What is it like being a Music Scholar preparing for Cadogan Hall 2020?

Lizzie, Year 12, writes about what it is like being a music scholar preparing for the large WHS concert at Cadogan Hall later this month.

As the annual Cadogan Hall concert draws nearer, everyone involved is working hard to rehearse the music and make final preparations for the day, striving to improve upon the standard of the previous year. This is especially true of music scholars, who play various vital roles within the music department.

All musicians have the important task of individually practising their parts and potentially asking peripatetic teachers for help with really challenging passages to ensure they can not only play the music, but engage with the effect each piece is trying to convey. It is crucial that each and every part in the orchestra and choirs are learnt individually if the ensemble is to sound brilliant together. It means that the rehearsals, which are more limited in time than private practise, can focus on developing cohesion and emotion in the music in order to make it really impressive.

Violin players
Violin II section performing at Cadogan Hall in 2019 by Zest Photos

As a music scholar, I also have the role of brass section leader which entails many different things. These range from encouraging other musicians within my section to practise their parts at home, helping to tune in rehearsals and performances, and making stylistic decisions about how our part should be played so that it can sound within the overall emotion.

Section leaders also go through all of the music themselves and note down difficult passages that their section struggles with in order to help highlight them to Mr Bristow, who directs the Orchestra. We then focus on perfecting these few passages in sectional rehearsals, where the orchestra is divided into smaller groups to provide more attention to each part. This is key in making sure that all of the music is ready for the performance, giving each and every pupil in the orchestra the confidence to play to the best of their abilities.

There are also other student-led preparations that must be made and are carried out by scholars such as putting together the programme. This year a meeting was held to re-evaluate the normal design of the programme and to put forward new ideas in the hope that the programme will be not only informative for the concert, but also become more valuable for the pupils as a souvenir of the performance. In addition, scholars are each given a piece to write a programme note for, which contextualises the music for the audience. This requires researching the composer, piece itself, when it was written and then collating the information a brief but interesting way.

Music scholars, especially those in older years, tend to be much better at controlling the nerves that come with performing than other performers due to having more experience performing, like at the scholars’ recitals each term. On concert day it is always really nice to see that everyone is sharing in the excitement and anticipation ahead of the performance, but also helping to make sure that no one is getting very worried or anxious.

WHS 2019 Cadogan Hall Concert, by Zest Photos

One of my other favourite parts is the inter-year bonding within the music department, stemming from shared interests, which displayed and strengthened every year at Cadogan Hall. From the manic and cramped atmosphere in the changing rooms, to the sad realisation that when it is over the leaving year 13s have performed their last ever big Wimbledon High concert, it always feels like the department has come together and achieved its goal of being even better than the year before.

If you would like to come to the concert this year, do visit the Cadogan Hall website to get more information on repertoire and information on how to buy tickets. The concert this year takes place on Monday, 30th March from 7:30pm.

https://cadoganhall.com/whats-on/wimbledon-high-school-2020/

To what extent did the Second World War influence the Brexit vote?

Lauren, Year 13, discusses whether the Second World War influenced the 2016 Brexit vote.

Above: via http://theconversation.com/what-happens-if-parliament-rejects-a-brexit-deal-103939

Both World Wars had a dramatic influence on European relations in the first half of the 20th century, with the continent being divided during both conflicts.  This made the formation of the European Economic Community (EEC) in 1957 extremely significant, as one of the reasons for its founding was to maintain peaceful relations between the countries of Europe.

There is a misconception which is prevalent among some people that Britain was alone during the Second World War after the French surrender. This is not entirely accurate.  Britain was the largest imperial power in the world at the time, with either direct or indirect control over around 25% of the world’s population and almost a third of its land mass.  Two and a half million soldiers from India alone served during the war, and lots of people from occupied countries also fought alongside the Allies, thus, demonstrating that the British were not isolated.

Furthermore, Britain did not have the same experience as most other countries during the war. This was largely due to the fact that it was never invaded because the Channel separated Britain from the rest of the continent, making it more difficult for its enemies to transport troops and resources over. This ‘island mentality’ has been maintained by some.

Above: Line of Soldiers via Pixabay

However, research conducted using Eurobarometer survey data shows that the war generation actually has a predominantly positive opinion of the EU, compared with the more negative views perpetuated by the immediately post-war generation.  This is interesting because over-65s are always grouped together as one, but they actually often have very differing opinions.

On the 75th anniversary of D-Day, 122 veterans signed a letter calling for a People’s Vote on Brexit because they recognised that the EU has maintained peace in Europe and didn’t want to see a repeat of the war.  They also challenged the Leave campaign’s mentions of the war as a reason for Brexit, pointing out that Churchill called for the creation of a “European family” to prevent another conflict.

