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14th December 201814th December 2018

To what extent can Bitcoin replace Sterling?

Phoebe, Year 13, explores the use of Bitcoin as a currency and its potential to replace Sterling by discussing the limitations of the new currency.

Bitcoin is a cryptocurrency, which is a digital currency that uses cryptography for security, and a worldwide payment system. It is the first decentralized digital currency, meaning the system works without a central bank or single administrator. It is based on a special field of maths called cryptography which is the study of how to secure communications, this being one of the main issues with not having transactions being overseen by a central administrator. Bitcoins are created through the process of mining; where miners use special software to solve mathematical problems and are issued in exchange with bitcoins. So, to what extent does this new unregulated technology have the ability to replace sterling?

Despite the fact that Bitcoin supports the attractive libertarian utopia of a society free from government intervention, where welfare is cheaper and wealth more distributed, in reality Bitcoin currently does not pose a threat to the sterling. One of the major reasons that I will be focusing on is the unsustainable scale of computer computational power that is required in order for miners to verify transactions within the block chain system due to the increasing marginal costs for them. Miners are being imposed with a direct cost as they are forced to require more bandwidth to enable them to solve the increasingly difficult puzzles in the same time frame.

Distributed systems such as Bitcoin’s involve a negative externality that causes over investment in computer hardware as the expected marginal revenue from the individual miners is increasing with the amount of computing power that they individually have. Not only does this increase their own marginal cost but it increases the competition within the system and thus the cost is also increasing across the entire network. “Cetirus paribus” economic theory would suggest that in equilibrium all miners are inefficiently investing in hardware while receiving the same revenue that they would have had they not invested in the extra computing power. This behaviour is irrational as it is increasing the computing power across the entire network making it harder for them to succeed individually.

If the cost of verification for the miners is constantly increasing, then eventually the incentive to secure the network will disappear and lead to the collapse of the system.

Therefore, due to this increasing cost of mining, Bitcoin, in its current state, does not have the potential to replace sterling.

14th December 2018

As teachers, do we need to know about big data?

Clare Roper, the Director of Science, Technology and Engineering at WHS explores the world of big data. As teachers should we be aware of big data? Why, and what data is being collected on our students every day… but equally relevant questions about how we could increase awareness of the almost unimaginable possibilities that big data might expose our students to in the future.

The term ‘big data’ was first included in the Oxford English Dictionary in 2013 where it was defined as “extremely large data sets that may be analysed computationally to reveal patterns, trends, and associations.”[1] In the same year it was listed by the UK government as one of the eight great technologies that now receives significant investment with the aim of ensuring the country is a world leader in innovation and development.[2]

‘Large data sets’ with approximately 10000 data points in a spreadsheet have recently introduced into the A Level Mathematics curriculum, but ‘big data’ is on a different scale entirely with the amount of data expanding at such speed, that it cannot be stored or analysed using traditional methods. In fact, it is predicted that between 2012 and 2020 the global volume of data will increase exponentially from 4.4 zettabytes to 44 zettabytes (ie. 44 x10²¹ bytes)[3] and data scientists now talk of ‘data lakes’ and ‘dark data’ (data that you do not know about).

But should we be collecting every piece of data imaginable in the hope it might be useful one day, and is that even sustainable or might we be sinking in these so-called lakes of data? Many data scientists argue that data on its own actually has no value at all and that it is only when it is analysed in context that it becomes valuable. With the introduction of GDPR in the EU, there has been a lot of focus on data protection, data ethics and the ownership and security of personal data.

At a recent talk at the Royal Institute, my attention was drawn to the bias that exists in some big data sets. Even our astute Key Stage 3 scientists will be aware that if the data you collect is biased, then inevitably any conclusions drawn from it will at best be misleading, but more likely, be meaningless. The same premise applies to big data. The example given by Maja Pantic from the Samsung AI Lab in Cambridge, referred to facial recognition, and the cultural and gender bias that currently exist within some of the big data behind the related software – but this is only one of countless examples of bias within the big data on humans. With more than half the world’s population online, digital data on humans makes up the majority of a phenomenal volume of big data that is generated every second. Needless to say, those people who are not online are not included in this big data, and therein lies the bias.

There are many examples in science where the approach to big data collection has been different to that collected on humans (unlike us, chemical molecules do not generate an online footprint by themselves) and new fields in many sciences are advancing because of big data. Weather forecasting and satellite navigation rely on big data and new technologies have emerged including astroinformatics, bioinformatics (boosted even further recently thanks to an ambitious goal to sequence the DNA of all life – Earth Biogenome project ), geoinformatics and pharmogenomics to name just a few. Despite the fact that the term ‘big data’ is too new to be found in any school syllabi as yet, here at WHS we are already dabbling in big data (eg. MELT project, IRIS with Ark Putney Academy, Twinkle Orbyts, UCL with Tolcross Girls’ and Tiffin Girls’ and the Missing Maps project).

