large an impact can be made on an ecosystem simply by walking on it. The visit was really enjoyable and it was so useful to step outside the classroom and try out some sampling ourselves. By Sarah Goodhart, Lower Sixth 9

Chemistry Salters’ Festival of Chemistry We had a wonderful day at The Salter’s Festival using the department’s enormous and professional level laboratories that were equipped with the latest technology for pioneering scientific research. Our first challenge was an investigation to find out who stole a trophy using chemical tests. We worked in pairs and we competed against many other school teams. We had to be able to voice our opinions but we also needed good teamwork and communication skills so that we could do our best. We had to find out mystery solutions by testing them and recording the reactions. We also worked on word puzzles and questions. We learned chromatography which is when you test different inks and solutions by putting them on a piece of paper and hanging the paper above a beaker of water. We recorded how far the ink had travelled up the paper. They looked really beautiful and we all felt happy with how we had performed. Our second challenge was to try and make a chemical reaction which lasted exactly one minute long by diluting different acids into the mixture. In the chemical reaction, a yellow solid was made, forming a cloudy mixture. The mixture would become so cloudy that we couldn’t see the ‘x’ on the bottom of the conical flask. This is how we knew that the chemical reaction had finished. At the beginning, our chemical reactions only lasted seconds, but by slowly adding less acids or more water, we got the reactions to last for a much more accurate time. By the end, our reaction was 56 seconds long, not quite a minute but pretty close. We worked together as a team and had lots of fun. In the afternoon, we watched Professor Andrea Sella perform a chemical magic demonstration. He talked about the incredible properties of ice and water and made ice cream using dry ice! We all got to taste some and it was absolutely delicious. They then announced the winners of each of the challenges, unfortunately we did not win this time but overall we has a really good day and would like to thank Miss Smart for taking us! Lila Bilboul, Naomi Ng, Alexandra Lahnborg & Julia Vanderhoof, Upper Sixth10

Ri Masterclasses inEngineeringThis year, a group of four Godolphin and Latymer students and I attended anengineering course at Imperial College. Each week, we were lucky enough tobe talked to by actual engineers ranging from all fields of the subject, includingcivil engineers working on how todesign stadiums for safety and best useof space, and mechanical engineerscreating speakers with optimal soundsand sizes. However, my favourite wasthe talk we received from two womenin the satellite industry. Thousands ofman-made satellites currently orbitthe Earth. These devices make GPSand instant worldwide communicationservice possible, help us forecast theweather and contribute to a widevariety of scientific studies. Not onlythat, but they continue to push theboundaries of how they can be used inareas such as viewing areas of potentialdeforestation, tracking pollution,tracking migration patterns, fightingillegal fishing, measuring the moisturein soil and much more. After beingshown all of this, they brought outArduino kits screwdrivers and piecesof plastic for the exterior. After a LOTof failed attempts and half-heartedscrewdriver throwing contests, wemanaged to build our satellites and linkup the camera to the computer. Thepictures we took were pixelated, blurryand slightly distorted but nonethelesswe had essentially created a working satellite. This just shows that if a bunch ofthirteen-year-olds can create a working satellite in a couple hours, imagine whatthe world’s aeronautical future could look like. These courses really inspired meto think about a future in engineering and how wide an expanse that covers.By Elya Renom, Year 9 11

STEM Week STEM week saw a fantastic variety of events celebrating put them so the turbine was balanced. Surprisingly one of STEM (Science, Technology, Engineering and Mathematics) the most difficult thing was making blades the right size including the first ever STEM Family Challenge. It was and shape (out of different materials) so they could get great to see so many girls working with older and younger the maximum wind but not be too heavy so the turbine siblings, as well as parents, to see who could get their elastic wouldn’t topple over. powered car to go the furthest. The winners were the joint For our second project we were trying to transfer wave family team of Charlotte Ordish and Libby McDonald. As energy into electrical energy. In order to do this we had to in previous years, there were a number of lunchtime talks create a generator. First we had to wrap copper wire around covering careers in STEM including Neuro Physiotherapy, a hollow plastic tube for 1000 times. This was a nightmare Science Journalism & Artificial Intelligence and Nutritional as the wire kept on getting tangled and our fingers hurt, Research as well as the STEM House Challenge where however it was a funny experience seeing everyone fight Bassi were the winners. The Year 8 girls at STEM nightclub with a piece of wire. After wrapping this hollow tube we made ice-cream using carbon dioxide at -78.5o Celsius then placed a neodymium magnet inside the tube and to and cracked the Codebreaker Challenge to ‘unlock’ the make sure that the magnet wouldn’t fall out we had to cover bag of sweets. Highlights from the extra-curricular clubs the ends with cut up bits of balloon. This meant that when and societies ranged from Senior Classics learning about we shook the tube the magnet slid up and down and was ‘Murder near the Forum’ to SPLAT looking at what can transferring kinetic energy into electrical energy. But before happen when artists and scientists collaborate. The Lower we could place our generators into the water we had to sand School and guests from the local primaries were able to off the waterproof covering on the two ends of the copper enjoy hugely interactive shows from the Science Museum wire otherwise we wouldn’t have been able to measure if who gave astonishing demonstrations with fire and liquid our shake-a-gens were generating electricity. This was nitrogen. This year’s after school speaker, Dr Michael particularly funny as one group realised that they couldn’t Osborn, gave a fascinating insight into pathology and how find the second end of the wire as they had wrapped it autopsy findings inform doctors’ diagnoses to an audience underneath the 1000 coils. They then had to redo all their of girls, parents and staff. Finally, there was the thrill of coils again and we very frustrated. Lastly we had to use watching and handling the ducklings, especially when they polystyrene shapes in order for the shake-a-gens to float had their first swim! and move on the water and we also added a tonne (not quite Ms Andrade, Head of Science but a lot!) of salt to the water to create a higher buoyancy in the water. After all this construction we finally got to the fun STEM Club bit. We had to fill a plastic box with 25 litres of water and place our shake-a-gens in the water. We then had to move Over the past year, we have had STEM Club on Thursdays the box as much as we could, without making people too after school with generous supervision, help and teaching wet!, and to our surprise all of our shake-a-gens were able to points from Ms Andrade. The club definitely helped us generate electricity successfully! We were amazed that our become further interested in science and was an enjoyable shake-a-gen was the best and generated the most electricity! aspect of life at Godolphin and Latymer. Our last project was creating a pumping system for a The first project we did was wind turbines in which we split village using solar energy. The main part of this project was into three teams and competed to make the tallest yet most soldering a circuit consisting of: a solar panel, a switch, a efficient wind turbine out of newspaper. We learnt how capacitor and a pump. During STEM club we built our own to roll paper in tight cylinders to use as building material houses to represent the village and we also designed the and discussed using triangles to make them more sturdy. pipes for the water to travel in. When we had finished all We also learnt how to connect generators and where to the tasks it was time to test our project. This did not start well as when we turned on the lamp, in order to provide the solar energy, the pump did not move for a long time and12