It is worrying that so many politicians mentioned the Second World War in their arguments for Brexit and against the EU.  For example, in May 2016 Boris Johnson argued that the EU was trying to create a European super-state like Hitler had created in the 1930s.

Another Conservative MP called the EU “ungrateful” in February and complained that Britain had received no money from the Marshall Plan of 1948, when in reality it received around 20% of the $12 billion dollars given to Europe, which was more than any other country.

The Second World War itself should not have contributed to the Brexit vote because the EEC, and later the EU, was partly designed to prevent another war, but myths and misconceptions surrounding the Allied victory fuelled the idea that Britain could “stand alone”, which is an argument often used by supporters of Brexit.

What role does the House system play in a modern school?

Miss Hannah Johnston, Head of Houses at WHS, examines why the House system is as important in the modern world as it was in the famous tales of Mr Chips and Harry Potter.

Identity

Mention ‘Houses’ in the context of a school and for a certain generation it is hard not to be instantly transported to ‘Hogwarts’ and all the connotations of the sorting hat. Originating from boarding schools where students lived in a ‘house’ the inclusion of a House system is popular among schools, and, thanks to J.K Rowling and those 4 most famous of Houses there is more awareness than ever of the advantages the House system brings.

While we do not rely on a sentient hat, each year we have the ‘Stepping In’ ceremony where our new girls are warmly received into their House, a pivotal moment in their entry to senior school. As girls and staff cheer from the side-lines, the initial ties of camaraderie and identity are being formed.

The Specialist School and Academies Trust (SSAT) found that in 2008 16% of Year 6 students did not feel ready to begin senior school. They advocated the House system as a way of ensuring students felt supported by their peers from the beginning; “Ensuring students feel comfortable in their new surroundings and making them feel part of their new environment as quickly as possible” (Garner, 2008). By dividing the school into 4 smaller groups (Arnold, Hastings, Meredith and Scott) we allow students to develop their sense of belonging quickly and help to remove the fear of ‘small fish big pond’ that can often follow, particularly if a girl has joined from a smaller primary school environment.

Above: Year 7 Stepping In; 2019

Collaboration

One of the main strengths of the House system is giving students of all ages the opportunity to work together, creating a truly cohesive environment and ensuring that age is not a barrier to friendship and collaboration. This reflects the life that we are preparing our girls for outside of WHS, nowhere beyond the confines of a classroom will they be required to work / interact with those only of their own age.

As David Tongue (Head, Brighton College Bangkok) said of the value of the House system; “camaraderie and solidarity is second to none and the benefits of this vertical interaction, where the young look up to the elder and where the elder look out for and support the younger, are profound”. We see this throughout the year in WHS but perhaps nowhere is it as evident as during House Drama. Watching the Year 7 and Year 12 students plan, rehearse and perform is one of the highlights of the Winter term. The dedication shown by all involved and the support given by fellow House members at each performance is wonderful.

Of course it is not only students who are allocated a House, staff are also involved. The sense of community that pervades throughout the school would, arguably, be incomplete if students were not given the opportunity to interact with teachers beyond those they see in the classroom, thereby encouraging stronger relationships between adults and students” (Green, 2006). Our recent ‘Connections Fortnight’ highlighted the importance of celebrating the relationships formed in school. Where better than to see this than through our Houses, small communities within the larger whole formed on shared interests and challenges.

Above: House Drama 2019

Competition       

To talk about the House system and neglect to mention competition would be foolish. Potentially it is the competitive element of the Houses that people think of first. The all-important termly round up where the current leader is announced to great fanfare, the selection of mini competitions each term and, of course, Sports Day. Competition is good, it drives our students to improve, improves collegiality and teaches how to fail.

The House system is first and foremost inclusive of all learning types and interests. We have sporting (swimming, netball, hockey and sports day), artistic (Big Draw, House Music and House Drama) and cross-curricular (Robot Wars and the upcoming Spelling Bee and House Escape) events.

As was seen in a study between engagement and performance the sense of belonging provided by House membership, and the opportunity to enter into competitions with your peers can have numerous academic benefits as well as the social-emotional (Lee, 2014). Those who feel comfortable and supported enough to participate in House events are more likely to feel able to commit themselves fully to academia.

Leadership

Above: Current House Captains

The House system allows for the promotion of student’s responsibility, “giving pupils the chance to learn and develop leadership skills is an outstanding benefit” (Tongue, 2016). The House Captains hone their leadership skills in the role, managing not only their peers but also learning how to ‘manage up’ among the staff body.

