Lucia Groves, Year 11

2 Contents 5 Headmistress’ welcome 6 Headmistress’ Founders’ Day Address 10 Mrs Elliott’s reflections on Channing 14 Science, Technology and Engineering 16 Careers report 18 Duke of Edinburgh’s Award 25 Drama and Theatre Studies and Lamda reports

28 Art report 30 Sport report 34 Modern Foreign Languages report 41 Extended Project Qualification 42 Classics report 45 Economics report 46 English report

49 Library report 51 Geography report 55 History report 58 Mathematics report 59 Music report 61 Politics report 62 Sixth Form news 63 Mr Boardman’s report

64 Ms Hamalis’ Junior School introduction 63 Art and Design 64 Charities 65 Computing & Drama 67 English 68 Forest School 69 Geography 70 History 71 Houses 72 Modern Foreign Languages 73 Music 74 Pastoral and Outreach 75 Physical Education 78 PSHE 79 Religious Education 80 School Council & Science 81 Sustainability 82 Trips & work shops 84 Wrap-around care & clubs

3 4 Headmistress’ Welcome

I am delighted to introduce the Channing School magazine for 2019-2020.

This beautiful publication features just some of the highlights of the academic year, from trips and visits, art and creative writing, reports from academic departments, extra curricular activities and a host of other success stories; featuring pupils from the very youngest in Reception to our Year 13 students.

This has been a year of two halves. The first few months were the usual, busy, fun-filled days, with serious endeavour and lots of progress. On 19 March, the school went into lockdown as a result of the Coronavirus pandemic. True to our school motto, Conabor, we all tried very hard to remain positive as lessons moved online, and pupils and staff worked from home. Our Remote Learning programme began.

By 1 June, some pupils had started to return but most classrooms were silent and empty, apart from Reception, Years 1 and 6. We were also open for the children of Key Workers. Other Year groups could only return for a couple of days and the whole community had to adapt to a life of “virtual” events and Google Meets.

It is my sincere hope that when Mrs Lindsey Hughes begins her tenure as the next Headmistress of Channing, she is able to welcome the whole community, in person, face to face and on site!

I am grateful to everyone who has contributed in any way, and congratulate Mrs Wendy Devine, the editor, on another magazine to savour and treasure.

Very best wishes,

Mrs B M Elliott Headmistress 2005-2020

5 Headmistress’ Founders’ Day Address

A very warm welcome to Founders’ Day 2020, and to the Thank you for your wisdom, your guidance, tenacity, and actually, thanksgiving service that commemorates the founding of really good company. I don’t know of any other Head who has Channing School. This year marks the 135th anniversary of enjoyed such warm support from its Board of Governors. the opening of Channing House incorporated, and also the I turn now to you, distinguished guests: this eclectic list of Channing supporters, from former colleagues to local dignitaries, retirement of the Headmistress. Heads of feeder schools and partner schools, neighbours and often, I hope you are sitting comfortably. For most of you, and especially a couple of my friends and my four sons, ever dutiful, with their the pupils, you are probably sitting a lot more comfortably than you wives and partners. Thank you for putting aside time in your busy would be if we were in school. Even though we have some splendid schedules to join us on what is the proudest day of the year at tiered seating in the Sports Hall, and in the Arundel Centre, I know Channing. Our VIP list includes many people who have offered their that many pupils would be sitting on the hard floor, trying your best support to the school in 101 different ways. You have been members not to yawn or wriggle, often in the stifling heat of July, listening of our Development Board. May I just remind all our community that or, at least, pretending to listen, to the readings, music and the it was this group who suggested I might like to volunteer – ah, what Headmistress’s report. You would have practised filing in and filing a magical word that is – to raise funds for these wonderful facilities. out, several times, and been warned about fiddling with your hair, Thank you to whoever it was suggested I might like to do a skydive touching your face and wafting your programmes. Year 7 pupils, this for the school. THANK YOU. I did this in July 2017. Actually it was is a joy that awaits you, but fear not, Founders’ Day LIVE will be back, life changing for me... and a reminder that anything is possible. fingers crossed, in 2021. Parents who trusted us, shared our values and chose to send This year is different and I hope, a one-off. Uniquely challenging. daughters to be educated here; some served as Governors and Uniquely awful. members for decades; some of our guests are long standing members This is the first time that Founders’ Day is coming to you via a of the Channing Association, generously giving time to support the link and, contrary to what you might imagine, I’m afraid it is not school and Channing families or helped run the Channing Alumnae live. And for the first time I am speaking to you on Founders’ Day Committee. Thank you. not from the Sports Hall, but from the Arundel Centre. Current And now turning to you: yes, you! It’s time to talk about you. pupils and staff will know that this is the jewel in the crown of the Senior School: a state-of-the-art performing arts centre, used with Channing colleagues. great enthusiasm by those studying Drama, for music and musical There comes a tipping point in a long headship when the number theatre performances, a dazzling array of Junior School concerts and of staff that one appoints is greater than the number inherited. shows, lectures and talks by colleagues and visiting speakers, careers There are some teachers and non-teaching staff who were conventions, and the rather more prosaic staff meetings and training appointed not just by the last head, Mrs Radice, but the previous one, sessions. Its sleek lines and crowning apex have become a majestic Mrs Raphael, who retired in 1998! I imagine that it took some getting feature of the local landscape, looking out over Highgate Hill and used to the Elliott style of leadership, but thank you for staying with providing a 21st Century gateway to the other new buildings, as well me. I shan’t mention your years of service or your age (I’m far too as complementing the charm of the older buildings. polite for that) but take a bow Mrs Katie Thonemann, Mr Robin Yes, it’s the Founders’ Day Service, but not as you know it. We Jacobs, Mr Martin Holmes, Miss Shu Lei Fung, Miss Marisa Pepper, have all had to adapt to a different way of life thanks to Covid-19. Miss Mandy Phipps, Frau Annegret Stockmann amongst the academic We could have cancelled Founders’ Day, and indeed, so many of teaching staff; amongst the support staff, the McCarthy family – Alan, the usual highlights are not possible today, but I was determined Tony and Teresa, Lordi Freschet, Darshini Gunesekera, Marcelle NEITHER to cancel, nor to postpone. This is my final Founders’ Day Holmes, Margaret Mooney, Margaret Parker, and the best-loved and as Headmistress and I did not want to miss one last opportunity to respected employee ever? Dear Carlito Simon. Not to mention speak to you all. so many of the visiting Music staff: you all deserve medals, for long The good news is that you can press pause! Go and get another service at the very least. The Channing award for extraordinarily long cool drink! Fast forward over the boring bits! You wouldn't really do service, practically a life sentence, goes to Ms Hilary Wilmer, who that, would you? You can mute me! Please don’t. And yes, you can was appointed by Mrs Macaire, the last but TWO Headmistresses, even watch and listen again and again to your favourite parts. I am back in 1979! nothing if not an optimist. To those of you who were appointed by Liz Radice, my On Founders’ Day I normally canter through something of the predecessor: well done! You stayed with me, too! Thank you. story of the founders, the Reverend Spears or the Sharpe sisters, But to everyone else, from the Bursar to the Deputy Head, or remind the community of the values of the great William Ellery teachers, support staff, nurses, exams officer, librarian, careers Channing himself, but fearing that you really would fast forward over department, and almost everyone at the Junior School...and so many those bits, I’m instead going to talk about you. more, you are mine. Yes, you. Don’t look surprised! And if I had to name one thing, and only one thing, I am The Founders’ Day address is about you. So quick: press pause, go particularly proud of because, if I can boast a little, I’m good at it, is and get a nice drink, maybe a snack, get comfy and I shall begin. Your spotting potential. I have, as a long-serving school inspector, always big moment is coming. had a highly developed instinct for identifying those who are, or who would become, not just good teachers, but great teachers. I have If you are one of the Governors or members who sat on the been blessed with the ability to select colleagues who would also appointments panel in 2005, thank you. You had the very great ‘get’ Channing; who would understand and grow to love its unique courage and confidence to appoint me, and I want to thank you character and ethos. There have been one or two bad apples along today for your support during my 15 years tenure as Headmistress. the way, ones where I got it wrong, usually very late in the term, and I shall be eternally grateful to Channing Governors for inviting boy, these were painful lessons to learn: now, I am not going to name me to lead the school, for coming with me on this journey, as we and shame, although I’m sorely tempted. worked together to formulate a vision for the future, and develop the strategy that would make the vision a reality.

6 Headmistress’ Founders’ Day Address

So thank you, to those of you I appointed. Thank you for applying in the first place; for quickly understanding what is meant by a Channing education; and for becoming the sort of colleagues that make me very proud (but, not surprised) of the ‘exceptional’ grading awarded in our last inspection. I am constantly blown away by the detailed preparation for, and skilled teaching of, our very youngest pupils, in the Early Years and Key Stage 1. I take my hat off as well to our Junior School teachers and assistants who teach the older girls in Key Stage 2: have you ever met Channing pupils in Key Stage 2? My word, you have to keep your wits about you, and they make remarkable progress. Thank you to colleagues, past and present, who have been the most devoted and dedicated professionals I have ever come across. To those who are leaving this term, we leave, together, in the strangest of circumstances. Never could we have imagined that our final term at Channing would be blighted by Covid-19 and lockdown. A school without its teachers and pupils is no school at all! True to our motto, we have all done our best. We wish Mrs Thonemann, who was Head of Maths, then Director of Studies, and latterly part-time Maths teacher and Dr Bremser, English and Philosophy teacher, and Head of Critical Thinking, a long, healthy and happy retirement. We congratulate Miss Taylor on her promotion to Head of Classics at Arnold House, and Miss Hunter, History teacher and leader of our More Able provision, on her promotion to Head of History at Notting Hill and Ealing High School. We thank Miss Penglase for her years of Drama and Theatre Studies teaching: she is standing down from curriculum teaching but we are delighted that she will be continuing to lead the LAMDA programme. Goodbye, too, to Ms Wijmeersch, from the PE Dept, and D of E leader, who is moving out of London with her baby daughter and family. We say farewell to Mrs Boyle and Mrs Walker, who have been wonderful Geography teachers; Mrs Boyle as Head of Department and Mrs Walker, part-time, both maternity covers, as is Miss Hague, from the Chemistry Department, to whom we wish the very best Portrait of Mrs Elliott by Julia Sterland, 2005 of luck in her new career. We also say adios and au revoir to Miss Bury, our Modern Languages specialist at the Junior School, Miss I would especially like to thank our Director of Sixth Form, Ms Blanca Drayton, Teaching Assistant and Spanish teacher, Miss Collins, Kung, whose vision for the Sixth Form is leading Channing students Reception teacher, and wish happy landings to Mrs Miller, who is to even greater success; Ms Newman, who has really earned her preparing for the arrival of her baby, any minute! And a very special stripes this year, thrust into a maelstrom of moving the curriculum thank you to Mrs Luxford, form teacher, Head of Art and Design online, leading the academic staff through the storm, managing the and Technology, one time acting Deputy Head, and one of my oldest whole process of centre-based assessment of GCSE and A Levels and friends. now preparing for the brave new world, that is, or might be, possibly, It is at this point that I want, also, to pay tribute to the two maybe, who knows...the autumn term. management teams at Channing. Finally, as I think Eleanor Roosevelt said: “Behind every great man is At the Junior School, in the early days, I worked with Jane Todd, a great woman”, flipping her phrase, whilst I hesitate to say that I am and then Louise Lawrance, leading the most radical development in a great woman, (but I will if you insist) behind me, every step of the the school’s history; taking Fairseat from a very small, one form entry, way, have been two very great men. Since 2005, remarkable things rather quaint – dare I say – school, to a vibrant, high performance have been achieved at Channing. In the early days, leading a smallish power house, still full of charm, but with such energy, ambition and school of about 530 pupils, I was generously supported by Deputy high professional standards. Now with Dina Hamalis at the helm Head Gwyneth Long, alongside Bursar, Geoffrey Miller. I referred and her Senior Management Team: Ms Williams Deputy Head, Miss to them, kindly, I hope, as the stabilisers on my bike. They gently McGinnety Director of Studies, Mr Fellows Head of KS2 and Mrs showed me how this community functioned, what was acceptable Eliad Head of EYFS and Key Stage 1, has been grappling not only and what was absolutely not, and I shall always be grateful to them. with a major site development and building programme; with all As I learned to ride without them, I was ably supported by Deputy the disruption that entails; but also with the catastrophe that is the Head Mrs Cate Mawston, who in 2010 went on to be Headmistress corona epidemic: you all deserve such applause. I know you have not of a school in Worcestershire. stopped since March, I am so proud of all that you have achieved The role of Deputy Head is possibly THE most challenging in the together. school: I know – I was one once, and you have to do all the really At the Senior School, if I may boast again, I have assembled a hard work of managing and organising a school. It can be great fun, wonderful leadership team, with three Assistant Heads, Ms Kyle, Mr but oh my, it is punishing in its range of responsibilities and duties. I Grossman, and Mr Boardman, who have taken the Adelante strategy, have only been able to enjoy success (that sound familiar?) BECAUSE Science and Technology, and Teaching and Learning at Channing to a of the first of two truly great Channing men: Mr Drew Underwood. whole new level. You take, and continue to take, the weight from my shoulders, you