To grapple with the idea of the value of big data collections and what we should or should not be storing and analysing, I turned to CERN (European Organisation of Nuclear Research). They generate millions of collisions every second from the Large Hadron Collider and therefore will have carefully considered big data collection. It was thanks to the forward thinking of the British scientist, Tim Berners-Lee at CERN that the world wide web exists as a public entity today and it seems scientists at CERN are also pioneering in their outlook on big data. Rather than store all the information from every one of the 600 million collisions per second (and create a data lake), they discard 99.99% of this data as it is produced and only store data for approximately 100 collisions per second. Their approach is born from the idea that although they might not know what they are looking for, they do know what they have already seen [4]. Although CERN is not using DNA molecules for the long-term storage of their data yet, it seems not so far-fetched that one of a number of new start-up companies may well make this a possibility soon. [5]

None of us know what challenges lie ahead for ourselves as teachers, nor our students as we prepare them for careers we have not even heard of, but it does seem that big data will influence more of what we do and invariably how we do it. Smart data, i.e. filtered big data that is actionable, seems a more attractive prospect as we work out how balance intuition and experience over newer technologies reliant on big data where there is a potential for us to unwittingly drown in the “data lakes” we are now capable of generating. Big data is an exciting, rapidly evolving entity and it is our responsibility to decide how we engage with it.

[1] Oxford Dictionaries: www.oxforddictionaries.com/definition//big-data, 2015.

[2] https://www.gov.uk/government/speeches/eight-great-technologies

[3] The Digital Universe of Opportunities: Rich Data and the Increasing Value of the Internet of Things, 2014, https://www.emc.com/leadership/digital-universe/

[4] https://home.cern/about/computing

[5] https://synbiobeta.com/entering-the-next-frontier-with-dna-data-storage/

7th December 2018

Global partnerships

Claire Baty, Head of French, considers the importance of global links in education, with particular reference to a developing partnership with a school in India.

“Let us together create pathways for our children connecting local to global”
Rima C Ailawadi, Principal of GD Goenka Public School, Model Town, Delhi

One of the key aims of WHS is for ‘every girl to leave [the school] prepared to shape the society in which she lives and works’. However, we have another responsibility that I think goes hand in hand with this particular aim; helping our students to realise that society is not limited to the local community and that they can and should spread their wings much further afield.

An outstanding education must provide opportunities for students to experience the world beyond their doorstep. Arguably, cultural interaction has never been more important than it is today. Technology enables young people to explore the world from their bedroom but only a few actually experience it. Despite, or perhaps because of, the political uncertainty in Europe young people must go out into the world with the knowledge, skills and attitude needed to thrive in an ever-changing international environment. This means experiencing different cultures, faiths, religions and languages through meaningful and enjoyable collaboration with their peers in other countries.

As a French teacher, I am obviously aware of the fundamental role played by trips abroad in the development of language proficiency. Immersion in the target language and culture is the best way to develop communication skills. Yet, we must not forget that students also gain invaluable life skills from these visits; networking and communication skills, compassion, independence, open-mindedness, to name but a few. These skills empower young people and lead to a more tolerant and empathetic world.

Here at WHS we have embraced the idea of a truly international education, offering our students countless opportunities to experience the world in which they live. Curriculum teaching that immerses Y3 students in the culture of Africa, exchange and study visits to France, Germany, Spain and Japan, community projects in Sri Lanka and Ghana all inspire our girls to make social change on a global scale.

Following on from the success of our other partnerships, WHS is now reaping the benefits of an exciting new connection with GD Goenka Public school in New Delhi, India. This is exciting, not least because the students are able to make friends with someone from a completely different country and culture, but also because we are able to work together on areas of common interest. The students are sharing their ideas, asking questions, carrying out research on behalf of their partners in India and vice versa. The aim is to create some academically enriching presentations on topics such as cultural diversity, freedom of expression in art, the importance of festivals in both cultures, the role of women in Indian society, air pollution and environmental issues affecting Delhi and London, the impact of social media on teenagers in India and the UK, sustainable development. These are just some of the myriad of possible areas of research. That is why a partnership project like this is so exciting, the opportunity to challenge perspectives on global issues, to step outside the ‘Wimbledon Bubble’ and share ideas with young people growing up in a culturally and socially different country.