In another case of preparation for life beyond school, our House Captains rise to each challenge set, developing impressive time management and delegation skills.

In the upcoming House Robot Wars, the Captains have delegated the training sessions to those in KS4 that they have identified as having leadership qualities and the necessary Computer skills. Events such as House Music promote team work and communication. It takes a small army of girls to form the small group, organise whole House rehearsals and teach the choreography, yet everyone throws themselves in with dedication.

While we have our 4 House Captains there are opportunities throughout the year groups to take on smaller leadership roles, recent House Jigsaw saw students in Year 9 take charge and each inter-house sports team has a captain.

Above: House Masterchef

The House system searches for ways that students and staff can feel more connected to and involved with the community around them. It facilitates discussions between the most junior and most senior of school and fostering friendly competitive spirit along the way.


References

Garner, R., 2008. State secondaries urged to bring back the house system. [Online]  Available at: https://www.independent.co.uk/news/education/education-news/state-secondaries-urged-to-bring-back-the-house-system-913930.html

Green, D. G., 2006. Welcome to the House System. Educational leadership: journal of the Department of Supervision and Curriculum Development, N.E.A, p. 63.

Lee, J.-S., 2014. The Relationship between Student Engagement and Academic Performance: Is It a Myth or Reality?. Journal of Educational Research, pp. 177-185.

Tongue, D., 2016. The House System: a typically British educational institution. [Online]
Available at: https://www.relocatemagazine.com/articles/education-the-house-system-a-typically-british-educational-institution

Year 5 and 6 head off to the International Space Station!

Many people have the misconception that there is no gravity in space and that objects (and astronauts) zoom around the International Space Station due to zero gravity. It would be much more correct to say that the gravitational force experienced on the International Space Station is much lower than that on Earth – what we might call microgravity. Year 5 and 6 took a rather interesting and memorable trip to the International Space Station using a Virtual Reality Google Expedition experience. They were able to look around the I.S.S. and compare and contrast such objects as dining tables and beds with those used on Earth. They are very different! We also found out about the challenges of washing hair and going to the toilet on board. We ended up feeling rather thankful for the amount of gravity there is on Earth! Our trip to the I.S.S coincided with the astronaut Christina Koch breaking a rather impressive record. Our brief “trip” aboard the I.S.S. gave us a great deal of respect for 328 days on board…

Huge congratulations to Christina! Read all about her record here.

Wimbledon High welcomes Year 8 students from Lycée Français Charles de Gaulle de Londres

Hafsa from Year 8 tells us all about the morning we welcomed year 8 students from Lycée Français Charles de Gaulle de Londres to the Library at Wimbledon High.

On the 11th of February, our Spanish class were lucky enough to meet with a group of French students from Charles de Gaulle Lycee. We waited in the Library for them to arrive and once they did we all found out what we were going to do. We had to make a circuit to ensure that a lizard would not enter a hole by making an alarm system. This STEAM activity was based on the book Holes that the French students were reading at that time. My group came up with an alarm system which made a sound when the lizard came close to the hole. If the lizard approached the hole, it would step on a piece of foil, a conductor. We carefully placed the foil so that all the pieces surrounded the hole, not in contact. As soon as weight was applied, all of the foil pieces would touch, completing the circuit and making the buzzer go off. Other groups came up with various different ideas like trapping the lizards and using bulbs instead of buzzers. After this activity, the French students gave presentations of their own. These presentations were based on the same book, but overall were very contrasting. One group had made mathematical worksheets while another performed their favourite extract. It was interesting to see the sort of style that the French students used to express their learning and was quite an eye opener. To end the session, we all said goodbye and thanked the school for coming over and working with us. I really enjoyed this experience because I got to see the presentations from the students and work with them. This experience made me realise the similarities that their school had with ours. I honestly did not expect this because I had never really thought about what education would be like in other countries. This makes me wonder how much our school has in common with other schools around the world. 

Thanks go to Hafsa for capturing so brilliantly the excellent morning the two schools shared. We are very much looking forward to future initiatives with the Lycée!

Friday Gem #6 – probing follow-up questions

In two very different lessons, I saw excellent examples of probing follow-up questioning. Rather than asking lots of students quick fire questions, Holly and Raj frequently pushed the same student to go further in their responses. This allowed them to really explore the extent of a student’s schema and avoids students giving shallow answers. It’s also great differentiation for the more able.