7 Headmistress’ Founders’ Day Address

could have left to be the head of your own school years ago, but you and pastoral support suited her perfectly and she was thriving. ‘get’ Channing, I think you have Channing in your DNA, and we all “I just don’t understand,” I said. “She is so happy here.” love you for it. Thank you. “Yes, she is too happy,” he replied. And I knew in that instant, The second great man is Mr Hill, the Bursar, who joined Channing with those four words, that she was lost to us. This Daddy did not just one year after I did, in 2006. It was a match made in heaven. understand the Channing ethos. She left. I hope that somewhere she Ok, that’s stretching it a bit... but who knew how well we would is enjoying success. complement each other? I did all the visible Headmistress-y stuff... So, thank you, current and past parents for trusting Channing. I recruiting staff and selecting pupils, telling Channing’s story to have always put JOY at the heart of this school, and girls enjoying everyone who would listen, being Channing’s cheerleader and success is our strap line for a reason: what good is success without ambassador, encouraging the community to be confident, striving for joy? the highest standards academically and pastorally, and upholding the core values of the school. To those of you who have given so generously of your time via the Channing Association, as committee members and form reps, And Mr Hill? Well, he makes things happen. He is a genius, finding thank you for 15 years of fireworks (and I don’t mean explosive space where there is none, making the case for a superb set of disagreements with me!), spectacularly fine social events, from the facilities and making the dream a reality, ensuring the school is viable, Sixth Form Balls, to Year 7 and 8 discos, quizzes, Christmas bazaars, creating with the team and the Governors, a strong and ambitious Summer Fairs, swimathons – I have fond memories of doing two of strategy for a successful future. those myself (no, fond isn’t the word I wanted, I think the experience Drew and Roy: you have been so much more than the stabilisers is best described as traumatic). Some of you may recall early Art on my bicycle. You have been mentor and coach, confidant, critical Fairs, Channing Swimming Club, Channing Tennis, and other very friend but always, always we have rowed the good ship Channing stylish and sophisticated events, including the fabled Second Hand together, with equal strength, in the same direction. Without you Uniform Sale. two, none of this would have been possible, and whilst I am so For many, many years the Channing Old Girls’ Association, grateful, it is the generations of Channing pupils who will always have now known as Channing Alumnae, was also part of the Channing you to thank for so many aspects of this exceptional school. Association and I have a huge affection for the many generations Enough. That’s the staff done. of alumnae who keep in touch and keep the Channing story alive. And now, it’s over to you. Yes I’m talking to you, Channing I was not at all surprised when I learned that year groups keep in parents. Whether you have a cup of tea in your hand, or a glass of close touch and often gather at Christmas to sing ‘The 12 Days of Champagne, now I raise a metaphorical glass to you. Christmas’ and skip around la-la-la-ing as we always do at the end of Thank you for choosing Channing. And if that sounds like I term. work for easyJet, so be it: you live in north London, that hotbed of The school is indebted to the four authors of the Channing competitive education, where WhatsApp groups buzz and ping with Chronicle, published in 2010, which told the story of the first 125 the latest word from the frontline, and mumsnet and twitter offer years of the school: Carolyn Postgate, Alison Burns, Catherine everyone a real time opportunity to comment in a way that was Budgett Meakin and former Headmistress, Isabel Raphael. I think unthinkable 15 years ago. #Channing. I shortly qualify to join the ranks of members of the Alumnae In the era of fake news and opinions dressed up as truth, I want to Association, as a former member of staff, and I shall look forward to thank you parents for putting your faith in this school. If the values following the careers and life stories of alumnae, and especially ‘my we proudly uphold at this school chime with your own, then you girls’. Thanks also to Mary Embleton and Sarah Harper, who have have found the most wonderful support network to help you raise ensured that the school’s archives are in excellent shape. your children. You could not have chosen a better school. So, I think that’s everyone: Governors and members, friends of If you chose Channing because of its academic results, formidable the school, parents past and present, and alumnae…. a very special though they are, you may be having an uncomfortable ride. If you thank you to Linda Carreras, my PA of 12 years, and Hanna Fathers, are constantly looking over your shoulder at what everyone else is current PA, and also a big shout out to every Channing employees’ getting, then you haven’t learned to trust us. Trust us. Put your faith partners, other halves, Steve who is mine, to husbands, wives and in Channing. I promise you, it will be rewarded. families. We spend most of our waking hours not with you but with Channing, so thank you for your patience and support. If what you seek for your daughter is for her to grow into a young woman who is confident in her own skin, who is ready, and wants to But wait: I haven’t mentioned the most important group of all: yes, contribute to our society, your society, our global society, who has a it’s you! I’ve saved the best until last. passion for learning (whether it be for Greek, Physics, public speaking What would a school be without its pupils? I am very proud of or silk screen printing), who is altruistic and full of integrity, and who being able to say that every single pupil in this school was chosen by can stand on her own two feet, then you have found a truly great me. Whether you joined in Reception, Year 7 or the Sixth Form, you school. are here because I considered that you would thrive here, and that Let me tell you a short tale about a parent who did not ‘get’ Channing would be a better place with you; we would be good for Channing. I think, if I can be honest, he sent his daughter to Channing each other. because he couldn’t get a place anywhere else. He sat in my office, I used to be a little sceptical about selecting pupils for Reception. at my invitation, to explain why he wanted to move his daughter to How can one select or worse, deselect a three or four year old? another school for Sixth Form. For the record, she did not want to Then I went and spent some time with Mrs Todd, and after her Mrs leave Channing. Lawrance, and was astonished at how clearly they could spot the I said, quite gently, that his daughter had done so well; she potential in such youngsters. And the process is sound: every year, was on course for an outstanding set of GCSE results; she was we see that girls who join Channing in Reception aged 4 and go on to making progress way beyond what one might have expected given have the full fourteen-year Channing experience achieve exceptional her academic profile; she was loving her music, and had made a A level results. wonderful set of friends. In short, the balance of academic stretch At 11+, again we focus on potential. I like to tell the story of one

8 Headmistress’ Founders’ Day Address pupil whose 11+ examination scores in Mathematics were, frankly, physically or mentally, who have had difficult home circumstances, dreadful. whose families let them down. In the first few years, I just wanted to Mrs Thonemann, who was then Director of Studies and a tuck them under my arm and take them all home. But that is not the Mathematician, you’ll remember, told me in actually very robust and solution. direct terms, that this girl would not thrive at Channing, and under The solution is to help young people to be independent, to be no circumstances was I to offer her a place. Something about the responsible adult citizens, with worthwhile careers and a strong set way this girl spoke at interview suggested that there was a spark in of values. With the foundation of a Channing education, I believe that there that we would be able to fan into a flame of success. As Mrs you will go on to be successful. Thonemann would go on to learn, and say quite often,“Mrs Elliott is The past few months have been truly awful. I am so sorry if your always right!” I offered the girl a place, and she went on to get three family has been directly affected by Covid-19. A*s at A Level. We closed the school on 19 March and true to our motto, If you are here, it is because you have that spark. If you have found Conabor, we have all tried to do our very best to keep the Channing the last few months difficult, and you are not alone in that, do not flag flying.It has not been easy, and I am beyond sad and disappointed despair. The flame is still there. that I cannot say goodbye to you all in person. The best part of this job, and I suspect all my colleagues would I am not going to say I have loved every minute of my time at agree, is guiding you from those small beginnings, those little sparks, Channing: I really haven’t. And this last term has been a nightmare. (I into the remarkable young women you all have the potential to nearly used a very bad word there.) But I have not missed a minute. become. I am so proud of each and every one of you. I have never wanted to miss a thing. I have not had a single day off I have been blessed with an almost photographic memory and a since I joined, and in fact, not a single day off work since 1983. School knack of remembering names. I think all headmistresses have this life is a wonderful thing, and to have been headmistress has been the ability and I will always remember all of you. Don't ever think that most enormous privilege and I wouldn’t have wanted to have missed you are not known, that you have been overlooked, that you are not any of it. noticed, that you are not celebrated. You are a Channing girl. You Thank you to you all. earned your place and you deserve to enjoy success. I wish my successor, Mrs Lindsey Hughes, the best of luck: she Some girls I think of often: I feel such sadness that Alexandra won’t need it! This is a wonderful school and she is going to love Wylie and Rosie Peto both passed away, Allie in 2010 and Rosie in being Headmistress. 2015. I recall so many others who have faced such battles, either Happy Founders’ Day!

Anna George, Year 7

9 Mrs Elliott’s reflections on Channing

Annual General Meeting of Channing June 2020 Reflections and thoughts on Channing School Mrs Barbara Elliott Headmistress

2005-2010 The appointment of a new Head of any school is possibly the most critical decision a Board of Governors will make. There will be members reading this report who bore this responsibility in March 2005 following the resignation of Liz Radice to take up her new role as Head of Haberdashers’ Aske’s School for Girls. To them: thank you, and I hope that you have not regretted your decision. I confess that I knew very little about Channing when I submitted In 2017, Mrs Elliott raised more than £53,000 for the Capital my application, and despite living in High Barnet since 1987, had Challenge by taking part in a skydive in Oxfordshire never even visited Highgate. I had heard of a certain Mrs Isabel Raphael, but mainly because she and I were both alumnae of New The technological revolution was on its way. Geoffrey stood down Hall, Cambridge. in 2006 after 19 years of loyal service to the school and a new kid I did know that I had the ambition to be the Headmistress of a on the block was appointed: one young ex-naval Commander named girls’ independent school and the more I learned, the more attractive Roy Hill. the proposition became. Together, we forged a strong and successful professional Having received the offer of a first interview, I decided to drive partnership: the northern farmer’s daughter and the Charlton to Highgate early one Sunday morning to survey the lie of the land. Athletic-supporting south London lad, both beneficiaries of What lay behind such an imposing facade on The Bank? I knew outstanding educational opportunities, ambitious and determined to nothing of Fairseat. I wandered into the Lauderdale House café and provide the best possible schooling for a generation of girls in north asked the young woman serving morning coffee if she knew anything London. Roy shunned the spotlight and thrived on strategic thinking about Channing School. The following 10 minutes convinced me that and logistical conundrums. I, on the other hand, loved the constantly at least for this pupil (she was a Sixth Form student), there was no changing educational agenda, pupil welfare, public relations and place like it on earth! She spoke with such warmth and enthusiasm marketing the school. The odd couple? Indeed, but I would wager about her experience, her teachers, her friends and the general one would not find a more effective Head/Bursar team, anywhere. atmosphere that I think I knew then that Channing School might be a Together we looked, listened and learned. The school estate was good place to be. stunning in terms of its situation, and enjoyed some glorious buildings, And so it has proved to be. especially Fairseat. Apart from the relatively modern Brunner House, however, it was all in need of modernisation. The 21st century Around the table in the old library at Fairseat I can see George brought rapid change and the technological train was coming down Auger, flanked by Laurence Shurman, Michael Steiner, Steve Barber, the tracks... at speed. I also began to understand that the Unitarian Carol Stephenson, Michael Brown, Catherine Budgett-Meakin, ethos of the school was the glue that bound the community together Amanda Davidson, Anthony White, Val Schilling, Malcolm Burns, and was to be cherished and nurtured at all costs. Jane Williams, Kareen Thorne and a governor who would go on to have a profound influence on me both professionally and personally, I also appreciated for the first time that, without a longer term Margaret Banks. I am so grateful to each and every governor who strategy, the school could not develop. Worse, it ran the risk of granted me the great privilege of leading Channing School. falling behind the newly co-educational and rapidly expanding Highgate School, and traditional single-sex rivals South Hampstead In the summer of 2005, Channing School had enjoyed such High School, City of London School for Girls, North London outstanding academic success that it earned a position in the very Collegiate and Habs. top flight of all independent schools, a ranking that has been neither equalled nor bettered since, a marvellous testament to the academic But how could we develop? Colonel Miller had told me very rigour instilled by Liz Radice. I discovered in the head’s office, proudly that the school had no borrowings, no debt. I could see notebooks with endless lists of girls’ examination results, comparing that all the fees that came in, very quickly went out again, mainly on predictions with outcomes, with details of meetings where the focus salaries. How would it be possible to develop the school without a was clearly on improving public examination results still further. That secure and sustainable increase in income? impetus has never been lost, and the culture of excellence combined 2007-08 proved a pivotal year. An avalanche of acceptances at 4+ with the ambitions of teachers and pupils alike ensures that Channing and 11+ forced us to take an additional form at Reception and Year 7 remains consistently in the top 50 schools in the country. and suddenly, the potential for the future development of the school In 2005, I was advised to take a year to look, listen and learn. was obvious. People insisted on asking me about my “vision” for the school, but And the vision was born. in truth, I did not have one: I wanted to understand more deeply the Despite the financial crisis that year, interest in the school ethos and character of the school before embarking on any grand remained buoyant and the advantages of four-form entry at the plan, and even then, there was the small matter of finance. Could the Senior School and two-form entry at Fairseat were emerging: the school afford a £500 vision, a £500,000 vision or a £5,000,000 vision? collaboration made possible between colleagues, the improvement in This was the end of the Geoffrey Miller era. He had agreed to stay balance of the timetable, the expansion of the curriculum and extra- on beyond his due retirement date to support me in my first year, curricular programme and the financial projections made an exciting but I could see a new day was dawning. future for the school possible.