Global partnerships projects are all about building connections with others, communicating effectively, and learning about other people and from other people. Ultimately encouraging collaboration and understanding between nations. Exchanging intellectual ideas is important, but so too is getting to know those other people. We talk about connecting schools, but it is really about connecting people.[1]

Global partnerships allow students to examine the differences and similarities between different countries and communities; this in turn broadens their perspectives in the classroom. Being able to compare effectively also opens their mind to the world of metacognition. “Once you experience something that challenges your beliefs or defies what you are familiar with, you have the beautiful opportunity to re-evaluate the way you think about your own life as well as the world at large” [2] and that is why global connections should be an intrinsic part of school life.

[1] The British Council
[2] 8 life skills travelling teaches by Kay Rodriguez www.wanderingeducators.com

7th December 2018

Being a Music Scholar at WHS

Clara and Lara, the WHS Year 7 Music Scholars, describe how their first term as scholars has gone and the opportunities that being a scholar has given them so far.

Lara (Year 7)

The thing I love most about being a music scholar (in addition to the great refreshments at concerts) is the opportunities it presents. From various concerts – to writing this article! I think all of these opportunities have helped me grow as a musician.

First, the Autumn Scholars’ concert. I had watched a scholars’ concert before, whilst in the junior school, and I remember thinking how amazing they were and how they made no mistakes. So, when the Scholars’ concert came around this term, I was absolutely petrified from a week before the concert. Half hyperventilating, I managed to get through the concert – and did well. I really enjoyed hearing the other music scholars play; they are all incredible musicians playing challenging music.

Another experience the music scholarship has given me is attending school concerts. When I initially heard we had to go to a series of these concerts, I must admit, I was slightly sceptical. So, when the piano competition came, Clara and I arranged to come together so we didn’t get bored. However, I didn’t get bored at all! I’m really glad I went to the competition and it was great listening to all the pianists; there were many points where my jaw physically dropped. If I had known how much I would enjoy it I would’ve done it in my spare-time anyway, and would encourage everyone to have the same attitude. I really enjoy being a music scholar, despite the occasional pre-concert nerves. The extra-curricular prospects it presents are wide and varied.

Clara (Year 7)

I sat with Lara to watch the piano competition, and am very excited to see her in the brass competition early next year. I really enjoy the support that the other music scholars give me. For example, when I had just finished performing my piece in the Scholars’ recital, and, as usual, I thought I had made mistakes (which I am sure they noticed too, as they are such good musicians), they still all cheered and clapped, which made me feel very special. I never feel being a music scholar is a burden, but I had fretted that my audience would expect me to play faultlessly at all times. Mr Bristow and the Music Department staff don’t, the other scholars and music teachers don’t, my friends don’t. Instead, all support us to play our best and acknowledge that the best musical performances are not necessarily the ones that are note perfect. We all just try to have fun playing different styles of music in different ways.

I have found even more opportunities to participate in different groups musically than I imagined, having fun, and without fear of making a fool of myself. I really like the opportunity to be in ensembles with girls in different year groups – including Baroque Ensemble, which has girls from Year 7 to Year 13 in. I’m really excited about performing in Cadogan Hall in March 2019. I am loving doing so much music, but I am also finding time to do other things I enjoy, one of which is sport. I have managed to sort out any clashes between sport and music, so I can fulfil the requirements of being a music scholar, but still do the sports I really enjoy.

The instruments you may hear us on are – cello, double bass, piano, trumpet and voice – the rest, one of the other scholars or orchestra members should have covered!

7th December 2018

Year 7 Religious Studies gets colourful!

Year 7 have been learning about the story of Joseph’s Technicolour Dreamcoat in Religious Studies. As part of this topic they have been donning lab coats in STEAM to see how the multi-coloured pigments might have been made. The results are very colourful!

7th December 2018

Teachers from local schools testing out exciting new science teaching resources

Teachers from Wimbledon High Junior School, alongside teachers from five local schools are currently involved in a project funded by the Primary Science Teaching Trust to test out some new primary science teaching materials. The materials use photographic images to inspire and engage pupils and can also be used in school communities to raise the profile of science and build science capital. The teachers met for their second feedback session this week and it is proving to be a fascinating project so far. Alex Farrer, our STEAM Co-ordinator has created the materials alongside a primary science colleague from Glasgow, who is also trialling the materials with six schools. Thanks to Bromley High School, Coombe Hill Juniors, Sheen Mount Primary, Alexandra School and Holy Trinity Primary for all being involved. We are looking forward to seeing the resource when it is published!