Visit from Brackenbury Primary School In the Summer Term, 60 Year 6 pupils from Brackenbury Primary School came to Godolphin and Latymer to take part in a morning of fun Chemistry experiments. Teamed up with Year 7 and 8 students, they investigated the pH of various household substances and the reactions of acids with different metals. The students particularly enjoyed the ‘Rainbow Fizz’ experiment in which they competed to make the best rainbow using hydrochloric acid, sodium carbonate and indicator!after turning and repositioning the solar panel for ages, Ms Thank you to all of the teachers and students who helpedAndrade then told us that our switch had not been soldered with the event, we look forward to doing it again next year!on the right way. Although we had our ups and downs wehave all had an amazing experience in STEM Club. We havelearnt to never give up on something as you can alwayschange a component and make it work. We improved ourability to work with others and know which areas are ourstrongest in engineering. We also learned how to be creative.We had a great time completing STEM club this year andwe hope that some of you would consider participatingnext year. It was a great way to work with other people fromdifferent classes.Charlotte Ordish and Libby McDonald, Year 9 13

Physics Sixth Form Visit to CERN On the first day in Geneva we headed to the Chocolaterie Our third day was the one we were all most excited for as Stettler where we not only drooled over the many varied it is when we got to go see CERN! We started off by going chocolate sculptures and assortments but had the privilege to the Museum of Science and looking around that, and of learning about the role of crystallisation of chocolate in then soon took the train to CERN. The highlight of the the process of tempering. We even got to taste a couple of day was learning about the creation of the Large Hadron spoonfuls of melted tempered chocolate! Collider (also known as the LHC) and the effort put in from Our second day was packed with fun activities. We had a scientists, technicians and engineers from all around the bright and early start because we were given the privilege world in order for this project to be such a huge success. It to turn on the iconic jet d’eau! It apparently originated as a is the world’s largest and most powerful particle accelerator! way to get rid of the pressure that was generated in Geneva’s In addition to this, we were able to learn about the recent plumbing system. However, it soon became iconic and discoveries of the LHC - the most famous (and arguably when the government attempted to get rid of it because revolutionary) discovery being the Higgs Boson. the plumbing system became more efficient, the citizens all After running through a simulation explaining how the protested. We also got to go inside one of the control rooms LHC works, we were given the opportunity to visit the where we were taught how it worked. We then took the tram opening of ALICE, one of CERN’s most recent experiments. and visited both the UN headquarters and the Museum of ALICE, also known as A Large Ion Collider Experiment, the Red Cross. gave us an introduction to the two new topics we would14

be covering later in the year-particle physics and astrophysics.It was fascinating to see these twodifferent areas of physics interlink.ALICE was built in order to studythe behaviour of the quark-gluonplasma, which was present in theearly phase of the universe.The trip to CERN was a fantasticexperience, everyone had loads offun and learned a lot and we wouldfully recommend it to anyonethinking about going!By Medha Verma, Giulia de Sanctisand Victoria Chan, Lower Sixth 15

Arkwright Stanford Astrophysics Scholarships and Cosmology Courses Through gaining my Arkwright Scholarship I have had This summer I enrolled in a semester at Stanford University many opportunities to pursue my passion for engineering. for eight weeks. After visiting the Griffith Observatory Having been placed with a sponsor I was able to visit in LA, I decided that I wanted to study astronomy and I Crossrail and do a week of work experience at High Speed applied because I wanted to expand my knowledge further 2. These are both such major projects and it was amazing about a subject that I found fascinating. to visit them and learn about the challenges the engineers I took two courses in Astrophysics and Cosmology: ‘The face. I have also attended events at the Royal Academy of origin and development of the cosmos and stars’ and Engineering such as lectures and seminars, in which I was ‘planets in a habitable universe’. Each course was surprisingly able to speak with engineers about what they do and why different and covered a range of interesting subjects - like the they love engineering. The Arkwright Scholarship has given possibility of alien life, as calculated by the Drake Equation, me so many amazing opportunities and I am very grateful or what happens when a supermassive star reaches the for it. end of its life cycle. Each course was taught by Stanford Co-running Physics and Engineering society has also University professors and the classes were comprised of been an amazing experience during my Sixth Form career. Stanford students, both graduate and undergraduate, which I have been able to give talks on things I am interested in was intimidating but motivated me to work hard to keep up. from Hawking’s radiation and black holes, to engineering For each course I had two-hour lectures twice a week plus a projects I have undertaken in my free time. I have also been discussion section for fifty minutes. I got a lot of homework able to listen to some amazing talks by my friends and it is a every week, but it didn’t feel like a burden because I was so great chance to get to know girls in other years too. Overall, interested in the subject. I have really enjoyed attending and now running the club as All the complicated theories and topics that I had always it is a nice break from my academics whilst expanding my dreamed about learning, but thought was too hard to knowledge in areas I am passionate about. attempt by myself, were taught to me over the summer. The By Damaris Litton, Lower Sixth experience itself was incredible, as I met so many amazing people who were just as interested in astronomy as I was and got a taste of what college life was like. One of the most unique things about taking courses at Stanford was using the student observatory to watch meteor showers and do research on extrasolar planets with PhD students. The experience overall was amazing, and I am excited to learn more about astrophysics in the future. By Elisabeth Rulke, Lower Sixth16