10 Mrs Elliott’s reflections on Channing

The Governing Body also needed to evolve. With a relentless increase in the number of regulatory requirements imposed by the Department for Education, the responsibilities were becoming ever more onerous. The school needed more than three meetings of the Finance and General Purposes Committee to fulfil its obligations: an Education Committee was formed, followed by Estates, Strategy and Development, Marketing, Appointments and Remuneration, with specific governors taking responsibility for the oversight of Health and Safety, Safeguarding and the Junior School. Michael Steiner and Margaret Banks devoted much time to ensuring that newly devised Terms of Reference and revised terms of office reflected the needs of the growing school. Gradually, the governors who had served so loyally, some for over thirty years, stood aside to make way for a new generation, now led by Mrs Cindy Leslie. I have seen many Heads’ careers hit the rocks when the Governors and the Headmistress disagree, either about strategy, policy or a particular decision. I must admit I have been blessed by extremely supportive Governors whose judgement and dedication to the highest standards has been instrumental in the ongoing success of the school. I want to pay tribute, in this report, to Margaret Banks, Laurence Shurman, Anthony White, and Richard Katz, who are sadly no longer with us. Their ability to challenge and support the Bursar and myself was exemplary, always holding us to account and always determined to put the interests of the school at the heart of everything. Another Channing legend chose the name of the refurbished old hall: Mary Burns, whose great grandfather had, along with the Sharpe Channing alumna HRH Princess Sarvath of Jordan (centre) sisters, founded the school. She chose “Founders’ Hall” and the opened the Arundel Centre, the jewel in the Channing estate plaque outside today recalls her life-long dedication to the school, from pupil to governor and Chair of Governors. The Bursar’s careful handling of the school’s finances, ably 2009 saw the first ISI inspection of my headship, which recorded supported by Milton Nicholas and the Finance and General Purposes the excellent progress made since the previous inspection in 2003 Committee, moved the school from a position of “breaking even” to and noted: “The spiritual, moral, social and cultural development generating surpluses, inspiring confidence with our banks, and thus of pupils is outstanding. It is reflected in the calm, kindness and enabling the physical development of the site. tolerance which pervade daily life, born of its distinctive, inclusive Unitarian ethos. The intention of the founders of the school, to stir The school went from strength to strength: the public examination up the minds of the young, and excite and cherish spiritual life, is results continued to demonstrate high “value added”: every year perpetuated and reflected in main facets of pupils’ development.” girls who had been given a place at 11+ on the strength, not of their 11+ examination score, but of their potential shown at interview The first five years of my tenure drew to a close with the or encouraging school report, achieved stellar examination results, celebration of the 125th anniversary of the founding of the school, as a result - I am convinced - of the outstanding commitment and the highlight being a magnificent concert held at the Barbican in dedication of teachers, the unrivalled pastoral care and the unique February 2010. The joy expressed was a sharp contrast to the death Unitarian ethos. of one of our students, Alexandra Wylie, whose death in November 2010 from a rare form of cancer shook the community to its core. The school buzzed with plays and concerts, careers talks, visits, charity weeks, a hugely successful Duke of Edinburgh Award scheme, Young Enterprise, foreign trips, iPads, athletics, all sorts of 2010-2015 competitions and challenges, from sporting to public speaking. This was a very exciting period of development for the school. We enjoyed the rare luxury of multiple applications for teaching We put forward hugely ambitious plans to improve the site: a new jobs in the school, and I am very proud of the teachers who have Sports Hall, a new Sixth Form Centre, a Music School and... could we come to work at Channing during my headship. There are still build a theatre? some teachers who were appointed by Liz Radice, and indeed, Mrs The costs would be prohibitive, unless we could grow the school Raphael! Those who have come with us on the modernising journey throughout or find some generous benefactors. Fundraising was have thrived. put on a professional footing and we chose ambition over caution. The ISI inspection of 2015 considered every single aspect of Development became a problematic word. We wanted to develop the school to be “excellent”, apart from one: the quality of pupils’ the school and at the same time, it became synonymous with achievements and learning is exceptional. As an ISI inspector myself fundraising. We had some success although asking our parents for since 2004, I know that this word was reserved for very few schools, additional funds did not always sit comfortably with all members of much larger and with far more distinguished histories and reputations our community. than Channing. This was a moment of great pride for the whole I also played my part: I was persuaded to change places with a school as we were recognised as one of the great leading schools in pupil for a day. A Year 5 pupil occupied my office, whilst I donned the the UK. Channing brown, sat inelegantly on the floor in assembly, and raised Once more, this period drew to a close with the death of a much- £36,000 for the Capital Challenge, as our fundraising project was loved pupil. Rosie Peto also succumbed to a rare form of cancer, aged called. 15. Nothing comes close to the tragedy of losing a pupil. 11 Mrs Elliott’s reflections on Channing

2015-2019 2020 The vision became reality. And suddenly, everything changed... The strongest schools have successful Sixth Forms. In 2010, there The arrival of Covid-19 forced the closure of the school on 20 were only 38 students at Channing in Year 13. The competition from March 2020. co-educational schools, mainly Highgate, now a fully co-educational A Remote Learning Team led the teaching staff in moving lessons school, and UCS which now had a fully mixed Sixth Form, plus local online. Many support staff were furloughed. All members of the state schools such as Camden, Woodhouse College and Henrietta Channing community had to face a strange new reality, with some Barnett, plus the introduction of the increase in university tuition fees coping better than others. We all learned that the best part of all conspired against us. Channing is “being here” and the absence has been difficult. Our strategic aim was for a strong, sustainable sixth form of 120. The Junior School re-opened for Reception, Years 1 and 6 on 2 We now anticipate a sixth form of 140+ in September 2020. June, following weeks of meticulous planning by Miss Hamalis and the The Sixth Form Centre – the third version in my time – is a state- Junior School Management Team. of-the-art student centre that keeps our students in school. They The Senior School re-opens for Year 12 on 15 June with Year 10 have everything they need: technology, great food, study space and students set to return the following week. relaxation areas. In 2005, there were about 32 girls in Year 13, and This is not how I had anticipated ending my fifteen-year tenure they had one classroom with a kettle on the floor to make their tea as Headmistress of Channing but in some respects, it has made my and coffee. Now they have a fully catered kitchen, with toast and departure a little easier. panini makers, a studio with views stretching out to Essex, and study zones equipped with the latest technology My sabbatical demonstrated that the school is in excellent hands. The Sports Hall - another state of the art facility, better than The Bursar is only one year behind me in terms of years of those at most London schools, was opened by a very gracious Earl knowledge and experience of the school. In Drew Underwood, of Wessex in 2017, and now hosts not only Channing indoor sports, Channing has a Deputy Head who can lead the school with but local netball clubs most evenings. It is the venue for assemblies, confidence. I was ably supported by Gwyneth Long in the early talks, presentations, parents’ evenings and the Founders’ Day service. years of my headship, then by Cate Mawston, before she went on to be Headmistress of Dodderhill School in Worcestershire. A final plea went out from the Development Board, a committee Jacqui Newman, formerly Head of Sixth Form, has emerged as an of parents, parents of alumnae and grandparents, chaired by former outstanding Director of Studies, a more than worthy successor to governor, Steve Barber. Could the Headmistress please undertake Katie Thonemann, who retires this term, having done some part-time one more challenge to fundraise for the Capital Challenge? Maths teaching this year. On Sunday 2 July 2017, I leapt from a plane over the Oxfordshire The Senior Leadership Team now boasts a Director of Sixth Form countryside in a tandem skydive that raised more than £53,000 for and three Assistant Heads: one to lead on Teaching and Learning, one the Capital Challenge. to drive the Science, Technology, Engineering and Digital agenda, and The Arundel Centre, a name with strong Channing links, was one to steer the popular Adelante strategy, and initiative to ensure opened by HRH Princess Sarvath of Jordan, a Channing alumna, on that the ability to communicate effectively in Spanish is a feature of a a day that marked the 80th birthday of former Headmistress Mrs Channing education. Raphael. This stunning Performing Arts Centre is the jewel in the At the Junior School, Jane Todd retired in 2008, to be replaced Channing estate. by Louise Lawrance, who oversaw the move to two-form entry: The Music School, created in the space beneath the arches of the next September will see the numbers at Fairseat reach 336. The Old Hall, along with rooms at the back of Founders’ Hall, ensure that redevelopment of the site to provide a new Hall, dining facilities, our outstanding reputation for music is enhanced and celebrated. drama and music rooms and additional classrooms, not to mention Record numbers of pupils have individual music lessons and the range beautiful outdoor sports areas will be much enjoyed by Dina Hamalis, of concerts, and opportunities for performance, guarantee that the who became Head of the Junior School in September 2018. quality of music education continues to be outstanding. The termly The new Headmistress, Mrs Lindsey Hughes has a wonderful concerts are now held at St Joseph’s on Highgate Hill, with the Carol school to lead, although she takes over at a most challenging time. Concert at St Michael’s in Highgate village. As the Senior School has grown (with numbers for the Senior School expected to be 650+ There are so many wonderful memories to cherish and so in September 2020) a decision was taken to host two separate many more that I could mention... community service, links with concerts, to allow more parents and guests to attend. schools and other organisations both here and abroad, our links with Transylvania and India, Art Exhibitions, sporting success, the Plans were submitted for a major redesign of the Junior School Channing Association, the Channing Alumnae network, our Careers with work due for completion later in late 2020/early 2021. programme, Charity fundraising, school plays... All this sounds as if the process of developing the site was smooth To be part of Channing is to be part of a vibrant, supportive, loving and uneventful. Many members will be aware of the sometimes family and I shall miss it. hostile local opposition faced by the school in bringing the ambitious vision to reality. With the robust support of the Governors, and especially the Estates Committee, the vision is almost complete. Mrs B M Elliott, Headmistress 2005-2020 I was granted a sabbatical term in the Summer of 2019. A month in Spain was followed by time in California, where I was one of only two UK representatives of the GSA (Girls’ Schools’ Association) at the annual conference of the NCGS (National Coalition of Girls’ Schools) in Pasadena.

12 13 Science, Technology and Engineering

This time last year I was able to look ahead with excitement Looking back at what we have achieved this past year – and what to the introduction of Psychology, 3D Printing and a new Head we were unable to fit in – it strikes me that the academic year facing of Engineering at Channing. I am pleased to report that all of us appears far less certain. But where there is challenge, there is also those additions to the STE offering at Channing came to pass opportunity. And what an opportunity we have in the year ahead with great success. to inspire the scientists of the present and future! Never before Our Head of Psychology, Mrs Walsh, has successfully introduced has there been such interest in the sciences: from epidemiology this fascinating subject not only to the 15 girls studying for their to virology, digital literacy to distance learning, data science to A Level in Psychology, but also further down the school. Students behavioural science or even the engineering needed to fit a group of in Year 7 and Year 10 have participated in Psychology Enrichment students into a classroom whilst remaining an appropriate distance where they have followed short, bespoke courses looking at topics apart! Terms such as social distancing, R number and remote learning such as the science of memory, the adolescent brain, and famous have become part of everyday conversations, and young people studies in Psychology. now have an even greater understanding of the major global issues facing us, and the ways in which the scientific community can come Our Year 7 students have also all been lucky enough to participate together to provide solutions that benefit us all. in an eight-week crash course in 3D Design and Printing. This tailored course – delivered by yours truly – covers aspects of coding, the No matter what the future holds, you can be certain that design process, Computer Aided Design (CAD), manufacturing, Channing will continue to provide opportunities for our students in and evaluation, as well as, of course, 3D printing itself. I have really Science, Technology and Engineering, so that they can become the enjoyed working with all the Year 7 students, witnessing first-hand problem solvers of tomorrow! their creativity, enthusiasm and persistence. Whether it was designing and printing their own personalised keyrings, producing a scale model Mr Dan Grossman, Assistant Head (STE) of a famous landmark, or designing their dream bedroom or café, I have been most impressed by the work they have produced; I think we can safely say there are some budding designers and engineers amongst our Year 7 cohort! Sticking with the subject of Year 7 engineers, our new Head of Engineering, Ms Cooper, was delighted to deliver an engineering and architecture challenge as part of the Year 7 Ellerey Programme. Our group of intrepid engineers were challenged to use all of their mathematical, problem-solving and teamwork skills to find an engineering solution to a real-world, disaster and relief scenario. They learned about and considered a wide range of knowledge and skills – including trigonometry, physics, material properties, hygiene, communication, finances and organisation of resources – required to build appropriate shelter for large numbers of people in the event of a crisis. As expected, they rose to the challenge and produced some fantastic and detailed solutions. But it has not just been our Year 7 students highlighting their STEM skills. Once again, our TeenTech participants in Year 9 have excelled themselves. For the third year running, a Channing team has been rewarded with national recognition; this year, Eliza Weston and Emily Brown scooped the first prize in the ‘Wearable Technology’ category for their wristband and app which help adults and children to track allergies in the food they buy and the restaurants they go to. Ms Cooper, who led the TeenTech programme this year, and everyone at Channing are incredibly proud of their efforts and we look forward to further success in the coming years. Elsewhere in the school, students have been participating in anatomy masterclasses, chemistry competitions, code-breaking excursions, astronomy clubs, robotics building and programming work shops, computer graphics art contests, and scale model construction classes, to name just a few of the extra-curricular opportunities available at Channing. Unfortunately, Covid-19 interrupted many of our plans for the Spring and Summer terms, including the second stage of our Year 9 App Coding Competition with Brunel Universiry, and both our annual Future Technologies Week and our STEM Enrichment Week at the end of the year. Nonetheless, we look forward to bringing these back as part of our offering next year.