  • Holly’s Year 13 History class were exploring the decolonisation of Africa. The lesson was in seminar form, so for the majority of the time pupils responded to each other in impressive student-led dialogue. However, Holly carefully intervened at times to ensure rigour of thought. After Aniya made a comment about the internal or external events of decolonisation, Holly asked her two follow up questions: what do you mean by ‘internal’ and ‘external’? How can we define these terms?” …and then after Aniya’s response she probed further…Is it as  simple as that?
  • Raj asked excellent follow up questions in his Year 13 Physics lesson exploring error in measurement. His follow up questions forced students to justify their logic and reasoning, and they often then corrected themselves. For example, when thinking about the confidence in measurement of a kinked wire, he pushed pupil reasoning with two follow up questions; How can you tell?, “Ok, you could use a flattening iron to make it easier to measure, but what would that then effect?

 

Why are probing follow-up questions effective?

  • To assess a student’s schema (network of knowledge) in depth, teacher’s will need to ask the student follow up questions.
  • Asking a variety of different students quick-fire questions can add pace to the lesson, but it can also lead to students giving shallow answers.
  • Rather than pupil sound bites, we want developed pupil responses giving them a chance to articulate and justify their thinking or to explain their logic.
  • Probing with follow ups is a way to avoid sound bites. It is also a good way to differentiate and challenge the most able.

Year 8 tackle the Wind Power Challenge

As part of their Geography lessons, Year 8 gamely tackled the Wind Power Challenge in the STEAM room. This session was prompted by year 8’s lessons on the UN Global Goal of Clean and Affordable Energy and fitted in very well with their renewable energy studies. Although a lot of fun, this challenge had a serious message. Over 1/3 of the world’s population has no access to electricity which has many repercussions. A simple wind turbine, perhaps sited on a roof, may help to tackle that. Year 8 had to design and test a wind turbine and ensure that it would lift a paper cup containing 10g masses from the floor. A variety of approaches ensued…some more successful than others! Skills of problem solving and team work were developed, as well as working under pressure and resilience as the challenge was quite frustrating at times. It was very exciting when success was achieved as the shouts of year 8 confirmed!

The Y12 ORBYTS team get to question a NASA scientist

For the last 3 months year 12 students from Wimbledon High have been working alongside students from Ark Putney and RR6 (Ricards Lodge and Rutlish sixth forms) on the ORBYTS project. Our ORBYTS project involves original research into how the plasmasphere changes during geomagnetic storms. We use Van Allen Probe data, with the students taking the lead in carrying out the data analysis using Python. The project is part of the ORBYTS scheme, and more information about that can be found here.  The project aims to provide the students with hands-on experience carrying out original research, as well as giving them opportunities to meet relatable role models and scientists at all stages of their career.

Our project, like most science, is inter disciplinary. We are using a great variety of skills including coding, teamwork and physics and mathematical knowledge.

This week we were so lucky to be able to talk (via Skype) to Lauren Blum, a NASA scientist. It was so interesting to talk to Lauren about her work on GTOSat, and her own career path. The students had a great number of questions. Thank you so much Lauren!

Magnetometer readings begin in the STEAM room!

Year 5 were lucky enough this week to be visited by Dr Jasmine Sandhu, a space scientist from UCL’s Mullard Space Centre. Jasmine explained to both classes about what her research entails, what she likes about her job and the skills she uses. There were lots of questions about The Sun, solar storms, the Earth’s magnetic field and the magnetic fields surrounding other planets. As well as answering lots of questions, Jasmine also helped us to build a magnetometer, similar to the one that she uses at her space centre. We are going to be taking magnetic field readings and seeing if variations match up with solar storm data. If you would like to find out more the Ogden Trust explain their excellent activity here.

Does Great Britain need to move on from the Second World War?

Rosie, Year 11, shares her recent WimTalk with us, discussing issues surrounding the way Britain remembers its past to shape its future.

September 2nd, 1945, Tokyo Bay. On the deck of the American battleship USS Missouri, the Japanese Instrument of Surrender document was signed by representatives from Japan, the United States, China, the United Kingdom, the USSR, Australia, Canada, France, the Netherlands, and New Zealand. World War Two was officially over. This ceremony aboard USS Missouri lasted 23 minutes, and yet the impact of what it represented rings on to today, almost 75 years later.

Now, in 2020, Great Britain has not moved on the Second World War – far from it. Everywhere in Britain, wartime memorials and museums can be found, remembering the half a million soldiers and civilians who lost their lives. Most British people have relative who fought in or experienced the war, and there are few who would not recognise the phrase ‘We shall fight on the beaches’ from Churchill’s most famous speech. And this prominent remembrance is not just confined to the older generations: It is an integral part of every child’s education too. Hundreds of books, TV programmes, podcasts and films have documented the war with great success – even recently. The modern economy, too, remembers the war, with Britain making the final war loan payment to the United States only 14 years ago in 2006. Overall, the memory of the Allied victory in the Second World War – “our Finest Hour” – inspires the national sense of pride in our military history that has become a rather defining British characteristic.