The James WebbTelescopeIf you’re interested in astronomy or physics, this is a could your work help the astronomers in charge of thefantastic opportunity to get involved with research linked James Webb Telescope to identify targets, it will also helpto the James Webb Telescope, facilitated by the Institute to create the first fully classified catalogue of the kinds offor Research in Schools (or IRIS). The telescope, due to sources that the Telescope is studying. This catalogue willbe launched in 2020, is studying (among other things) the be hugely helpful to astronomers all around the world, anddust currently floating in space. This material is ejected who knows, maybe you will be using it to conduct your ownin to space by stars in dramatic events like supernovae or research in the future.collisions and it is the stuff that we are made up of. Over Visit: www.researchinschools.org/projects/James_Webblong periods of time, this material can begin to clump to and if you want to get involved please email Ms. Frayling.form stars and the planets that orbit them. This is how our By Nathalie Korhonen Cuestas, Lower Sixthown sun and the earth began their lives, and there is still lotsof dust floating in space, waiting to slowly clump and formstars. These clouds of cosmic dust and the beginnings ofstars that they surround (otherwise known as proto-stars)is what the James Webb Telescope is looking to research,and our research can help them to determine the elementsthat make up these clouds.When studying celestial objects, we often use a processknown as Spectroscopy to analyse the elements that itis made up of. Every element emits photons at a specificwavelength, and each element has a specific combinationor pattern that we can look for. For example, hydrogenemits light that we can break down into four wavelengths –two that appear purple, two that appear blue, and one thatappears red. Therefore, if we break down the light emittedby a certain star and find that its emitting light at the samewavelengths, we can conclude that the star is made up ofhydrogen. When volunteering you are given data collectedby the Spitzer Space Telescope and a guide to identifyingthe kinds of stars that James Webb wants to see. The SpitzerSpace Telescope observed over 13,000 sources of light, sothere are lots of opportunities to find the kinds of stars thatthe James Webb Telescope will be focusing on. Not only 17

Mathematics Ibstock Place School Team Maths Competition In June four Year 10 students were chosen to compete and question rounds before a mental maths round which in the prestigious Ibstock Place School Team Maths consisted of a representative from each school answering Competition. Firstly we had a relay challenge, where we difficult questions as quickly as possible. The fastest team were numbered one to four; the first person had to solve the gained a point for each answer, with a wrong answer first extremely challenging question and pass their result resulting in being ‘frozened’ out. Our team placed six out of on to the next person who uses their answer to solve the nine schools, which we are quite proud of this achievement next question. Competitor number four was the only one considering the opposition we were up against. Overall, we allowed to speak and could hover over everyone and help found it a very rewarding experience as we were able to gain them. On the second round we were given eight Olympiad valuable maths skills, work together as a team and build our style questions and had to solve as many as we could as a confidence as well as experiencing the rewards of problem group in fifteen minutes. Despite not being to complete all solving. We would highly recommend this competition as of the questions, our team found this the most successful a way to stretch your mathematical abilities and experience round as we were able to collaborate our ideas helping to some friendly competition. build our team working skills. We then did two more relay18

Prep School’s Maths ChallengeIn June, nine local prep schools sent teams of four Year Gurney. The final round was Hampden Gurney’s from the5 pupils to compete in the seventh annual G&L Maths start; they raced through the questions and pulled aheadChallenge which consisted of four exciting rounds that for the win. Congratulations to Bousfield and St Stephen’schallenged the teams to work together on a variety of for coming second and third respectively. Evelyn Chua, theproblem solving activities.The first two rounds focused on Headteacher from Hampden Gurney summed the eventteam work and strategy and by break time Glendower Prep up best:took an early lead by only one point! Aftera well-earned break of juice and KitKatsthe Shuttle Round began which consistedof four rounds where teams had eightminutes to solve a series of questions- impressively almost every schoolreceived the bonus points for finishingthe rounds early. A close race but NottingHill Prep managed to squeeze into firstplace at this point. Finally the RelayRound which consisted of some mathsand a lot of running around. All nineschools did extremely well and seemedpleased with their multi-coloured pensfor taking part. Prospect House Schoolcame third, Glendower Prep second andKensington Prep won the trophy.The event was such a success that we ran Thank you so much for the wonderful and exciting morning.it again in July but this time with twelve It was most exhilarating for the children to be able to testof the local primary schools. The rounds their mathematical skills and knowledge at such a fantasticwere the same and St Stephen’s took an occasion. We would have been pleased to walk away withoutimpressive early lead after the group and winning as it was an incredibly purposeful experience for thecross number rounds. For the shuttle round, Larmenier four children. Winning was icing on the cake!!!and Sacred Heart deserve a special mention because theymore than doubled their total score from the previous tworounds but it was Bousfield and the Vineyard school whocollected the most points which catapulted their teams tothe top four, neck and neck with St Stephen’s and HampdenMaths Extension ClassesThe Spring Term saw the return of Maths Extension Classes For the first time this year the Year 7 Extension Classes wereaimed to stretch and challenge students beyond the syllabus. run by three Sixth Forrmers; Juliet Forsyth, Guilia de SanctisYears 8 and 9 focussed on sequences looking at how and and Hannah O’Keeffe as part of their CAS project, with helpwhy certain formulae work. Years 10 and 11 looked at an from several other Lower Sixth Maths students. There was aintroduction to group theory and logic problems whilst new type of puzzle each week and the sessions culminatedthe Sixth Form worked on solving the longer problems in a lively Maths relay race. The Year 7s who participatedrequired for university entrance. All questions were tackled really loved the sessions and a huge thank you is due tocollaboratively and with enthusiasm enabling girls to Juliet, Guilia and Hannah for planning and running such adevelop their mathematical skills. stimulating, educational, and enjoyable programme. 19

Junior Maths Challenge In February Years 9, 10 and 11 sat the intermediate maths but you don’t lose any marks if the answer is wrong. The challenge and in April Years 7 and 8 sat the junior maths olympiad is different as you get two hours but the questions challenge. These challenges are an hour long with 25 are not multiple choice. multiple choice questions with the first fifteen being easier Allegra in year 8 made it to the junior kangaroo and Sarah in and the last ten losing you marks if you give the wrong Year 11 made it to the intermediate Olympiad. In the Spring answer. The questions get you to think mathematically and Term, Year 11 was successful in reaching the Maclaurin apply the skills you have learnt in lessons and test your Intermediate Mathematical Olympiad, to which the top 500 problem solving skills. The challenge is quite fun because it highest scorers nationally from the Maths Challenge are makes you think about maths in a different way. invited to take part in. The paper consists of six challenging The top 40% (of around 300000 people that enter) of people and unstructured questions, of which I only answered three, nationally in each challenge gain a bronze, silver or gold but achieved a Merit. Due to my result, I have been invited certificate and the top 3% get to take part in a follow on to attend a Mathematical Summer School, for which I am round. Most people who get this far will take part in the very interested and proud to be taking part in. kangaroo however the top 0.4% take part in the Olympiad. By Jasmine Rush, Year 10 The kangaroo is similar to the maths challenge as you get 25 multiple choice questions however the questions are harder Alan Turing Cryptography Competition Three teams from Godolphin competed in the annual Alan Turing Cryptography Competition this year. The competition requires students to break a series of increasingly difficult ciphers using a variety of code breaking techniques such as frequency analysis to decode a substitution cipher and learning Morse code. Points are awarded for the speed with which a team can break a code and also for the level of accuracy in their decoded message. Nationally, over a thousand teams entered the competition and all three Godolphin and Latymer teams placed in the top 20% of teams in the competition this year with one team placing in the top 100 by fully decoding five out of the six ciphers. Below is the first code from the challenge - have a go at decoding it yourself!20