14 Kitty Hannam, Year 9 Careers

It is exciting to report that this challenging year has presented Our biggest careers event of the year, the Careers Convention, opportunities to extend our careers provision for Senior went online for the first time. Last year, we hosted 16 speakers. 30 School students. The quality and range of professional professionals joined us this year, contributing a wealth of experience experience from which they have been able to learn has been in a spectacular range of fields, with many kindly preparing videos exceptional, thanks to the Channing community generously and presentations describing their career pathways in detail. Some sharing its wisdom. were just starting out, some entrepreneurs, others were experts It was an honour to welcome four eminent speakers to our and global leaders in their field. Some had made fascinating career whole school assemblies this year: Misha Glenny, author of McMafia, changes to do what they love. A spectacular line-up, covering careers described how his career as an investigative journalist has been from innovation to acting, formed panels for live Q&A sessions supported by his knowledge and love of languages. Fiona Cannon, via GoogleMeet. The quality of both questions from students and OBE, Director of Responsible Business, Sustainability and Inclusion insightful answers was superb, as was the feedback. for Lloyds Banking Group, spoke about why diversity makes good Again, our sincere thanks go to the wonderful contributions from business sense and how to manage a career path proactively. Sarah the Channing community. Parents, alumnae and friends of Channing Lucy Cooper, inspired by Mrs Elliott as a pupil, has used Spanish have gone out of their way to enrich our students’ understanding regularly in her work representing clients as a barrister. Alison of the workplace. Thanks also to Auriel Bull for her dedication and Kay, Managing Partner for Client Service at EY, addressed the girls good humour. Auriel is a former Channing parent, whom we have on International Women’s Day, encouraging them to seize the been delighted to welcome as Careers Co-ordinator. opportunities which are increasingly opening up to them. The Sixth Form were enthralled to hear the story of Kimberley Ms Eleni Pavlopoulos, Head of Careers Motley, a US-qualified human rights lawyer who represents clients based in Afghanistan. Author of Lawless and subject of the biopic, Motley’s Law, she made time to share details of her important work on a flying visit to London at the suggestion of a Channing parent. At our Global Futures Event in the Autumn, 13 professionals from a range of sectors networked with students from Year 10 upwards. Each of them had worked in an international context and many had multiple languages in their portfolio of skills. Marketing to Medicine, Architect to Entrepreneur, TV Producer to Teacher, students were able to select their networking sessions according to their interests and they left the evening informed and inspired. The benefits of languages in the workplace were emphasised further at a talk for Year 9 about careers with the Foreign & Commonwealth Office by its Director of the Diplomatic Academy and the Head of Languages and also at the German Embassy’s Careers Fair. There, companies ranging from Bloomberg to American Express, urged sixth formers to develop the language skills which their organisations urgently need. Mary Verdult, a senior translator at the European Economic and Social Committee, together with Michael Wells, a freelance translator and interpreter, reiterated that important message to Year 8 students. We sought to offer students in Year 10 and above more choice in terms of which careers they learn about. They were invited to hear from Dr Kirstie Forster (paediatrician), Sarah Jones QC (criminal barrister) or Amy Stewart (an alumna, now at Deloitte). Further options included Ian Thomson (author), Ravi Karas (psychologist), Kibi Schultz (artist) or a team from Barclays who talked about their jobs in technology supporting a major financial institution. Professor Nigel Hunt explained how his career in dentistry has extended beyond treating patients into research, teaching and influencing government policy on the sugar tax. Five students were fortunate to attend Level 20’s introduction to private equity at Advent International where they experienced participating in a mock investment panel.

16 Tally Clapham, Year 11 Duke of Edinburgh’s Award – Gold

The Duke of Edinburgh’s Award is one of those times in your life that you will never forget – you either love it or hate it! Whichever memory is yours, hopefully it is one where you still learnt something about yourself and friends as you persevered to the end. As we entered lockdown in March 2020, Channing girls were still continuing with their DoE Award and finding alternatives to succeed! Fingers crossed to all these rescheduled expeditions and future memories to keep.

Ms Monica Yun DoE Manager and Gold Leader

The whole Gavin and Pacey group at the bottom of Offa’s Dyke Year 12’s DofE memories path, probably at about 8am. Don’t let the blue skies fool you – it was freezing!

Maeve Gallagher Although it has been nerve-wracking and exhausting at times, the Duke of Edinburgh expedition has been one of my favourite experiences. The bonds that everyone forms together on the expedition are truly unique. One of my favourite memories is driving home from Wales from our Gold expedition practice in the Chanvan with Mr Hill with everyone belting their favourite songs. We were all so exhausted after four days of walking but unbelievably proud of ourselves and each other. The Duke of Edinburgh’s expedition is such an amazing experience, not quite like any other! However nervous you may be, it is an unforgettable experience that gets you out of your comfort zone and normal life for a few days! There was something very nice about knowing that I never needed to check my phone or worry about anything online, the raw form of walking from one destination to A photo taken on day 1 – although we got a little lost after this, another was extremely meditative and, however tricky the path may the views were completely worth it! be, group morale always seems to be high! Clara Slater Julia Conti-Gemes My Duke of Edinburgh’s Award experience has certainly been Every year coming up to the Duke of Edinburgh expeditions one to remember! Not only have I developed some of the I would both dread it and be really excited. I wouldn’t call most useful and practical skills, such as map and compass myself a natural hiker and I’m certain my group would agree. reading, but I have also discovered what teamwork is really all My role in the group was more to raise spirits rather than be of about. any particular practical use. But I won’t let anyone tell me that’s not Throughout my Bronze, Silver and Gold expeditions, my group an important job! Spirits start HIGH on DofE and soon after a few and I have inevitably found ourselves in some peculiar situations – wrong turns, they start plummeting drastically. In attempts to keep from having to take off my red hat when walking through a field morale up, my group, The Garden Hose, would often do what we of bulls, to trekking up vertical hills and crossing over mountains in call “impromptu rapping”, which Nora had a particular talent for. the midst of a gale. However, through our determination, constant Other fun memories include Nora’s infamous pasta dish on Bronze joke making and collaborative singing efforts, we always overcame that she called ‘al dente’ and the rest of us called ‘uncooked’ – which these challenges with smiles on our faces! I have thoroughly enjoyed we still bully her for to this day. And my famous cheeseboard I completing my Duke of Edinburgh Awards and can confidently say brought on the silver expedition – I truly became my most Swiss self it is one of the best things I have ever signed up for and will be truly on DofE. sad (and, of course, proud) when it is all over. There are so many more things I could talk about; it really is a bonding experience like no other! Lili Kyriacou When I first heard of the Duke of Edinburgh’s Award, I thought it wasn’t for me and I didn’t believe I would enjoy the experience due to the early mornings and long walking hours. However, I was so wrong! The teamwork, skills and memories you gain throughout the whole journey are unique and unforgettable. The build-up to the expeditions are tough and there is a lot of planning to do, but when you reach the end of each award the pride and joy you feel is all worth it. I would recommend it to everyone!

18 Duke of Edinburgh’s Award – Gold

Lara Dailey The first day of the Gold Duke of Edinburgh expedition to the Brecon Beacons will always be a memorable experience for me and my entire group on DofE. We had just started going down the other side of the second massive hill that we had climbed up to the top of that day, and it’s safe to say the morale was low. As it was October, the ground was incredibly wet and muddy, and this proved as a challenge for us trying to get down this hill and closer to our campsite as the sun was about to start setting. We were all slipping and helping each other up, trying to stay balanced by holding on to the trees all around us, laughing the whole time at each other’s misfortune. However, one of these slips proved to be worse than the others: without even realising how it happened, I slid around six metres down the side of the mountain, desperately trying to grab the hands of my group members around me to slow down. After reaching the bottom of the hill, tears began falling out of my eyes, a mixture of laughter and shock. With my entire team around me, they all picked me up off the ground, and all of us laughing together continued on our journey. No matter what that trip threw at us, we all joined together as a group and got through it as a unit, and it’s something that I will never forget from my time at Channing.

Maeve and Anna at the top of one of the many hills we climbed in Brecon Beacons, we can’t give an exact location as unfortunately the fog was drowning us slightly!

Gold participants 2019-2020

Jessica Berlin Yasmin Ghobadian Melissa Redman Julia Conti-Gemes Lily Blue Harper Lara Simler Alix Cronkshaw Isabella Khavari Clara Slater Lara Dailey Lili Kyriacou Freya Thompson Eve Edwards Maddie Macleod Cocoa Wagner Alacoe Frost Anna Mitchell Niamh Walter Maeve Gallagher Lucy Narunsky Annika Woodward

19 Duke of Edinburgh’s Award – Silver

What is DofE...? “A life-changing experience. A fun time with Miranda Velasco Gomez friends. An opportunity to discover new interests and talents. This poem is about the change from swimming every day A tool to develop essential skills for life and work.”- DofE Website, 2020. for my physical and figuring out how to carry on now The above quote epitomises what the Duke of Edinburgh Award with lockdown. stands for but we think these words are also particularly apt in the current situation, both with Silver DofE during lockdown and in The water cold and refreshing wider life. As you can imagine, to our disappointment, our Silver The work rewarding and simple expeditions have not been able to go ahead as usual. However, we are truly heartened by the personal development still being pursued, The routine was plain experienced and achieved by our wonderful Year 10 students There was so much to gain completing their Silver DofE. As leaders, every year we look forward to helping our students achieve their awards and watch them develop But then it trapped us all, skills, interests and interpersonal relations along the way. Indeed, our students have been working hard all year to complete their no one could escape Volunteering, Skills and Physical sections running up to their Silver The net was coarse and scratchy Expeditions. Yet, all is not lost – we have been really impressed at the It knew what it was doing students' resolve in adapting and taking the initiative to change their Suffocating us activities to achieve the new accolade of the ‘2020 DofE Certificate of Achievement’ (see below). The students are to be admired for ‘I can’t breathe we said’ overcoming the current challenges of staying at home and social distancing. It wound tighter and tighter We speak for everyone when we say we are thoroughly looking But we knew how to fight forward to the day we are able to get back out to our Silver trips. we kicked and it screamed In the meantime, we know our students will continue to have ‘a fun time’, ‘discover new interests and talents’ and further ‘develop So quiet and stealthy it had been when essential skills for work and life’ through continuing with their Silver it came DofE. But we knew we needed to stay healthy

Miss Emily Moor and Mr Duane Riggs-Long The time had come for change Silver DofE Leaders Fins morphed into hands and feet Gills into lungs And we walked We ran And we worked once more

Thank you

to the Duke of Edinburgh’s Award participants

from Channing School

who donated

1,716 hours of voluntary service to the local community* The social value of these hours is

£7,465

* Number of hours of volunteer service is based on participants who have achieved their Volunteering section between 1 April 2019 and 31 March 2020

May 2020

CLARE ARGAR, DIRECTOR – LONDON

20 Duke of Edinburgh’s Award – Silver

Lorna Goldman 10G During lockdown, I adapted my social enterprise project, Dolls of Life, to help support charities in the US and UK that have For my Silver Duke of Edinburgh Award this year, I confidently been negatively affected by the pandemic as well as rising decided on my three sections of playing tennis for the physical social injustice and the Black Lives Matter movement. section, learning British Sign Language (BSL) for the skill section, and helping out at my local children’s library for the I forged new relationships and am looking forward to future volunteering section. collaborations including sponsorship and celebrity endorsement for our upcoming doll release. For me, choosing these options was simple yet exciting, as I had already been playing tennis and learning BSL beforehand, and Like most people, I have shifted my message online and have been knew from the beginning that I wanted my volunteering to involve working to set up a website/blog and online shop. I even created my families and children, as well as being somewhere within my local first online tutorial! community. Of course, due to the pandemic, these options were not I have received such overwhelming support for my project. Lauren able to continue as they were, due to lack of ability to meet with my Adelman, founder and director of Artistic Noise, a non-profit teachers and visit the library. that works with incarcerated girls in the juvenile justice system, However, although it would be slightly different, there are simple comments: “When I saw your incredibly generous donation to and fun ways that I found, to reincorporate these activities back into Artistic Noise, I was so moved and also reminded of how you are my routine. My BSL teacher and I have been fortunate enough to now a young adult, able to make real change in the world with your be able to make weekly FaceTimes with each other, in which we try decisions. So, I'm writing to thank you for your generosity and all to have fluent conversations, as well as work through some digital the work you put into Dolls of Life. Your donation to Artistic Noise worksheets. This is so encouraging and helpful and has easily become makes an enormous impact during a really difficult time for so many one of my favourite times of the week. of our young people.” As for my volunteering, unfortunately there isn’t a way for me to Lastly, I’ve been asked to be a Junior Ambassador for Project help virtually at the library, however I have instead started to give Harar, a London charity that provides life-changing facial guitar lessons to my mum every week. Although I have only been reconstructive surgery for Ethiopian children in need. I am looking playing for a few years, my mum is a beginner and has never had the forward to taking up this role to further increase my ability to raise time to use the guitar she has had in storage for years, so this was funds and awareness for these invaluable causes. I am currently a great way for me to practise both my guitar and communication writing an article about the power and importance of representation skills, as well as help my mum learn a new skill she has been wanting and breaking down racial barriers through play, which I hope to have to try. As she is progressing, we have really enjoyed playing together published soon. and learning new songs, and it has also given us both a chance to Upon reflection, lockdown has actually allowed me more free time spend some more quality time with each other during this trying to work on growing this vital project. I’m pleased with the progress time. that I’ve made thus far and definitely looking forward to the future! If you’d like to help us help these amazing charities, you can commission your very own doll, or get in touch to get involved. Making dolls is so much fun and raising money for disadvantaged girls around the world is truly empowering. You can follow our progress and get involved on Instagram and Facebook @Dolls_of_Life or check out the great tweet recently from Channing School.

Branwen Bainbridge

Silver participants 2019-2020

Imani Ahmad Rafaella Fry Arielle Narkis Maria Aleksanyan Harper Gallacher Eloise Neil Ruby Awenat Lorna Goldman Celine Obadiah Branwen Bainbridge Miranda Gomez Velasco Flora Pickford Sybil Barber Ciara Hicks Sienna Ransford Olivia Bendell Khadeeja Huda Anna Saacke Sasha Blendis Aliya Jami Olivia Seddon Deane Romilly Blitz Manon Kanter Lucy Selfe Edie Cartmell Maya Khiani Renée Shields Charlotte Claypoole Meaghan Lawrence Irina Sofronie Florence Coleman Isabel Lesser Louisa Tait Beatrice de Leval Charlotte Marchand Grace Tan Elenora Dusmugambetova Emily Mullen Amy Warren Millie Eton Madeline Napier Anna Whelan

21 Duke of Edinburgh’s Award – Bronze

Isabelle Hannon Thresh Darcey Hastings Katherine Sarfaty Before lockdown started, I played squash DofE has really helped me to sustain a For my physical section I chose to do for my Bronze DofE sport. But during sporting activity for a significant period trapeze, which I have been working on lockdown DofE has inspired me to stay of time. I had given up on activities since I was seven. I have been working active and continue my weekly hours such as ballet and swimming, but DofE towards a three-minute routine all term of sport, so I have entered the Virtual encouraged me to persevere with my and this picture (below) is one of my London Youth Games. tennis sessions and I ended up really favourite moves from it. I do weekly challenges that they set on enjoying it. The pose is called Moon Rollup and I can their website every Monday, Tuesday and Quarantine may have prevented me from do six rolls that, according to my teacher, Wednesday and submit my scores that add participating at my tennis club, however, my is a record out of all her past and current to the score of my Borough. So far there DofE award has again helped me to stay students. I wanted to do trapeze for the have been activities like 60-second burpee active and has highly impacted my decision physical section because I’m not very good at challenge, bottle cap challenge and crossover to start cycling indoors (spinning) and to most sports but I love circus. dribble challenge. Thank you Bronze DofE! start yoga. Overall, DofE has helped me to have and sustain a healthy lifestyle both in and out of quarantine.