7th December 2018

Year 5 busy working on the Engineer Leaders Award

Year 5 were very lucky this week to have the opportunity to meet Eleanor Mackle, a biomedical engineer, currently studying towards her PhD in medical physics at UCL. Eleanor works in a team that develops devices to monitor blood flow during heart surgery. Eleanor’s role in the team is to make 3D printed models of the blood vessels to aid understanding and test the devices. Year 5 were able to hear all about her role and find out about what biomedical engineers do. They asked many excellent questions impressing us all! Year 5 will now be identifying problems and inventing the solutions to them as they take part in the Engineer Leaders Award. Good luck to them all.

4th December 2018

Year 2 find out more about fire!

Year 2 had great fun in the STEAM space this week as they found out more about fire! They found out about the science behind fireworks and burning and saw some extinguishing in action… They had the opportunity to develop their skills in drawing scientific diagrams and impressed us all with their scientific vocabulary. Well done year 2!

4th December 2018

Year 12 meet ISG engineers at Wellington House

On a rather dark, cold November evening a group of intrepid year 12 aspiring engineers climbed to the top of Wellington House to find out more about structural engineering. Huge thanks to Tony and Alex from ISG for giving us such an informative tour. It was great to hear about the problem solving and engineering challenges and see it all in action. We were treated to a fantastic view from the top despite the rather grim weather conditions!

30th November 2018

Learning another language: is it important?

Suzanne Stone, teacher of French at Wimbledon High School, considers the importance of learning a foreign language in the lead up to Brexit.

“Now more than ever, languages education matters. In a climate of political uncertainty and with the prospect of social fragmentation and economic instability, our ability and willingness to speak multiple languages and develop intercultural understanding increase in significance and value. Language skills and cultural agility connect us to our past, define our present and have the potential to transform our future.”

Bernardette Holmes MBE, Director of Speak to the Future, the National Campaign for Languages

***

Autumn term is a traditionally busy one for our Sixth Form linguists, with Year 13 considering their post-A level choices and Year 12 embarking on their post-GCSE courses. Elsewhere, negotiations are still underway as to the shape of this country’s post-Brexit future, with much discussion amongst language teachers, policy makers and industry figures as to its impact on language learning in our schools. As a language teacher at WHS, I strongly believe that language teaching is more important than ever for intercultural understanding and for employment prospects for our students after Brexit.

The removal of learning a foreign language from the compulsory curriculum in state schools in 2004 resulted in a national decline in the number of linguists schools produce, together with a reduction in the range of languages offered. Here at WHS, we continue to promote the joy and relevance of learning the languages we teach and consequently enjoy a growing MFL curriculum and buoyant numbers throughout the school. For our students, attitudes to learning foreign languages are positive and levels of motivation high, as the girls understand that operating in a language other than English is not just enjoyable in itself but a useful, and indeed, necessary skill in their preparation for life beyond WHS.

The British Council’s annual report, Language Trends 2018, details the negative impact that leaving the European Union is having on language learning in some schools, as seen through low student motivation levels and parental attitudes questioning the relevance of language learning in the current climate. Ironically, recent articles have discussed how the UK’s lack of language skills could in fact jeopardise our post-Brexit future. Indeed, the House of Lords debated earlier this year the need for MFL skills to be embedded in the Government’s white paper, Industrial Strategy – Building a Britain fit for the future. Within this context, the educational system needs to catch up with the idea that language skills are not only important but in fact crucial in this global marketplace and thus be offered and encouraged at every key stage.

The national decline in pupils taking languages at GCSE and A level is a worrying trend. Language Trends 2018 also reports that the proportion taking a GCSE language dropped from 76% in 2002, to 49% in 2014 and most recently to 47% in 2017. For A level, entries for some modern languages have seen a decline in numbers, but popularity for post-16 language study for our WHS students remains steady. The separation of AS from A level has enabled some students to continue with a foreign language to complement their existing A level choices. Interestingly, current AS students include those wishing to apply for dentistry, PPE, psychology and economics next year. The versatility of A level language subjects is such that, post A level, our students can continue pure language study to degree level or jointly with other disciplines such as Law, Science, Maths and Engineering, as well as more traditional combinations of Geography, History and English.

Reducing foreign language learning to a minority, optional subject particularly at KS4 will have a worrying impact on the quantity and calibre of linguists entering not only our profession but others too, at a time when, as a nation, we are going to need a greater number of English speakers with competence in foreign languages. Luckily, here at WHS our access to and participation in learning languages are bucking these national trends. Prospective parents are impressed by our language offer throughout the school, student involvement in our many and varied trips is high, and our numbers at both AS and A level are healthy. Perhaps the language teachers of tomorrow can be found enjoying French, German, Spanish, Mandarin or Italian here in our modern language classrooms today.