TechnologyYear 8 Technology Visit to Kew GardensThe Year 8 technology visit was very enjoyable and also food technology lessons are going to be based around foodshugely beneficial to our upcoming studies in Technology. that could be served in the Kew Gardens cafe using a varietyDuring this trip we were made aware of how technological of vegetables and nutrients. Also related to food technology,devices are used every day in biodiverse environments like we visited a garden in which we were told the provenance ofKew Gardens. Kew Gardens provided environments in a variety of herbs and learnt about their healing powers andwhich exotic specimens thrived. We had the opportunity uses in the past. Our worksheets gave us clear informationto look a round in depth and consider the ways in and we were able to incorporate these ideas into our work.which technological designs were implemented into the We spent our time walking around independently andecosystems. We were given sheets to fill in and learned so observing different regions of the Gardens. Overall, thisthat much during this day. We discovered different uses of was a brilliant trip that everyone enjoyed very much andfruits, such as coconuts for wood, and timber coming for created a brilliant starting point for technology in Year 8.hard or softwood trees. This information is to be used in By Isabella Boas and Sasha Mueller, Year 8our future technology lessons. In addition, our upcoming 21

Food Technology Last year the girls taking their GCSE in Design and Technology: Food Technology tackled the Food Preparation element incredibly well. The meals and dishes produced achieved both strong designs as well as flavour. This photo shows Isabelle Zhu’s wonderful patisseries.22

GCSE in Design andTechnologyLast year the girls taking their GCSE in Design and Technology learned howto work with resistant materials. Here are some of the pieces they produced. 23

History of Art As usual the History of Art Department offered a wide Suddenly History of Art at university became a popular range of enrichment activities and events to build upon choice. At the Higher Education Conference and Fair the A Level syllabus. Designed to give students breadth of at the Institute of Contemporary Arts, students had the knowledge, add nuance to their examinations, and prepare opportunity to hear famous art historians such as James them for university, they also create memories to cherish all Fox – who gave us all insights into the making of his latest their lives. series on Oceanic art, and contemporary artists such as Jananne Al-Ani – discussing her work on the veil and the geo-politics of Iraq. As well as a range of speakers from the Producer of Heni Talks, to our own Godolphin governor Sarah Davies, on their career trajectories, and ARTiculation and SPoKE film workshops. Realising the importance of role models for women working in the arts, Old Dolphin Elizabeth Darling shared her expertise as curator of the exhibition ‘AA XX 100’ celebrating 100 years of women students at the Architectural Association with a day for Sixth Formers, including model making and sketching the work of Zaha Hadid. While Herstory founder Alice Wroe came into school to run a workshop celebrating forgotten women, based on Judy Chicago’s Dinner Party. The annual IB day visit to Paris allowed students to gain confidence by giving presentations in a public venue and experience the impact and scale of original artworks. Lingering until the guards forcefully removed us, students had the rare experience of being alone with the ‘Mona Lisa’ too. While in Rome A Level students battled the crowds, to see at first hand the wonders of the Sistine Ceiling and Raphael Stanze, the Colosseum, the Pantheon as well as lesser known gems, the Villa Farnesina and Bramante’s Tempietto. By Florence spring sunshine had arrived and the Lower Sixth fell in love with the city on their late night sculpture walks, and early morning visits to peaceful fresco adorned chapels to compliment the tempera paintings already appreciated in London at the National Gallery. We have continued to work with local schools in the borough, completing our final AS Level twilight History of Art programme, now that all A Levels are two years. However the West London Art History Café, our extension reading group, is still thriving with students from five local schools debating issues of gender and ethnicity in art, and as well as close reading of key methodological texts in preparation for university. By Ms Osborne24

Florence & Rome VisitIn the Easter holidays the A Level History of Art students, our eyes to the wonders of the Italian Renaissance. Theaccompanied by Ms Osborne and Miss Blatt, took a five next morning we walked to the Ospedale degli Innocenti,day trip to Florence and Rome. This trip was to allow both Brunelleschi’s hospital for foundling children. We exploredthe Upper and Lower Sixth to learn about the Renaissance the exterior, discussing its facade and its architect,in the place that actually saw it take place in the 15th and recapping features of Renaissance architecture before16th centuries. The trip started with the Colosseum. After sidling to the Bargello Museum to view works by mastersa tour of the amphitheatre and time used to explore the such as Donatello. Shopping followed this before wehuge structure, in true Godolphin and Latymer fashion regrouped and moved on to the Brancacci Chapel, wherewe excitedly made our way to dinner in a restaurant found we ogled at Masaccio’s famous fresco cycle. These frescosdown a cobbled alley in the heart of the city. The following were works we had studied in class and so seeing them firstday consisted of exploring buildings we had studied in hand was amazing. After this, we stopped outside the wideclass, and for us, seeing them in the flesh really instilled a and looming Palazzo Rucellai. The evening that followedsense of wonder. We visited basilicas, extravagant houses was my favourite of the trip; after dinner we strolled thededicated to parties and major Renaissance works such as Florentine streets with our ice creams and Ms Osbornethe Tempietto, said to be built on the site where St Peter was offered to take whoever wanted to on a night walk aroundcrucified. We ended the day with a visit to the Pantheon, the city, pointing out various buildings and fascinating usthe temple-turned-church in the centre of Rome, before with stories about the Renaissance.devouring true Italian pizzas. After this, to our delight, The next day some of us climbed the dome of the Florencewe strolled the streets to the Trevi Fountain, where we Cathedral, Brunelleschi’s architectural masterpiece, whichate authentic ice cream, had far too many photoshoots can be seen from everywhere in Florence. The final dayand threw euros into the water as we wished for love. came around too fast. We ate breakfast at the hotel beforeThe day after this commenced with an early start. After packing our suitcases ready for our flight later in the day, andbuying ourselves some breakfast, we caught the train into then made our way to the famous Medici Palace, where wethe Vatican, the home of the Pope. The 6am start didn’t studied the facade and strolled around the ornate courtyardfalter our true awe of the grand and glamourous St Peter’s inside, much as famous artists had done centuries before.Basilica, which we explored with great excitement. From After a phenomenal lunch in the busy piazza, we went tohere we went to Raphael’s Stanze and the Sistine Chapel, to the Academia, the final destination on our trip. Here we sawmarvel at some of the most renowned paintings from the Michelangelo’s David, one of the most jaw-dropping worksRenaissance. of the entire Renaissance. Shortly after this, the journeyVisiting and speaking about works we learnt in our course home, away from the wonderful world of the Renaissance,was brilliant for our revision, and this was only helped by commenced. On behalf of all students on the trip I wantthe work sessions Ms Osborne held in our hotel each night to thank Ms Osborne, Miss Blatt, Ms MacDonald and Msfor those who wanted to revise. After a pasta dinner, we Hegarty for a truly unforgettable trip.caught the train to Florence. As we exited the train station By Antonia Clark, Lower Sixthinto the beautiful and architecturally appetising city wesoon realised the next few days would only further open 25