22 Bronze participants 2019-2020

Leili Ahmadi Alexandra Jary Grace Penn-Lawrence Cressida Anness-Lorenz Megan Kanter Maria Privalova Mariam Alhamdani Orla Kilborn Arissa Raja-Hussain Ammarah Akontoh Shinju Kimora-Phalon Iris Ren Florence Angel Sophie Kirstein Jesse Reynolds Salma Ansari Amelia Fröhlich Iyssa Rezvani Mia Apfel Summer Ginvert Katherine Ruffhead Isadora Bartleet Jenna Haji Katherine Sarfaty Isabella Boardman Isabelle Hannon Thresh Gabrielle Sega Sophia Bremen Darcey Hastings Amber Silver Rebecca Brolin Bluebell Horner Tamzin Silver Emily Brown Orla Jay Grace Silverman Lola Campbell-Farquharson Ariel Lask Olga Smart Eva Charlton Erin Levinson Ella Skordis-Worrall Maja Chowrimootoo Ava Lonnquist Caitlin Steers Kimi Coetzee Catarina Lucas Sophia Sutliff Beth Cook Grace McBain Annie Swimer Olive Cottee Lucia Magee Marco Frances Taylor Esther Davis Lola Majurey Ava Tiefenbrun Ruby Davis Chloe Marriott Natasha Van der Zyl Valentina Del Bo Claudia Matanovic Liesel Vorhaus Anushka Dimitrov Imani Mokal-Russell Eliza Weston Ora Dobruna-Howling Charlotte Mirchandani-Whiteside Ottilie Whiteman Matilda Edwards Lily Murray Ines Wigglesworth Ariella Garth Grace Nash Aoife Willis Sienna Goldsmith Lili Nutman Zalie Wise Ellena Gray Flora Oppenheimer Lana Wong Gilda Grimes Ines Oulevay Alice Worthington Ella Hamilton-Brown Keira Patel Sofia Zaccagnini Yanna Hill Alexandra Parker Ella Zik Alexia Jamieson Rosie Pendlebury

23 The Key Stage 4 and 5 cast of ‘Hysteria’, Channing’s first original devised production

Year 11 students participate in a Brechtian workshop with Splendid Theatre Company

Pictured: Flora Froment and Jessica Cohen perform in their Y11 Devised examination. These original pieces of political theatre were inspired by the techniques of practitioner Bertolt Brecht

24 Drama and Theatre Studies

The academic year of 2019-2020 has been unlike any other, full Sixth Form students led younger pupils in an adaptation of a classic of surprises and unexpected moments. Many twists and turns script entitled, ‘Alice in Channing Land’. It was a charming piece and have unfolded from the page and onto the stage in the Arundel a real joy to watch the collaboration of student-led learning. The Centre. However, more recently, sweeping changes have also exceptional level of hard work from both staff and students has kept been taking place on the world stage; the pace and magnitude the Arundel Centre very busy until, of course, lockdown at the end of which have been highly dramatic to say the least! of March. It was with great sadness that we had to postpone Ms As I look back over the performances, trips and examinations, I Hurst’s production of ‘A Comedy of Errors’, but we hope to pick up wonder: when will theatres reopen? Will there be enough support the production where we left off, when it is possible to do so. for smaller venues that have ‘gone dark’ to recover from lockdown? During the period of Remote Learning, virtual lessons have How will technical production staff, actors and directors meet the enabled students to explore other avenues of drama – streamed new challenges of making theatre in a post-Covid world? In this performances have facilitated the theatre critic within them, and they period of flux, there is a lot to learn from collaborating via video and become more versed in filmic acting and acting for camera – a very using new media to create and connect: reaching audiences is simply different discipline to theatrical training we normally teach at school. vital for theatre makers. Channing’s Drama Department is adapting They have also developed design skills for costume, make up and set, to new software and learning how to translate theatrical ideas into creating model boxes, sketching, even demonstrating their make up a virtual space. I hope that some of the fabulous online streaming skills for the camera. services from the National Theatre, Old Vic and The Globe might Finally, it is with sadness that we say goodbye to Ms Penglase at the have made it into your home? Perhaps you may have seen something close of this academic year. She will be sorely missed as part of the on our preferred subscription service, Digital Theatre Plus? Many department and we are very grateful to her many years of service, students have been using the service to develop their skills of analysis creativity and passion that she has brought to Drama at Channing. and evaluation. Although it is not a replacement, streaming theatre However, we are pleased to retain her as the LAMDA coordinator is useful as a learning tool and brings with it a sense of nostalgia and wish her well in her relocation to Oxford. for the living, breathing event. I simply cannot wait to be part of an audience again! Whether one is laughing, cringing, gasping, sobbing or gripped to the edge of a red velvet seat, the experience and feeling of Ms Jessica Hill, Head of Drama and Theatre Studies communion is one we must never again take for granted. I am always pleasantly surprised by the ingenuity, determination and commitment of the students at Channing, and the work produced this year reflected their tenacity and fearlessness. The range of texts performed explored family dramas, dystopian realities and psychological thrillers. The breadth of the scripts studied and realised on stage touched on the full range of human experience. Each work required careful consideration – both intellectually and emotionally, which all performers took on admirably, to connect clear dramatic intentions with the audience. A Level students explored the multi-media influence of director Katie Mitchell: her hyper-naturalism and use of projections, gave a filmic quality to the Year 12 and 13 pieces. Even before Remote Learning, they were embracing technology to tell stories and frame moments of focus for the audience. An especially proud moment for me was directing Channing’s Devised school production. ‘Hysteria’ was created in response to the Salem Witch Trials and saw students look at historical research, novels, podcasts and plays. In a process of workshopping scenes, writing in the rehearsal room and redrafting and adapting, the students worked as a company to create a new and exciting take on the strange phenomena started by accusations of witchcraft in1692 in Salem Village, Massachusetts. After a group of young girls claimed to be possessed by the devil and accused several local women of witchcraft, the community began to unravel. The performances from the cast were powerful, the script was both deft and literate, and the foreboding impact of the lighting and set design on the atmosphere was palpable. Theatre Manager Mr Gray’s vision for the austere aesthetics was wonderfully realised, resulting in our most visually arresting production yet. The reactions from students, parents, staff and Governors were overwhelming and creating the work was an experience we will never forget. I know this will not be the last time this talented cast receives rave reviews! Students in Years 10, 11, 12 and 13 produced both devised work and presented scripted pieces of the highest calibre and the standard of the work will no doubt have impressed the visiting moderators, too. Also of note was the Key Stage Three Drama Club, which was a new addition this year, taking place during Thursday lunchtime.

25 The Year 13 Devised piece ‘The Politics of Cows’ drew parallels between veganism, environmentalism, feminism and globalisation. This screenshot captures the performance to a reduced audience before school closed in March

Year 13 Scripted Extract Examination: Tabitha Cartmell and Sophie Lewis present an extract from Sarah Kane’s ‘4:48 Psychosis’.

Year 12 Scripted Extract Examination pieces: ‘People, places, things’ by Duncan Macmillan, as performed by and Niamh Walter and Lily Bea Howe, with set design by Hannah Schlenker

26 Drama and Theatre Studies: LAMDA

This year, 63 Year 8 and 9 students took LAMDA lessons. Being able to pick one piece that was completely your own They were working on their pieces and their theory with choice - it could come from anywhere you wanted, it wasn’t set, momentum, enthusiasm, and creativity when lockdown struck. and so I was able to have my own creative expression. Not to be deterred, the LAMDA department taught full live lessons. The students impressively rose to the challenge of Being able to let out all my emotions - it’s a great time to relax Remote Learning: they skillfully adapted blocking, movement, and channel everything that’s happened in the week. and delivery originally designed for the stage to a 'screen' Working with new people from different classes most lessons acting format, and in doing so developed a new and valuable are in your form, but Lamda has people from different classes so skill. you get to know people you wouldn’t talk to before. Google Meet facilitated additional learning opportunities, for It’s been so fun; I’ve loved doing it. example making it much easier to record and self-assess their own performances. All these efforts culminated in a mini-digital showcase Working with a whole new group of people, now I’ve got new where they shared their pieces with a wider group of LAMDA friends. students and took an online examination. Although naturally nervous I liked learning more information and knowledge. and excited as their examination time drew near, the students I am less nervous now and more comfortable in my own skin. adeptly negotiated the changed circumstances and technology Lessons are really fun, a chance to let creativity run around. performing with poise and professionalism. Every one of them passed with honours, and are to be warmly congratulated. I enjoyed getting continuous constructive feedback, which is helping you to grow and develop your skills. Summer 2020 Student comments about the course: Before Lamda I had a mental block; being forced to be serious and express emotions in front of a small class has made me It’s taught me so much about so many things – the pieces, better at speaking in front of people in general. performance, working together, communicating, and more. Even if you're not taking Drama further it helps speaking and It was a new experience, nerve wracking but nice, I’m pleased confidence skills. I did it. Working closely in a smaller group of peers and teachers has At first I used to think speaking in front of people was grown my confidence and made me want to use my physical skills frightening, but now it's fun! when presenting and just also in the everyday. I liked sharing and having ownership of what I’ve worked on. A chance to perform more Shakespeare – it takes me out of It’s been nice building up from nothing to having two pieces and my comfort zone, which I like. lots of theory – bringing it all alive. Seeing the work that goes on In lockdown it was very helpful as it was a chance to speak to behind the performance has been amazing – you don’t realise so people face to face and do something different – you felt there much goes into it. was someone there for you. I’m going to miss these small group I enjoyed the whole process of doing a duologue and working GMs. with someone else - supporting each other through. Lamda has been really helping - with everything. I’m a nervous person, so I love the time pretending to be I loved the bouncing around of ideas, bouncing ideas off someone else, and I enjoyed the theory because I like thinking everyone, seeing everyone else's pieces, hearing and giving about things more deeply. feedback, listening and sharing my thoughts – yes, the bouncing The whole course has been fun. ideas around between people. Partner work – going on stage and knowing there is someone It’s been a really rewarding year – it’s worth it – although it can there with you. seem hard at times, as an extra lesson, but it all pays off and you My favourite thing was the Monologue – doing something on feel really pleased with yourself at the end. my own, which I don’t usually do. Learning lines, stretching my memory. Ms Vivienne Penglase, LAMDA teacher Lessons are so fun and you improve so much each time – I do other drama stuff, but it’s special what you do in Lamda. Overcoming my nervousness – I’m more confident speaking now. It was hard, but good hard, it stretched my brain Discovering the depth in the characters and language in a scene – having a chance to bring something to life. The journey from reading a script to letting rip as a character. In a way, I’ve proved myself wrong – I thought I wouldn’t be able to learn all the lines and do the performing, but I am surprised how quickly I learnt them and how much I enjoyed it. I really enjoyed performing our pieces to each other in class and doing exercises on them.

27 Art

Young Art Competition This year, Channing Art students entered the 30th Young Art Competition, under the theme of ‘Memories’. This is now a national institution. Not only are successful entries exhibited at the prestigious Royal College of Art Gallery in Kensington Gore but also the enterprise raises in excess of £80,000 pounds annually to benefit Cancer Research UK, the funds used specifically for research into cancers affecting young people. We were especially fortunate this year with 1 successful entry to be displayed. Furthermore, we must congratulate Ora Dobruna Howling and Jena Haji in Year 9, who were awarded commendations for their entries, Anna Vershkova in Year 12 with two successful entries and a Third prize, and last but not least, an amazing First prize for Amy Grayson in Year 11 for her fantastic and compelling engraving of her cat (pictured below). Unfortunately, the exhibition and prize giving were cancelled because of lockdown but when it is rescheduled it will surely be a major event. We must congratulate all concerned!

Workshop with Jeanette Barnes Channing’s Year 10 Art students were treated to a whole afternoon’s immersive workshop with the artist Jeanette Barnes in January. Our students created some ambitious, large-scale cityscape artworks inspired by Ms Barnes’ practice and the imposing London views from our studios. The charcoal works generated that day served as the foundation of a GCSE project, ‘The Built Environment’. The experience was eye-openingly intense and engaging, and provided an opportunity to work from Ms Barnes’ perspective for a few fascinating hours.

Year 12 Art students’ visit to Tate Modern In December, the Sixth Form Art students visited Tate Modern and the Hayward Gallery to see works by Kara Walker, Nam June Paik and Bridget Riley. In the Turbine Hall of Tate Modern, American artist Kara Walker’s unmissable 43-foot fountain ‘Fons Americanus’, inspired by the Victoria Memorial in front of Buckingham Palace, was on display. An exploration of the darker side of the British Empire, it depicted the slave trade and exploring the interconnected histories of Africa, America and Europe on an epic scale. Walker is known for her provocative explorations of race relations and violence, and this piece did not disappoint! Upstairs, the exhibition of Nam June Paik was a turbulent mixture of light, moving image and sound. Paik, a Korean Fluxus artist, incorporated technology into his work in innovative ways in the 1960s and 1970s. His works straddle boundaries between art, performance, music and technology and his legacy continues to influence contemporary practitioners. The exhibition was an interesting and at times uncomfortable experience, epitomised by the final room of the exhibition, ‘Sistine Chapel’ 1993, which was an engulfing riot of flashing lights and sound. A short walk brought us to the Hayward Gallery’s mesmerising retrospective of English op-art painter Bridget Riley. We were treated to a dizzying array of Riley’s best-known works including her huge, colourful canvases and her iconic black and white paintings, which appear to shimmer and move. We gained an insight into Riley’s process, as the exhibition also featured studies, drawings and preparatory materials – extremely useful for Art students!