But the question is: why does Great Britain cling on to the Second World War more than any other nation involved? And is this fixation justified, or is it time to move on?

One perspective is that the British viewpoint of the Second World War is bound to be different because of geography. The triumph of physically small island nation prevailing in war is something we can celebrate and take pride in. For other nations involved – larger landlocked countries with shifting borders – this is less easy. For example, Germans today are less inclined to look back, not only because of the radical changes in society since the Third Reich or lack of a victory to celebrate, but also because modern Germany is physically different to the earlier Germany of the Kaisers, Weimar, Hitler and the divided states of the Cold War. Instead, Germany today looks forward, not backwards, which some would argue has allowed it to become the economic giant on the world stage that it now is.

And that’s another thing – how much has Britain changed since the Second World War? Of course, it has modernised along with the rest of the world: politically, economically, and physically, but so many of the same institutions remain as were present in 1939. Our democratic government, our monarchy, our military and traditions have survived the test of worldwide conflict twice in one century, the collapse of the British Empire and the Cold War in a way that those of France, Spain and Italy have not.

Above: Photo from wikimedia commons

The Second World War was a clear clash of good vs bad – peace vs aggression. Britain was not directly attacked by Hitler but stepped up to honour a promise to defend Poland against invasion for the greater good. Remembering the Second World War makes Britain proud of these national values, as had Chamberlain not roused from his policy of appeasement and committed Britain to the sacrifice of money, empire and life, had Churchill not fortified the nation’s most important alliance with Roosevelt, the world would certainly be a very different place today. And so, if a nation’s psyche comes from the values and institutions it possesses that have stood up throughout history, is it really any wonder Brits take pride in looking back?

On the other hand, perhaps after so many years it’s time to recognise that we are not, in fact, the same Britain that we were in 1945. In 1944, British economist John Maynard Keynes spoke at the famous Bretton Woods conference. He said that the Allies had proven they could fight together, and now it was time to show they could also live together. In achieving this, a genuine ‘brotherhood of man’ would be within reach. At this conference, the IMF and World Bank were created, soon followed by the UN, to promote peace and prevent the kind of economic shocks that led to war in the first place. But at the same time, these organisations were a convenient way for the main Allied powers to solidify their power and privileges. Since then, a European has always headed the IMF, and an American the World Bank. The UN Security Council is dominated by the five permanent members, whose privileged position, some say, is nothing but a throwback to the power distribution on the world stage of 1945. By clinging on to the war, are we really clinging on to the idea that Britain is still a leading power, and modern economic giants such as Germany and Japan do not deserve to disrupt the power structure of 1945? We pour so much money into Britain’s defence budget to maintain this powerful status – into remembered threats and sometimes archaic strategies: submarine warfare, aerial dogfighters and manned bombers. The Second World War was certainly a catalyst for change across the globe. Perhaps now, Britain’s inability to let go of these old power ideals and designated roles of nations prevents us from achieving the ‘brotherhood of man’ that, in 1944, Keynes dared to dream of.

We are told that the value of history is to ‘learn a lesson’ to prevent us from repeating the same mistakes again. But there is an argument to say that this concept is a consistent failure. So many conflicts around the world seem to be caused by too much remembering: refreshing tribal feuds, religious division, border conflicts, expulsions and humiliations. Doesn’t remembering cause Sunni to fight Shia or Hindu to fight Muslim? Is it memory that maintains dispute in the Balkans, the Levant, Mesopotamia? Perhaps the emotion sparked by remembering the details of our past is better left in history when it has the capability to spark aggression, conspiracy theories and irrational anger. Today’s politics of identity seem provocative enough without being fuelled by history, so perhaps we should heed Jorge Luis Borges who wrote: ‘The only vengeance and the only forgiveness is in forgetting’. This advice has been proven to work over time – Nelson Mandela’s philosophy in 1990s South Africa was to focus on ‘truth and reconciliation’ and draw a line under his country’s recent history – closure. Can Britain not find closure on the 20th century?

What I can conclude is that there are two perspectives to take on this statement: there are some who hold onto our history as a lesson for the future, as a reminder of the importance of peace and action for the greater good, who will never be able to forget the Second World War because of the core British values that it represents. And then, there are those who think it is time to let go of the past, and adapt our nation’s values to suit our current position in the quickly-changing world that we live in. And so, the only question I have left to ask is: which are you?