Second Prize in the ‘Write On Art’ Essay Competition Eieio by Geoff Yeomans As I write this, we are experiencing a historic turning point photoshopped to an impossible perfection that was and for womankind. Male figureheads of Hollywood are being still is taken as reality. This has been taken to new heights pulled down, as A-List actresses speak out against sexual by social media and with the rise of more immersive abuse, igniting women from all walks of life to speak out technology such as Virtual Reality. It will soon take us to around the world. And the world is paying attention. an unimaginable world. Sindy (introduced in 1963) is an Eieio (1982) is a large (183 x 122 cm) trompe l’œil oil early example of contemporary female idealisation and its painting by Geoff Yeomans (b. 1934) that contrasts a high artificiality by pointing towards today’s plastic surgery and renaissance style image with a plastic manufactured doll, botox along with eating disorders. Sindy, in a mirrored pose. In the copy of Correggio, on the As I end this, the battle still rages but for the first time in pinned-back page of a book, we catch Io in the midst of history a more egalitarian regime of representation seems submission and vulnerability. She is being consumed by within our grasp. Women’s voices are being taken seriously; this omnipotent dark smoke in which Jupiter is concealing causing fear within the establishment. Nothing is for certain himself. Lingering above Io’s face is the imperceptible face but it is our duty to ensure momentum is sustained. We of Jupiter, to which Io meets, her head tilting open-mouthed must all play our roles so that future generations will not to kiss the lips of Jupiter. Furthermore, Jupiter’s hand that relate Eieio to their lives but to those of the past. The time lies on the waist of Io’s bare flesh and her return in embrace, is now. ‘Time’s Up’. emphasises the undoubted eroticism of the moment and By Aspen Warren, Upper Sixth wrongly sentimentalises it considering the fact Jupiter ‘halted the flight of the runaway nymph and stealthily raped her’. ‘This nakedness is not, however, an expression of her own feelings; it is a sign of her submission to the owner’s feelings or demands.’ Despite the differences of the two figures, nudity is their similarity. Jupiter taking forceful ownership of Io is represented by the red glove Sindy is held in:- a male, industrial form that phallically projects between her spread legs. The thumb covers the ‘sexual organs’ controlling her sexual freedoms and pleasures. The joints of the doll, uncomfortably reminiscent of Hans Bellmer’s ‘La Poupée’, emphasises subordination and suppression of the female body. Representing the social politics of women during the time of the painting as “at the beginning of the 80s, there was an assumption that we had to be overtly flirtatious and sexual to have any hope [in the workplace].” The nursery rhyme title analogy of Eieio (from Old MacDonald) is subversively innocent. It is mainly a play on the name Io, as in E-I-E-I-O, whilst also reflecting Jupiters’ sexual appetite in young flesh – male or female – so the subject is far from innocent. The photographic quality of the painting plays with the idea of perception and reality, as the photorealist style of Eieio,‘is a copy not of reality, but of a photograph, which is already a copy of the original.’ ‘Television, film and newspaper sensations were more real than ‘ordinary’ people’. Images of ‘Supermodels’ were airbrushed in the 1980s and now26

Classics Year 7 Visit to Cambridge In April, Year 7 went to Cambridge. Their Latin course includes elements of Greek and Roman culture, so they enjoyed sketching Mycenaean sea creatures and examining Roman sarcophagi in the Fitzwilliam Museum. In the Cast Gallery, they learnt how Greek sculpture developed from the stiff archaic period to the naturalism of classical pieces. Here are some of their thoughts on what they saw: Mycenaean pot fragment: My favourite object was the pot fragment with an octopus on it. I liked this because it interested me that octopi existed then. Also, the octopus was painted very well, so it made me wonder about how an artist would’ve had time to paint it, as I thought that Greeks would have had to farm, or work all the time. By Isabella Gardiner Nikandre Kore: The statue I chose is of a mysterious woman. The statue shows a woman but it is almost impossible to tell, the only way you can tell is by her wig-like hair. It is not a realistic statue as it looks only like a block of stone at first but after a bit you notice her woman-like figure and that it is carved in the slightest way so that you can see that she has a face and a body. Her face is completely blank and you cannot see eyes or a mouth. By Freya Emerson Peplos Kore: I enjoyed the Cast Gallery because I liked the different ways that men and women were sculpted; I learnt that women are usually sculpted wearing clothes however men are not. I really liked the cast of a woman wearing bright clothes with pretty patterns and a strange hat to keep birds off. These sculptures were often put over graves - perhaps to show the corpse was a woman. By Eliza Currie The Discobolus: I really liked this statue because it must have taken a lot of hard work and it looks very lifelike. The pose is quite exciting, unlike the Archaic Kouroi. This statue was originally made of bronze, however, the bronze did not last, like many Greek sculptures, but luckily the Romans made some more copies in marble. The sculpture’s head is actually incorrectly attached. The original sculpture had its head turned towards the discus, but it was incorrectly reattached in 1792! By Miranda McLaughlan Inscriptions: One of the things I found Interesting in Cambridge were the inscriptions. They were on stone and were used to record things such as loans of money and payments. I learnt that Greek writing, which they were written in, was written without punctuation (like Latin) and they would also write both ways. For example writing towards the right and then once at the end of the line starting to write towards the left! By Grace Hunt 27