Mr Andrew Haworth, Head of Art

28 29 Sport

The PE Department has had an incredibly busy and successful U15 Independent Schools Netball Cup year. There have been more extra-curricular clubs, more Despite a slow start to the match, the Under-15 Netball team fixtures, more competitions! played some exemplary netball in the final 3 quarters to beat There has been a great buzz around sport at Channing; we have Colfes School 58-36. had great success in fixtures against local schools and also in regional The Under-15 Netball team then travelled to St Swithun's School and national competitions. Equally important is the number of Winchester to play in the round of 32 of the Independent School students accessing extra-curricular clubs at school. We have had an Netball Cup. amazing number of students taking part in a range of clubs we offer, whether it be fitness, football, trampolining or volleyball. The team got off to a slow start, allowing the St Swithun's attack to dominate. However, the Channing team rallied and fought back to Although in the later part of the year we haven’t been able to play be 2 down in the third quarter. sport as normal, Channing students have been engaged in a variety of innovative and creative ways to stay fit and healthy. In a tense final quarter, with an exceptionally high standard of netball being played, the Under-15 team eventually lost 45-41. Congratulations to all of the team on a resilient, well contested Ms Suzanne Della-Porta, Director of Sport match. Well done to: Annabelle Lucas, Shinju Kimura Phalon, Edith Cartmell, Sienna Thompson, Alice Worthington, Manon Kanter, Netball News 2019-2020 Renée Shields, Grace Penn-Lawrence, Lola Majurey and Grace Nash.

Middlesex Round of National Schools Netball Channing entered two teams in the Middlesex round of the National Schools Netball Tournament in November. The Under-14 team lost their first match to Godolphin & Latymer but fought back with hard-fought wins over Twyford, City of London School for Girls and Highgate to secure a place in the quarter-finals. The Channing Under-14 team played North London Collegiate team. They started brilliantly establishing a 3-1 lead and the scores were even going into the second half. The team battled but were narrowly defeated 8-4. The Under-19 team had a fabulous start, winning their first matches against Francis Holland SW1, Waldegrave, Notting Hill and Ealing and South Hampstead High School. The team were unlucky to lose to Highgate by 6-7 and St Paul's Girls School 10-7 meaning that they narrowly missed out making the semi-finals after finishing third in their group. The students should be congratulated on their excellent performances – the best Channing results ever at this tournament!

U13 Independent Schools Netball Cup The Under-13 Netball team entered the tournament for the first time. They made an impressive start, displayed their The under-19 Netball team have had a hugely successful season outstanding netball skills to comprehensively beat Forest School in the 2nd round (we had a bye in the first round!). All of the team played strong, competitive netball to secure their 29-13 victory. Poppy Waltasaari was named player of the U19 Independent Schools Netball Cup match. Well done! Channing got off to a slow start in their fixture in the first The Under-13 team then travelled to Sussex to play Burgess Hill round of the ISNC against Putney High School. At half-time, Girls School in the third round of the ISNC. The Under-13 team we were down by nine goals. We stormed back in the third played with enthusiasm and great skill to draw level at half time. quarter and were only three goals down with the final quarter The team put in a determined effort but unfortunately lost the to play. In a physical match, the Channing team fought to match 18-24. Congratulations to the team who put in a committed the end, losing a close match 46-42. The girls should be performance. commended for their toughness and fighting spirit! The team consisted of Tabitha Jackson, Maddy Horsell, Tara The team then went on to play St Alban’s High School in the plate Moriarty, Kiki Berman, Lotte Crane, Amelia Cohen, Natasha Hough, competition. It was a tense and physical match, where the defence Amel Ofili, Echo Braden, Eloise Johnson and Poppy Waltasaari. dominated. The students’ play was amazing and they remained very cool and focused against a team that were quite feisty! The Channing team worked hard to secure a 27-21 victory. Channing’s next opponents were Highgate in the round of 16 of the Under-19 Smile ISNC Plate competition. It was a competitive match and the team went up by 5 goals early in the first quarter.

30 Sport

The scores were even at half-time and eventually the team held I have really loved my experience in netball at Channing in their slight advantage going into the fourth quarter. It was a tense last Year 7. From the first practice I went to up to now, I have 10 minutes as Highgate rallied to pull the score back to 40-40. The felt welcomed, supported and challenged, building new Channing team fought hard and scored in the final minute to clinch the victory 41-40. The team now progressed to the quarter-finals of friendships and developing skills and techniques. I feel it the competition. has taught me hard work, commitment, and most of all In the quarter-finals of the Under-19 Smile ISNC Plate teamwork, and I feel grateful to have had the opportunity competition Channing faced St Catherine’s School Bramley. The team to participate. I love how open the practice was, embracing took an early lead and St Catherine’s rallied to bring the score back those of any skill set, enabling students to learn from each to even at half time. Once again, Channing dug deep to be ahead other (as well as the amazing coaches!). So, as you may throughout the third and the beginning of the fourth quarter. The team from St Catherine's pegged the score back and took the lead have noticed, I’ve really enjoyed netball in Year 7. only for the Channing team to finally win the match 36-35. It was an THANDIE HOLDEN, YEAR 7 intense, tightly fought contest. The team were then due to play Haileybury in the semi-finals. Year 7 netball this year, has been a great experience for Unfortunately, the match was unable to go ahead. However, a me. As I am already playing for club and county, it has really huge congratulations to the team for making the semi-finals of this got me thinking about the basics, for example, footwork prestigious national tournament. and shooting techniques and space on the court. These are Well done to: Jessica Berlin, Inara Merali, Sefia Merali, Annabelle some of the most important things in netball. As well as Lucas, Mali Akinrinlola, Tori Akinrinlola, Niamh Walter, Freya Thompson, Eve Edwards, Emily Kamata and Anna Mitchell. this, there have been many new girls joining Netball club this year also giving me the chance to meet and become Year 7 Netball friends with a lot of them. But the most important thing is It has been a brilliant season for Year 7 Netball at Channing. that it’s helped me to become a Leader, I have helped and We have been thrilled to have around 40 pupils regularly coached my team in games and tournaments. It has also attending training. There has been a range of abilities with given me patience. Year 7 netball has been a great help for everyone being able to have an opportunity to play in improving my skills and learning about my favourite sport competitive matches and represent Channing. and I hope to learn many more things throughout the year. The club has given pupils the chance to improve the basics as AMELIA COHEN, YEAR 7 well as learn more technical aspects of the game. Some pupils have really showcased their potential leadership qualities and it has been a supportive environment for those starting Netball for the first time. I think netball is a wonderful sport especially in Year 7 as It has been pleasing to see everyone's confidence grow and their skills you are starting to make friends. I have certainly made improve throughout the year. many friends through netball. Netball was something I We have defeated many of our competitors including City of looked forward to in the week whether it was training, a London School For Girls, Highgate, South Hampstead High School match, a tournament or just a team talk. I loved playing and several teams in the Haringey league. In February, the Year 7 with the team as everyone has the same motivation, Netball team competed at the Haringey Tournament at Highgate. We were lucky to witness some of the best Netball played by Year 7 at passion and drive to win. I learned a lot from playing in the Channing. Led by Captain Natasha Hough the girls were stoic, agile netball team: I learnt to try hard and never give up; I learnt and competitive, beating all opponents convincingly to receive their that you have to encourage everyone around you; but I gold medals and trophy. think the most important thing I learnt was, that we have We were very proud to go on to represent Haringey at the to play as a TEAM, together and not separately. I am really London Youth Games for the second year running, but unfortunately looking forward to playing netball in Year 8 and coming the competition was cancelled. We can’t wait to see what the squad will be capable of achieving in the years to come. back as a team, better than ever and uniting as one. NATASHA HOUGH, YEAR 7

31 Sport

London School Games Year 10 & U Volleyball finals

Congratulations to the Channing Volleyball team who represented Haringey in the London School Games Volleyball finals. The team defeated Barking and Dagenham, Enfield, and Havering. They were very lucky to lose one of their matches by one point, losing narrowly to Lambeth. The team was unlucky not to progress to the quarter-finals but eventually placed out of 24 schools. The team consisted of Charlotte Claypoole, Olivia Seddon Dean, Shinju Kimura Phalon and Megan Kanter.

Ski Trip To Austria

Sienna Rainsford, Year 10 During the February half-term, 43 students from Years 10, 11 and 12, alongside 5 staff members took an early morning flight to Austria. Once we touched down and collected our suitcases, we then had a 3-hour coach transfer from Vienna to the mountains of Flachau. Ennstalerhof Sport Hotel was a delight and we had time to unpack our belongings before heading to the ski shop to collect our required ski gear for the week ahead. The first ski day was hectic yet exciting, as the instructors organised everyone into ability groups. However, once that aspect of the trip was complete, we were off to try to rid the jelly legs. An amazing lunch was served at the bottom of the mountain each day, and between that and hotel dinners, it’s safe to say that we never went hungry. Post-skiing, we enjoyed a hot chocolate après and then Channning students hit the slopes: everyone improved their returned to our hotel for supper and an early night, which was much skiing skills and were able to attempt new slopes as the week needed after our travels and first day on the slopes. progressed During our time in Austria, we spent five hours each day on the slopes and ventured through many different parts of the picturesque Sophia Reichwald, Year 11 mountains. All of the students (and staff!) improved their skiing skills The ski trip to Austria was an amazing experience, filled with and were able to attempt new slopes and challenges as the week ski lifts, hot chocolates and dancing with the teachers. It was unfolded. my first time in Austria, which started off with a 5am flight The skiing timetable remained similar each day, with the exception from Heathrow packed with sleepy Channing girls, ready to hit of Thursday, where we travelled via coach to a new area of the the slopes. Our hotel was modern with lovely rooms, divine mountain. These slopes were beautiful and presented different food and friendly staff. challenges for everyone involved, which we all took in our stride. The week was a wonderful blur of laughter and quizzing the Over the week, we enjoyed different evening activities including: various ski instructors to translate English words into their mother the lucky-flizter, snow-tubing and a disco led by DJ Zekan and DJ tongue. We spent the days in the mountains, whizzing down the Evans. And, of course, Mr Williamson’s extremely popular Maths slopes admiring the dramatic landscape, filling up on warm drinks and drop-in that took place each night – thank you Mr Williamson! The Kaiserschmarrn, a traditional Austrian pancake. Whilst in the evenings lucky-flizter was exhilarating – a fast, roller coaster-type ride for two there was night sledding (which is much scarier than you think) and people who are strapped to a cart by a mere seatbelt. The snow- seeing Ms Zekan and Ms Evans dj the night away. Definitely a week tubing was a short walk from the hotel, and as you guessed, involved that I will always remember! soaring down the mountain on an inflatable doughnut, usually racing We had a fantastic week in Flachau. For our ski lessons we broke the person next to you. up into small groups based on ability. My group’s teacher, Pim, made The disco took place on the last evening where everyone came the lessons interesting and lively, he even skied in a short sleeved together, finishing a superb week in true style! It was an amazing trip Hawaiian shirt! with such fantastic memories and experiences shared by everyone involved!

32 Sport

The food at the hotel and in the on-piste restaurants was delicious, with plenty of Central European cuisine available. In addition we enjoyed joining in with the non-skiing activities the resort had to offer including going on the alpine roller-coaster, tubing and especially the après ski! With skiing all day as well as the après-skiing activities, we were exhausted in the evenings but still managed to fit in some extra Maths lessons with Mr Williamson in preparations for our GCSEs, having no idea they would end up being cancelled! Final mention should go to the disco we had on the last evening. It was a really great way to end the week, especially seeing all the teachers dancing! A big thank you from all of us to the teachers who made the whole week so enjoyable.

Renée Shields, Year 10 We started our trip by waking up in the early morning on Saturday and ending our first day with a long coach ride and a lovely dinner at our hotel. We were so excited to see that our room had a beautiful balcony looking on to the snowy mountains. We met our ski instructors the next morning and were greeted by friendly faces. For the rest of the week we explored the slopes and had amazing Austrian cuisine, such The Channing skiers spent the days in the mountains, whizzing as Schnitzel and Kaiserschmarren. down the slopes admiring the dramatic landscape Even though our legs had never been so sore, we still managed to make great memories at the disco on our last night. I never knew our Channing PE teachers were so skilled! I’m sure everyone on the trip would agree that the wonderful skiing and activities are something we will never forget. I look back on the memories now and miss the slopes in lockdown.

Anna Milsom, Year 11 The Channing ski trip to Austria this February is my fondest memory of Channing so far. I was very apprehensive as I had never skied before but, surprisingly, I picked it up very quickly. Apart from the stunning mountain views and the delicious hot chocolates, my favourite part of the trip was the generally warm and fun atmosphere from both the staff and the pupils. The teachers were always there with kind words and made me feel at home the whole time. A fond memory I have is singing ‘Sweet Caroline’ with the teachers and my friends on the coach. It was one of the funniest weeks of my life and one that I will treasure forever.

On the Austria ski trip, the students spent five hours each day on the slopes and ventured through many different parts of the picturesque mountains

33 Modern Foreign Languages: Spanish

Spanish Year 8 Trip to Cádiz Cádiz… where do I begin? The accommodation was just like Mi segundo año como jefe de departamento está acabándose home, and the food was delicious, especially the paella that we y, a pesar del Coronavirus, ha sido un año fructífero y estoy made as a group. Every day was filled with something new; I muy orgulloso de todo lo que hemos logrado. Dado el paisaje was always excited to wake up. político actual, todo el mundo se ha dado cuenta de la A highlight of the trip was the visit to an equestrian centre in Jeréz importancia de seguir aprendiendo lenguas extranjeras para de la Frontera, where we saw the most beautiful horses who had crear vínculos y desmontar barreras con nuestros homólogos their manes plaited immaculately. On another day we went shopping en el resto de Europa y a nivel mundial. and, much to the teachers’ dismay, I bought lots of bright pink Cada semana se publican en Word from the Head las actividades lipsticks. One of the most fun activities was when we did flamenco que se realizan y, en vez de repetir toda esta información, me gustaría dancing, where we really learnt who could dance. mencionar algunos de los eventos más importantes: la señora Kyle On another beautiful day we visited the 800-year-old Castillo San ha establecido un intercambio con un colegio mexicano para las Marco. In Cádiz we not only had the most exciting time but we also alumnas de año 7, proveyéndoles la oportunidad de escribir cartas spent time learning the wonderful Spanish language and all about its en español. Esta correspondencia les ha dado mucha ilusión y han fascinating culture. On the last day of our trip, we all dreaded getting aprendido más sobre la cultura latinoamericana. El viaje escolar a back on the plane but I was fortunate to sit next to Ms Kyle and she Cádiz para las alumnas de año 8 es un momento que destaca de su told me a lot of things about her puppy – I may now be an expert! educación y este año ha sido otro éxito espectacular. Para muchas, Thank you so much Mrs Tomback, Ms Kyle, Miss Zekan and all our es la primera vez lejos de sus padres durante 5 días y se portaron tour guides for taking us on the most wonderful trip. de una manera madura y educada. Una compañía de teatro español para jóvenes vino a Channing en enero y hizo un espectáculo para las Maisy Mazer, Year 8 alumnas de año 9; me alegro de que las alumnas de Hornsey School for Girls también hayan podido venir a disfrutarlo. Nuestra auxiliar de conversación, Alba Fuentes, ha trabajado con entusiasmo con las Peru alumnas de años 10, 11, 12 y 13; quiero darle las gracias de su parte During lockdown, in Spanish lessons we decided to do por su dedicación. Con las hispanistas de A Level fuimos de tapas presentations (or as Señora Kyle likes to call them – antes de ver una obra en el teatro Cervantes de Londres, asistimos a “perusentations”) on Perú. charlas en el British Film Institute sobre la película que estudiamos (El Along with some other classmates, who had made one themselves, laberinto del fauno) y otro evento que se enfocó en cómo utilizar los we showed it to the class via a Google Meet. We have learnt so idiomas en una carrera futura. much from this excellent opportunity. We have all developed our El confinamiento ha sido difícil para todos pero el profesionalismo knowledge about Peru’s unique culture and diversity that separates it de los profesores en el departamento y la motivación de las alumnas from all the other places around the world. me han impresionado. Pedimos a las alumnas de año 10 y año 12 We think that it is important to learn about other cultures as it que buscaran un poema en español, que lo tradujeran al inglés y expands our awareness of other people – we all live in the same que escribieran un comentario sobre sus decisiones en cuanto a la world. It gives us a different perspective on what’s around us and traducción. La calidad del trabajo ha sido alucinante y me ha costado gives us an understanding of what makes the world we live in such elegir los presentes en esta revista. ¡Enhorabuena a todas por vuestra a special place. We want to thank Señora Kyle for giving us the creatividad! freedom of this assignment; we all thoroughly enjoyed it and would not hesitate to do it again! Mr Calvin Waring, Head of Spanish Natasha Birch, Haruka Mori, Alice Borysenko and Georgie Bradshaw, Year 7

Year 8 in Cádiz (clockwise from top left): on the steps of the Castilo San Marco; outside the Plaza del Toros; making delicious paella; inside the Plaza del Toros

34 Modern Foreign Languages: Spanish

Spanish Highlights from 2019-2020 This was followed by a Q&A session where he emphasised the paramountcy of languages in everyday life and how learning languages can create a host of opportunities. Clementine Butler Brown, Year 13 Mr Glenny urged us to persevere with language study and shared As part of Languages Week at Channing, A Level and Year his experience of foreign exchanges in countries such as Germany, 9 language students were fortunate to hear Jon Benjamin which laid the foundation of his linguistic abilities, providing him with and Nicola Davis, both senior figures at the Foreign and both the confidence and the experience needed to speak foreign Commonwealth Office (FCO), discuss the importance of languages. modern languages for a career in diplomacy. Having heard their inspiring talk, I, for one, am seriously Hannah Davis, Year 12 contemplating a future in the FCO and am very grateful to have had Last September, Channing ran its annual MFL Poetry the opportunity to study languages at Channing at a time when the Competition. Fast forward to February, and a few of us who number of entries for GCSE modern foreign languages nationally is had taken part returned to action, visiting the Highgate Care dropping significantly. Thank you very much to Jon and Nicola for Home to recite our foreign language poems. giving up their time and answering all our questions, and also to Ms Kyle and Ms Pavlopoulos for arranging their visit. We performed pieces in Spanish, German and Russian, including poems such as ‘La canción del jinete’ by Federico García Lorca and ‘Se equivocó la paloma’ by Rafael Alberti. We described the poets Lili Kyriacou, Year 12 and the meaning of our poems (both literal translations and our own Throughout lockdown, a group of Year 12 students took part interpretations). Among other topics, we considered the phrase ‘lost in a course on French 19th Century literature by Dr Ingrid in translation’, discussing with the residents and staff the nuances that Wassenaar. do not carry easily from one language to another. We left feeling As well as being a mother to a student at Channing School, challenged and stimulated. Dr Wassenaar is a former University of Cambridge lecturer in the Department of Modern and Medieval Languages and now an Aoife Willis, Year 9 Oxbridge coach. Throughout the four-week course, the A Level In February, BBC TV producer Gareth Williams visited students explored the idea of Realism by studying authors Honoré de Channing. He spoke to us about the Spanish cookery Balzac, Gustave Flaubert, Émile Zola and Marcel Proust. The course programme he produces, telling us about the key elements of was done using Zoom, which allowed the sessions to be taught as if making a film look really professional, he talked about hero they were university tutorials. shots, focusing and the different keywords of filmmaking we This one-time opportunity allowed the keen linguists to learn hadn’t come across before. a range of new vocabulary and idiomatic phrases, how to analyse Afterwards we went through a mock script for what we might say detailed and complex French and by the end of the course to define and the order in which we might say it. We talked about CUs (close what French Realism is. ups) and a PTC (piece to camera.) We learnt so much!

Lucy Simpson, Year 12 Hannah Davis, Year 12 Our Year 12 Spanish class enjoyed an amazing evening of tapas The Stephen Spender prize, where students are asked to and theatre: we travelled to Borough Market for a delicious translate a poem into English from any language and write a dinner featuring many traditional Spanish dishes, including short piece about their choices, has presented an incredible croquetas, tortilla and pimientos de padrón. opportunity to expand our language-related analytical skills. After that, we went to the Cervantes theatre, where we struck by Year 12 linguists have been lucky enough to study translation the atmosphere in the very small room and the incredibly talented a lot this year, and so this was the perfect chance to put our actors. It was a wonderful experience to be immersed in Spanish new knowledge into practice. language and stories, and we all had a great time. Encouraged by the Spanish department, many students have chosen a Spanish poem to work with. Translating poetry has proved Evie Morris, Year 8 to be entirely different to translating prose – the matters of rhyme, rhythm and greater use of rhetorical devices certainly complicate Year 8 Spanish students were fortunate to meet Ainoa Polo, an already layered and complex process. However, the experience the author of a short Spanish book called ‘¡Bienvenidos al is invaluable for our language skills. Especially by writing 300 or campamento!’ which a few of us were asked to read. so words on the choices one had to make when translating the We also attended a Spanish workshop with Ainoa Polo herself. particular poem, we have been able to really analyse the decisions we The workshop included lots of activities, such as fun quizzes about make to translate both meaning and style. Spain and discussing the book. It really encouraged us to use our Delving deeper into translation has been not only useful, but Spanish and to use initiative and build on our Spanish when trying to interesting; the way someone chooses to try to put across a certain understand something we hadn’t learnt before. word, phrase or sentiment can reveal huge amounts about the person behind the translation. Miriam Hammell , Year 13 The Stephen Spender Prize is a very competitive and popular We were extremely fortunate to be visited this year by challenge, but with a bit of luck a channing girl may win some kind of journalist and linguist, Misha Glenny, as a part of Languages acknowledgement for their piece of work. Week. Sixth form students had the chance to speak with Mr Glenny and hear his views on current political issues, primarily Brexit, and how being linguistically able could impact this.

35 Modern Foreign Languages: Spanish

Spanish Highlights from 2019-2020 Ms Pavlopoulos During a Careers Department event, ‘Where can Languages take you?’, we welcomed two professional linguists, Mary Ms Kyle Verdult (a translator at the European Union) and Michael Wells This year, Year 12 MFL students were lucky enough to enjoy an (a freelance translator and interpreter). all-day translation workshop from Shadow Heroes. We began They made an inspiring video for our students explaining their by talking about recognising how the background and biases career paths and what their daily work involves. The professional of a translator can influence their impression of the text, and linguists joined an online Q&A with more than 70 girls from Year discussed how the skills needed to translate from one language 8 to Year 12. They were impressed by the excellent quality of our to another are transferable and useful when it comes to students’ questions; feedback from students was very positive. Thank adapting a piece into a different historical or social setting. you also to Lily Kyriacou in Year 12, whose idea it was to connect us In the second session we worked with two professional translators with Mary and Michael. and learnt how to translate Arabic cartoons. When we all first heard about this activity, we were sceptical and wondered how we could be expected to go from never having studied any Arabic to carrying its meaning and eloquence into comprehensible English. However, with some help, we managed to do so and enjoyed it thoroughly. The final part of the day allowed us to investigate gender and its role in language. We looked at the different interpretations of male or female translators and began picking apart gendered languages and their challenges in this shifting landscape of gender expression. The day was not only incredibly informative and educational, but hugely enjoyable and invigorating, leaving us all with a deeper appreciation and understanding of the art of translation.

Year 7 exchange letters in Spanish with Mexican school

A new feature of the !Adelante¡ programme this year has been a correspondence exchange with a school in Mexico. Every half-term, Channing Year 7 pupils write letters in Spanish and send them to Colegio Teresiano in Puebla, and a couple of weeks later, we receive letters in English from our pen pals. The letters are a fantastic way of reviewing everything we have learnt in the past half-term. The first letter we sent included: introducing ourselves, asking questions such as ‘How old are you?’, ‘When is your birthday and ‘What is your name?” and talking a little about where we lived. We received letters that were roughly the same, but went into a little more detail describing the city of Puebla, described in Lonely Planet as: ‘Once a bastion of conservatism, Catholicism and tradition... the city retains a fantastically well-preserved center, a stunning cathedral and a wealth of beautiful churches.’ The last couple of letters included: a detailed description of our family and pet(s), what we liked and disliked, some of the things that are in our school bag, and a description of our classroom. Just comparing the first and last letters, you can really see how much progress we have made and how much more knowledge we now have. It is also so fascinating seeing what it is like to know fluent Spanish and to be learning English. It has been a wonderful opportunity. Thank you to Señora Kyle and to Channing parent, Mrs Duffner, for setting up the link.

Katya Brozel, Year 7

Year 7 students display the letters they received from their pen pals in the a school in the Mexican city of Puebla 36 Modern Foreign Languages: Spanish

Isabel Lesser, Year 10, translates Pablo Neruda’s ‘Poema 20’

Puedo escribir los versos más tristes esta noche. Tonight I can write the saddest lines. Escribir, por ejemplo: “ La noche está estrellada, To write, for example, “The night is starry, y tiritan, azules, los astros, a lo lejos.” And the blue stars shiver in the distance.” El viento de la noche gira en el cielo y canta. The night wind revolves in the sky and sings. Puedo escribir los versos más tristes esta noche. Tonight I can write the saddest lines. Yo la quise, y a veces ella también me quiso. I loved her, sometimes she loved me too. En las noches como ésta la tuve entre mis brazos. Through evenings like this I held her in my arms. La besé tantas veces bajo el cielo infinito. I kissed her again and again under the endless sky.

Ella me quiso, a veces yo también la quería. She loved me, sometimes I loved her too. Cómo no haber amado sus grandes ojos fijos. How could one not have loved her great still eyes.

Puedo escribir los versos más tristes esta noche. Tonight I can write the saddest lines. Pensar que no la tengo. Sentir que la he perdido. To think I don’t have her. To feel that I’ve lost her.

Oír la noche inmensa, más inmensa sin ella. To hear the immense night, still more immense without her. Y el verso cae al alma como al pasto el rocío. And the verse falls to the soul like dew to the pasture. Qué importa que mi amor no pudiera guardarla. What does it matter that my love couldn’t keep her. La noche está estrellada y ella no está conmigo. The night is starry and she is not with me.

Eso es todo. A lo lejos alguien canta. A lo lejos. That’s all. In the distance someone sings. In the distance. Mi alma no se contenta con haberla perdido. My soul is not satisfied that it has lost her. Como para acercarla mi mirada la busca. My sight seeks her as though to bring her closer. Mi corazón la busca, y ella no está conmigo. My heart looks for her and she’s not with me. La misma noche que hace blanquear los mismos árboles. The same night whitening the same trees. Nosotros, los de entonces, ya no somos los mismos. We, of that time, are no longer the same.

Ya no la quiero, es cierto, pero cuánto la quise. I no longer want her, that’s certain, but how much I loved her. Mi voz buscaba el viento para tocar su oído. My voice sought the wind to touch her ear.

De otro. Será de otro. Como antes de mis besos. Another’s. She will be another’s. As she was before my kisses. Su voz, su cuerpo claro. Sus ojos infinitos. Her voice, her bright body. Her infinite eyes.

Ya no la quiero, es cierto, pero tal vez la quiero. I no longer want her, true, but maybe I love her. Es tan corto el amor, y es tan largo el olvido. Love is so short, forgetting is so long.