Fishbourne Visit In June, Year 8 visited Fishbourne Palace. Rufilla, an opinionated Roman Lady, offers her views on the Palace. ‘Fishbourne. Everything’s always about Fishbourne. Salvius goes on and on about the floors, the gardens, the walls, if only he paid attention to his wife nearly as much as he paid attention to this palace. Today I am visiting it for the first time and my expectations are very high. This place had better be as good as he makes it out to be... On first glance, the palace seems bland. Salvius always talks about the magical feel it gives you, but I feel nothing but disappointment. It is just like any other villa in Pompeii, except obnoxiously large. On entering, I was almost knocked out by the inconveniently placed pillars. How is one supposed to get anything done here if they are constantly walking into pillars? Sure they are tall, but extravagance only impresses those who come from plain backgrounds and I can assure you I do not. I just caught a glimpse of the bath house - what an ugly shade of white! And if I crane my poor neck to the left, I can see the King’s accommodation. Over to my right I can just make out what appears to be guest rooms. Of course, I cannot know as these ludicrous pillars block my view! For now, I’ll focus on the gardens that Salvius talks so much and lilies! The flowers are the only things I have remotely about. Nice patterns I must admit, but I have never seen liked about the place. nature displayed in such a way. I will stick with my regular shaped plants thank you very much! How I do love roses Now finally approaching the end of my distasteful visit, I have come to the west wing. Or at least I thought I had until I realised I had a whole meter and a half climb up to it. What an absurd idea! Having one of the buildings higher than the rest. It makes the whole palace uneven and is very out of place. Stepping into the building, I was shocked. The mosaics were so extraordinarily coloured. Reds, blues, whites and blacks from all around the world! They clash so unpleasantly I thought I might have to cover my eyes. I could see the attempt to show scenes from myths which I would have applauded if it was not so poorly done. On one of the mosaics there are two sea horses which look completely different. There should have been better communication between the artists! Thinking about the whole palace I cannot get my head around how grossly expensive, it must be. If I had my hands on that kind of money, I would not waste it on such an ugly palace. How ill-advised! Well there is clearly nothing for me here; I will be getting back to my house now’. By Rose Farman-Farma, Year 828

Year 9 Artefact to Art CompetitionAfter visiting Roman Bath, Year 9 Latin and Classicsstudents created poems inspired by ancient objects theysaw there. We entered these poems into the ‘Artefact toArt’ Competition (run by the Classical Association andLeicester University). We were delighted that Ava Martingained third place and Bella Gerber-Johnstone was highlycommended in the 11-18 category. Their work and thepoems of Charlotte Arculus, Iona Bensley, CatherineBenson, Diane Comon, Ruby Foster and Sophia O’Sullivanfeatured in a book and exhibition at Leicester University.Congratulations to all who took part.Classical Civilisation the sculptures from the pediment on the Parthenon thatVisit to the British inspired him. It was really interesting to see differentMuseum interpretations of something we’d studied so much and to see it more as individual pieces rather than as decorationMonday 11 June, the Year 10 classical civilisation students for a temple. Finally, we visited a room exhibiting Romantravelled to the British Museum to see the Rodin exhibition life, which showcased elements from the Myth and Religionand see the Elgin marbles from the Parthenon, a temple we and Roman City Life parts of our course. It had sectionshad studied in detail. We looked at the metopes showing such as festivals, entertainment and housing to show whatthe Centauromachy in small groups. Each group created a it was like living as a Roman.short video analysing the success of the metope which we By Caroline Corrigan, Year 10then watched in the next class. Although we had studiedthe metopes in depth in class, seeing them in person wasreally eye opening. Then we looked around the frieze ofthe Panathenaic procession individually and took a quickphoto of us recreating part of it. Next we visited the Rodinexhibition. The exhibition showcased Rodin’s work, whichwas heavily influenced by Ancient Greek art. Some of hisworks were influenced by the Elgin marbles and we werelucky enough to see Rodin’s sculptures next to some of 29

Greece Visit In October a group of Godolphin and Latymer Classicists punishment fit the crime, or if it was even deserved. We met at Heathrow airport at 6:15am to embark on the trip continued to debate this as we walked through the Pnyx, of a lifetime. Our first stop: the amphitheatre at Thorikos. which seemed fitting, where we caught our first glimpse of The theatre was rectangular rather than hemispherical, and the Parthenon (it is safe to say everyone’s walking speeds crumbling in places, but still preserved enough to instill a increased significantly after this.) Soon, we were ascending sense of grandeur. We sat in its stone seats and looked out the steps to the Acropolis and craning our heads over the over the sea as Mr Renshaw delivered the first lecture of the crowds to get a glimpse of the top. It was well worth the trip, only making us more excited for everything that was wait, and the midday heat, as was proven by the collective to come. gasps of awe from all upon entering the main sanctuary. Next up was the Temple of Poseidon at Cape Sounion. The next day saw us at Delphi, rehashing the various Located on the crest of the Attic peninsula, the temple was ambiguities delivered by the Pythian Oracle to various constructed on top of cliffs that give way to the ocean, and figures in mythology, and gazing out at the very mountains on the beautifully sunny day we visited, the skies were clear Odysseus was said to have visited in his youth. For many, enough to see the mainland curving around the bay. The Delphi was the surprise treasure of the trip, featuring temple itself was quite breathtaking: fifteen of the original gorgeous views of the surrounding countryside, a museum thirty-six white marble columns still stand, so it wasn’t full of intriguing relics such as the charioteer of Delphi, and difficult to imagine what the temple would have looked of course the awe-inspiring ruins of the temple of Apollo. like in all its fifth century BC glory. After taking plenty of The next two days saw us visiting Olympia, where we ran panoramas and reading all of the information boards (as on the track that had hosted the first Olympic races, and well as the obligatory Renshaw lecture, which was enjoyed explored the temples in the surrounding area. We also by all, of course), we made our way back down from the visited the enormous amphitheatre at Epidaurus, where temple to have dinner in a restaurant by the bay, and watch girls delivered speeches not only from Euripides, but the sunset over the Aegean. For what would be the first time Shakespeare too, and could be heard from any point around of many, Mr Renshaw pointed out that the sea really was as the theatre, including the very top row! After a quick stop ‘wine-dark’ as Homer describes. at Eleusis, where pomegranates littered the floor to mark The next day was perhaps the most highly anticipated of Persephone’s descent to the underworld, we made our way the whole trip: Athens and the Acropolis. Our first port to the airport. of call was Socrates’ place of trial and prison. Hidden in a Of course it could not have been done without the amazing grove of trees, the prison wasn’t so much a building as a help of Miss McDonald, Mrs Allan, and Mr Renshaw, so cell carved out of a rock face with bars set into the stone thank you very much! — a sobering sight. As Mrs Allan read us parts of Socrates’ By Esmie Jikiemi-Pearson, Year 12 Defence from Plato’s Apology, we discussed how he was on trial for ‘corrupting the youth of Athens’ and whether his30

DramaYear 7 Christmas Play The Year 7 Christmas Play is performed each year, and involves the entire year group. This year, girls performed ‘How the Grinch Stole Christmas’. It was exceptionally fun and the girls enjoyed rehearsing their scenes in Drama, Music and PE lessons.Tech Club Legally Blonde 31

Audience32

Whole School Musical Production Getting the performance There was a wealth of talent amongst the cast who worked licence for an amateur tirelessly to master the darkly comedic Ebb and Fosse production of ‘Chicago’ felt musical vaudeville. A montage of scenes tells the story like an incredible achievement with characters breaking from the narrative and directly in its own right; the opportunities addressing the audience then singing. I chose an overtly offered to all the students involved simplistic semi-staged design - a set where every element were manifold. Auditions were held is visible; the band permanently on view, a raised platformin September followed by rehearsals up to three evenings of steeldeck above black floor, two chairs, a chaise longuea week for four months demanded commitment, and a handful of props. The skill of the performers wascollaboration, energy, risk-taking and a sense of humour. paramount and I was utterly delighted that they embracedTwo professional choreographers created some of the the challenge, they made me enormously proud. Thesignature numbers, for example, ‘And All That Jazz’, ‘Cell eleven-piece band comprising professional musicians andBlock Tango’ and ‘Razzle Dazzle’, Miss Osborne (Biology) four students expertly led by Miss McAdam on keyboardled the dance on ‘Roxie’, ‘All I Care About is Love’ and worked energetically through the eighteen individual songs‘When Velma Takes The Stand’ and I had a hilarious time and the near-constant under-scoring. The technical crew ofwith many others, a particular favourite being ‘We Both twenty-two students were managed by Ms Jenny McNallyReached For the Gun’. Miss McAdam, Musical Director, Cross and collectively contributed magnificently to thewrote for the programme: overall success of the production.“Inspired by jazz music of the 1920s and forms of pastiche, By Lindsay Tricker, DirectorJohn Kander’s musical score radiates beloved tunes.” “Fromthe opening classic ‘All that Jazz’ to the circus-themed ‘RazzleDazzle’ and from the opera-like ‘A Little Bit of Good’ tothe ragtime energy of ‘We Both Reached for the Gun’ thevaudevillian feel is palpable.”Audience - Senior play 33

Speech and Drama Speech and Drama Review 2017-18 Nearly four hundred girls chose to take Speech and Drama Clementine Mee Grade 4 91/100 Nearly four hundred girls chose to take Speech and Drama I chose ‘101 Dalmations’ by Dodie Smith for my exam and lessons this year and over three hundred took an exam. played the part of Cruella De Vil. Earlier in the process, In the autumn term Trinity College notified us that Grace we read the original plays, which I found enjoyable as the Lovegrove (Leaver 2017) had been awarded their 2016 actual story appealed to me very much. I really liked playing Exhibition Award for achieving the highest mark for her Cruella, because she comes across as very confident and Grade 8 in UK and Ireland. generous, but there is also a harsher, more manipulative side to her, which the characters I usually pick to perform Amongst our current cohort here was 100% pass-rate with don’t usually have. My poem was ‘The Three Fishers’ by 55% achieving the highest mark of Distinction, 41% Merit. Charles Kingsley which I particularly liked because it was Speaking to some Grade 8 students who were reflecting on very lyrical and sorrowful, and there was a clear story, their six years of Speech and Drama lessons, they said that it which meant there was a lot to talk about. was a subject that gave them a fun, personal challenge each week. A lesson that offered them a different type of self- Matilda Shales Grade 5 93/100 expression and an opportunity to focus on themselves and For my Grade 5 exam I performed a scene from ‘The Power their own skill development. Their results reflect hard work of the Dog’ by Ellen Dryden and a poem called ‘Dogs in and outstanding performances. Twenty-eight girls took the Park’ by Louis MacNeice. In my acting piece I was their Grade 8 examination and their results were fantastic playing a very intelligent but difficult girl called Lisa. I with everyone passing, twenty-one Distinctions and seven really enjoyed playing her because she was different to the Merits! Here, girls who gained the highest mark for their types of characters I usually play, she was more feisty and grade were invited to write about their experience. opinionated which was really fun to act. I also really like the poem I performed, it had a lot of hidden meaning which 95/100 made it really interesting to do, and gave me lots of things Connie Fouracre Grade 3 I performed an extract from ‘George’s Marvellous Medicine’ to talk about in my exam. by Roald Dahl for my exam in which I played George, and also the poem ‘Miss Flotsam’ by Joseph Coelho. 90/100 Saskia Kishon Grade 6 For my Grade 6 Speech and Drama exam I chose a poem, a George has a very energetic personality which was a good prose and a play that was written after 1950. My poem ‘The challenge because I had to decide how my actions would Skip’ by James Fenton, was a very interesting piece as the fill in the gaps between speaking. My poem was a very whole thing was a metaphor, which gave me a lot to explore. different; I didn’t engage with it straight away. Reading ‘If I Stay’ by Gayle Forman, is both a movie and a book that I more deeply into the background of the poet I found that already loved and the final piece that I learned was the part the meaning behind the poem was very personal. This of Lisa from the play ‘Guardians’, which was written by Peter helped me a lot with understanding and interpreting it. The Morris. This was a great opportunity for me to develop my mood constantly changed through each stanza and I had American accent as well an interesting character who was lots of fun deciding on my different facial expressions and hard to understand with her being like myself in style but vocal tone. By the time I took the exam I had fallen in love extremely different in opinion. These were fascinating and with my poem and had an amazing time performing it. I thought-provoking pieces that helped me to really enjoy the was very happy with my result! entire experience of Speech and Drama this year.34

Tea Chatila and Mia Rolland-Bezem Grade 7 93/100 and go out into the world all alone. In the face of departingTea: For my Grade 7 Speech and Drama I tackled the for University next year, I felt an unexpected sympathy formonologue by Medea from the Ancient Greek tragedy the parent left behind. For my third piece I was required to‘Medea’ by Euripides. This was a very challenging piece select a piece of narrative prose, prompting me to chooseas I took on the role of a very emotionally volatile and an excerpt from Donna Tartt’s ‘The Secret History’. Asvengeful character. but it was also the piece I enjoyed somebody who loves all things Classics, and hopes to studyperforming most. I then chose my poem: ‘What is Life?’ it at University, this seemed the perfect choice. There wereby John Clare. It is a very sweet philosophical poem which several character voices to perform —most of them withsummarises Clare’s original (albeit somewhat pessimistic) American accent - and I wanted to create the sense that theyviews on life, death, and all things in between. My book were all there together as the excerpt was from a scene in aextract was from ‘Instructions for a Heatwave’ by Maggie small classroom seminar. Finally, I chose to perform a pieceO’Farrell, about a very confused character watching a cat of own writing discussing whether anyone was inherentlyshe did not particularly like being put to death. It presents good or bad, or whether they became that why as a resulthow her superficial emotions conflicted and interacted of their circumstances. Performing my own work waswith more profound emotions. Lastly, my fourth piece was challenging but one of the most valuable experiences of thea monologue from the film ‘Love, Rosie’; it is from one of whole examination process.my favourite films, and it is a poignant reflection on love,sadness, but above all, the endurance of friendship. Madeleine Grussing Grade 8 Communication Skills 91/100 Mia: For my pre-1900s acting piece I chose a monologue This year, I have been preparing for my Year 8spoken by the character Creusa from ‘Ion’ by Euripides Communication Skills exam in which I had to preparewhich explored the inequality between men and women.; I a presentation and a role-play style debate; I also had tohad to push my emotions to extremes in order to replicate prepare for an unseen article on Technology or Scienceher mental instability. I contrasted the intensity of Greek which I then had to analyse. For my presentation, I chosetragedy with a comedic poem by Radmilla Ladziç called ‘I’ll to advise the NHS on a future organ-donation campaign tobe a Wicked Old Woman’. I found this piece the hardest to tackle their chronic organ shortage. This entailed analysingperform, struggling with the frequent enjambement and campaigns from Scotland, Brazil and Mexico and evaluatingirregular phrasing. Next, I decided to perform a famous their successes to best advise the NHS on future campaigns.extract from my favourite book, ‘Pride and Prejudice’ by In particular how to strike a good balance between guilt,Jane Austen which required articulation and resonance emotional pull, information, graphics and medicalization;exercises in order to convincingly portray men’s voices. it also made me consider the impact of small details such asMy final piece was a monologue from the film ‘Dangerous font type, size, colour and placement. The other piece whichBeauty’ which, once again, explored gender inequality I prepared was a debate on whether or not school web filtersbut required an element of stillness which was an exciting are overly restrictive. I prepared to argue both sides and Ichallenge. Overall, the pieces I chose not only reflected particularly enjoyed taking on the role of the teacher as itthemes I am deeply passionate about, but stretched me as allowed me to explore perspectives different to my own. Thean actress. I can’t wait for Grade 8! final element of my exam was the analysis of a recent article which I enjoyed preparing for as it allowed me to learn lotsEsmie Jikiemi-Pearson Grade 8 Speech and Drama about recent scientific discoveries outside of the classroom.91/100 My exam extract was ultimately on the use of rats inFor the contemporary acting piece of my exam I played Cambodia to detect landmines, which led to some thought-the character of Kirsty, from the play ‘Chapel Street’, provoking discussions on the ethics of animal testing, themonologuing about the terrifying experience of buying use of landmines historically and the risks associated withalcohol from the local Cost Cutters underage. This was a the process. Taking on communication skills after havingrefreshing piece for me due to its comedic aspects and the done grades 1-7 of speech and drama was an exciting newhilarity and vivacity of Kirsty’s voice. The Liverpudlian path that has helped me to improve my public speakingaccent was also challenge!. For my lyrical poem, I chose skills and I would recommend it to all LVI girls interested‘Walking Away’ by C. Day Lewis written from the point of in writing their persuasive pieces.view of a parent watching their child take leave of them, 35

Art and Design Lower School Art and Design Exhibition The 2018 Lower School Art and Design Exhibition was inspired by the theme ‘The Preservation of Collections and Specimens for Historical and Scientific Record’ The exhibition was a culmination of innovative works created by years 7, 8 and 9. Each pupil made their own artefact and these studies formed part of an unusual exhibition, which enabled the viewer to simulate being under the sea and viewing the creatures and forms found in it.36

GCSE Art and Design ExhibitionThe standard of Art and Design exhibited by this year’s students was outstanding, as were theirexamination results. In the work displayed ideas were imaginatively explored and demonstrated astrong command of technical skill. The Art and Design department is able to offer students open-ended opportunities to explore a broad range of techniques and specialist processes of making suchas painting, drawing, textile design, photography, ceramics, printmaking and cold glass. The visitingexternal moderator commented on the innovation and originality seen in the work and how inspiredthey had been by the exhibition.A Level Fine Art ExhibitionThe quality of work year’s exhibition was exceptional, as were the student’s outstanding Fine Artexamination results. The breadth and depth of creative making was of a consistently high standardand an impressive range of media and processes were rigorously explored to communicate ideas withsophistication and refinement.IB Visual Arts ExhibitionThe IB Visual Arts students exhibited their artwork in The Hall for assessment of their course but alsoto celebrate an impressive body of work they had made, and there was much to celebrate. The impactof the exhibition was a visual treat; high levels of technical skills were evidenced in a wide range ofmedia, processes and ambitious use of composition, as well as how sophisticated the girls were intheir creative and critical thinking and comment on social and cultural issue and topics. 37

GCSE Camilla Gronskag Caroline Mirza Caroline MirzaAilsa DaviesAlbhe Holt Amelia Snook38

GCSE Catherine CogganChloe Ling Delilah Hague Emilia BarkerDyala Kelly Eloise Gafsi 39

GCSE Esme Lloyd Florence Scavazza MurphyErica WeilerEvelyn Beardsmore Freya Russell 40

Georgia Tsang GCSE Gina MarsonerGlenys McGuire Grace MartineauHolly Keen Honor West Knight 41

GCSEInes Heyworth Isobel Horrell Jemma BainesJade Kemble Jeanette Jones 42

GCSEJemima Turner Lauren King Lily Heathcoat Linnea HultJenna Kruger 43

GCSELauren Kirkland Livia MusciaMaria Santos A Milena HauugnesMia Yeadon 44

GCSEMolly Bleach Nancy McCall Natalie SinsheimerNina Wittmann Olivia Scott Sara Jusu SheriffSadie Amini 45

GCSE Sema Halis Sophia GroundSarah BettisSofia GiardiniSophia Immordino 46

Sophie Thomas GCSE Theodora ChatilaTilly JOnes Thyra Goldsmith Una O’Neil 47

A-LEVEL Amelia Frei Amelia Lack48

Amelia White A-LEVELAnna Ermakova 49

A-LEVELBryony Streets Ella Somerville Eleanor Campbell50