Porque en noches como ésta la tuve entre mis brazos, Because through nights like this I held her in my arms, mi alma no se contenta con haberla perdido. My soul is not satisfied that it has lost her. Aunque éste sea el último dolor que ella me causa, Even if it’s the last pain she causes me, y éstos sean los últimos And these are the last verses I write to you. versos que yo le escribo.

37 Modern Foreign Languages: Spanish

Chiara Lewis, Year 12, translates Gustavo Adolfo Bécquer’s ‘Rima XIII’

Tu pupila es azul y, cuando ríes, Thine eyes so lapis blue, that when you laugh su claridad suave me recuerda Their gentle clarity conjures for me el trémulo fulgor de la mañana The oscillating shimmer of morning que en el mar se refleja. Refracted by the spectrum of the sea.

Tu pupila es azul y, cuando lloras, Thine eyes are coloured so pure and so blue las transparentes lágrimas en ella And when thou so weeps thy translucent tears se me figuran gotas de rocío Appear to me like beads of fresh dewdrops That settle on the petals of violets. sobre una vïoleta.

Thine eyes, so profound, like deep cobalt pools Tu pupila es azul, y si en su fondo And if in such unfathomable depths, como un punto de luz radia An idea resonates like a bright light una idea, me parece en el I recall the night sky, and a stray star! cielo de la tarde una perdida estrella.

Isabel’s commentary Chiara’s commentary ‘Poema 20’ by Pablo Neruda is part of a collection of romantic With Bécquer’s position as a Spanish Romanticist, the task of poems called ‘Twenty Love Poems and a Song of Despair’. translating his work is fulfilling, though challenging; to convey One of the main themes of the poem is the night and Neruda both the opulence and the niche conventions of the literary uses lots of night imagery. This is emphasised by the use of movement, a transliteration was perhaps more appropriate. sibilance and alliteration of the letter “s” throughout the Firstly, I took the liberty of diverging from Bécquer’s lack of poem. I thought that this was very effective in the original rhyme scheme, and instead employed heroic verse, with 10 feet poem as it reflected the silence of the night. Therefore I made per line - a common convention of Romantic literature. Although sure to include lots of this in the translation, such as “the blue initially I was reluctant to alter Bécquer’s writing to fit the English stars shiver”, and “my sight seeks her”, to keep the mood and poetic convention, ultimately I felt this was appropriate. Not only recognisable features of the original poem. does this change allow us to equate him to a Romantic poet of our Neruda’s poem does not necessarily have a strict metre and all knowledge, like Wordsworth or Byron, but it also gives an insight of the readings I listened to, including one by Neruda himself, had into the trends and movements in Spanish literature at the time. In a short break at the end of each line and was read at quite a slow addition to metre, I also chose to use the archaic pronouns ‘thee’ and tempo. Although there is not a strict number of beats per line and ‘thine’. Although perhaps appearing antiquated, during the Romantic it is written in free verse, I still wanted the poem to flow and be period, they were not a particularly elevated form of speech, so by read easily. This meant that, because some parts of the translation using them, I wanted to lend authenticity and historic accuracy to my were slightly too literal and didn’t convey the right emotion of the translation of Bécquer’s writing. poem, I had to alter some words or lines so that they fitted with Bécquer’s poem, although of the Romantic era, uses relatively the disheartened and confused mood and helped the poem keep its simple language, for example, his repetition of the plain ‘azul’ in original form. his description of someone’s eyes. By contrast, the use of rare or ‘Poema 20’ is a lyrical poem that expresses personal emotions and compound colours were common and pervasive in English Romantic is typically spoken in the first person. One of the words repeated poetry, and so I chose to elaborate Bécquer’s word choice in order many times in this poem is “quiero.” This word can be translated as “I to reflect the conventions of the movement. want” or “I love”. To create variety in the poem, I decided to include Moreover, this is also evidenced in my choice to use more elevated both translations in some lines, such as: “Ya no la quiero, es cierto, language than that of the poem. I was unsure about straying too pero tal vez la quiero,” which I translated as, “I no longer want her, far from Bécquer’s words initially; however, I found that in order true, but maybe I love her.” I decided to do this because all through to convey the true beauty and meaning of this love poem, it was the poem the speaker’s conflicting emotions about his love are imperative to convey the literary conventions of the era, through a shown very clearly and he is constantly questioning whether he does use of ostentatious language. or doesn’t love her. Therefore, I had to think carefully about where to use “want” and where to use “love,” to show how he cannot help the fact that he loves her and is trying to convince himself that he doesn’t want her because he is heartbroken. Through doing this I think it helped convey the poet’s feelings and his intentions to show how complicated love and heartbreak can be.

38 Modern Foreign Languages: French

French All of the students held their nerve in an exceptionally competitive situation, with clear arguments, sophisticated language and outstanding team work. They were fantastic ambassadors for us. As a French teacher, I am often asked “why learn a language?”. It is a source of regret that our talented linguists in Year 11 and The answer, in an educational forum, is usually based around 13 were not given the opportunity to demonstrate their ability this enjoyment, greater cultural awareness, improved cognitive year, particularly in the oral exams. They had all worked very hard to skills and enhanced employability. These are valid arguments, prepare thoroughly. However, it was a delight to see some of them however, they don’t express fully the value of learning French participate in our successful Springboard programmes, with Year 11 or any other language. Understanding others and having the tackling a range of activities beyond the GCSE curriculum and Year tools to communicate means that you are more likely to see 13 indulging in deeper analysis of seminal French cinema, including things from a different perspective. This, in turn, leads to ‘Entre les Murs’ and ‘La Haine’. increased cooperation and greater tolerance: something we can all benefit from in times of crisis. The latter part of the 2019-20 academic year may have been challenging but remote learning in the French department did not Acquiring a new language requires you to make mistakes but the dampen engagement or creativity. Students continued to participate upside is that you will have less fear of the unknown going forward. in pair and group work; they recorded presentations, competed in all If you’re not sure of a particular word, you look for alternatives, you manner of quizzes, discovered more about France and Francophone develop a more flexible approach, you adapt. This year, the students countries, baked French pastries, learnt French songs, became and teachers in the French department have all shown immense familiar with French YouTubers, studied film and literature, all resilience and versatility in the face of the pandemic and their whilst making linguistic progress. So, if learning a language gives you reaction to remote learning has been outstanding. cultural competence and makes you more cooperative, tolerant and Over the course of the year, there have been many highlights. adaptable, perhaps the question should be “why wouldn’t you?”. In the autumn term, we welcomed our Year 8 Beginners, though many came with previous experience, and the skills they had gained Mrs Claire Garrill, Head of French learning Spanish in Year 7 allowed them to make fast progress. They threw themselves into the fun of Languages Week, taking part in French charades and baking for the European Bake Off, and trying out some French poetry even though they weren’t taking part in the whole school competition. In November, Year 9 pupils were treated to a performance of “Les Garçons” by the Onatti Theatre Company. The show was perfectly pitched and the Channing students were engrossed from start to finish. The actors were absolutely engaging and skilfully weaved audience participation into the action, much to the delight of the students! They did a stellar job of acting on their wits and showing off their ability in French. MFL staff subsequently participated in a creative multilingualism workshop where we explored how drama can positively enhance language learning.

“The Gilets Jaunes were right to resort to violence.” “We should boycott fast fashion.” “Western countries should return works of art to their country of origin.”

These are the motions that were skilfully debated by our talented The Year 12 French A level students took part in a brilliant Year 12 French students in February. The debates were impassioned debate at St Paul’s Girls’ School, reaching the semi-finals in a and the results very close so it was a real cause for celebration when Channing was announced as one of the six teams to go through to tightly-fought contest. Bravo! the semi-finals. Hannah Davis and Chiara Lewis were focused and determined as they went in to face King’s College, with barely a moment to prepare. It was a very close debate and, although it was frustrating to lose by just one point, their level of language was highly praised by the judges.

39 Modern Foreign Languages: German

German

Trip to Aachen Over the February half-term, a group of Year 9 and Sixth Form students studying German visited Aachen. We stayed in a Jugendherberge (youth hostel) and each day we explored a different aspect of Germany. We visited central Aachen, Cologne, Bonn and Monschau, looking around, shopping and practising our German, even though everyone spoke perfect English. We also toured around museums and cathedrals. At the Haus der Geschichte in Bonn, we were very interested in an exhibit about Britain and its relations with Germany; it provided a new perspective on events ranging from Brexit to the controversial ‘Germans’ episode of ‘Fawlty Towers.’ The medieval German city of Aachen provided the backdrop to a successful trip Throughout our stay, the locals prepared to celebrate carnival, meaning a lot of excitement, parties and drinking. On the last night of the trip, Frau Pavlopoulos directed our German rendition of ‘Let It Go’.

Goethe Institut, London: Science Workshop in German As part of the Creative Quarter event in South Kensington, Channing pupils went to the Goethe-Institut London to attend a workshop with ‘Native Scientist’. The workshop promotes the concept of STEM teaching combined with German and is linked to core subjects that are part of the curricula in England. It informed students about the recent research projects of German scientists, showcased future prospects and focused on the topic of studying in Germany. “Das Schlimmste Hotel”, performed by German actors from the Onatti Theatre Company Students were involved in different experiments. Separated into small groups (speed-dating principle), they learned about new experiments and simultaneously studied the German language.

Oratti Theatre Company: Das Schlimmste Hotel In March, Year 9 German students, together with our guests from Henrietta Barnett School, had the pleasure of watching the extremely entertaining play “Das Schlimmste Hotel” performed by German actors from the Onatti Theatre Company. It was a great experience, allowing us to improve our understanding of the German language in a most entertaining way. Sixth Form A level German students visited the German Maria Privalova, Year 9 Embassy for a Careers Fair

German Careers Fair Our Sixth Formers studying German had the excellent opportunity of attending the German Embassy for a Careers Fair where companies including BASF, Bloomberg, Siemens, Commerzbank and American Express were very keen to recruit German speakers. We also learnt about scholarships and study options in Germany where an increasing number of high quality university courses are offered in English.

40 Extended Project Qualification

This year the Extended Project Qualification at Channing is ten years old! Dr Devlin hopes to be able to mark the event (posthumously) at school in the coming year, Covid-19 permitting. Former EPQers, if you’d like to take part and are not already in touch with the school, please write in and let us know where you are! Initiative, creativity, independence of thought and sheer sticking power; just some of the intellectual and personal strengths displayed once again by those of our Sixth Formers who chose to complete an Extended Project this year. Take a look at the fascinating range of titles below, and read what two of our Extended Project authors have said about their experience this year: ‘I decided to do an EPQ on relations between China and America from 1949 to 1999 because I wanted a chance to explore my subject A clip from Clemmie Butler Brown’s excellent video describing beyond the curriculum, as I had not previously had the opportunity for the current Year 12s what they can expect from the EPQ to study Southeast Asian history. I found completing my EPQ to be an extremely enriching process as it helped me develop my research Many thanks to the supervisors of all these girls for the support, and referencing skills and build specialism in a field which interested dedication and love that they give to their supervisees and for their me. I was able to carry out my own research in conducting an patience with the coordinator: Mrs Garrill, Mr Grossman, Miss interview with a Chinese foreign affairs correspondent which was Hunter, Mrs Walsh and in particular this year to Mrs Kennedy. a highlight of my project. I strongly recommend an EPQ to anyone Here is the full list of Extended Projects completed in 2019-2020: who is interested in developing university-level skills and reading Clementine Butler Brown: To what extent was the Spanish Civil around their subject, something which is very useful when applying War an International War? for undergraduate study.’ Riana Chandaria: 1984, A Brave New World and A Handmaid's ‘I study History, English and Politics and plan to study History at Tale: a critical study university.’ - Eryn Gold Natasha Gould: Can America's use of chemical warfare in Vietnam ‘EPQ is a really valuable experience and a great enrichment option be justified? to choose. None of my university offers lowered my grades for my EPQ so for me it was just a good way to research my subject Eryn Gold: What were the key factors that determined Sino-US in an academic setting. As I applied for law, a subject that I don’t relations from 1949 to 1999? currently study, it was a great opportunity to complete a project on Chloe Phillips: Are we currently experiencing an ‘Age of my chosen subject that I could talk about in interviews or prepare Extremism’ or an ‘Age of Amplification’ in global politics? me for university. I recommend doing EPQ if you are applying for a Emily Poncia: Titian’s Venus of Urbino: a Study vocational subject or something you don’t currently study because Group project (a first for Channing!) and artefact: Tilly Sumners it shows universities your genuine interest in the subject and can (the lawyer’s view) and Hannah Fernando (the scientist’s view): also help decide what aspects of the subject you like or dislike. Should parents be legally obliged to vaccinate their children? An For example, this whole project allowed me to follow my interest informative podcast. in medical law. It is important that you are well-organised and disciplined with your work schedule as the work can build up over time... However it is also a great way of improving your organisation skills.’ - Tilly Sumners Tilly Sumners and Hannah Fernando made history by completing our first ever group project; what better way to mark our tenth birthday? Both are to be commended for an admirable display of team work. In addition, the prize for steel-hard determination (am I allowed to say ‘bloody-mindedness’ in a school magazine?) must go to Hannah, for continuing to work to complete her EPQ in spite of several bouts of illness. We are, however, enormously proud of all of them, and hope that their projects may lead on to further researches at University or beyond.

41 Classics

A Prima Porta Speech Imogen Moody, a Year 11 Classical Civilisation student, wrote this wonderful speech by the Emperor Augustus to his great-nephew to explain the iconography of the ‘Prima Porta’ Augustus statue. Now, I know what you’re thinking. You look at the great Augustus of Prima Porta: youthful, athletic, virile – and then you look at the old man before you: a bit round, a bit grey, a bit... well... tired. You are right of course; it is no great likeness. Those Greek sculptors take rather more liberties with such things than traditional Roman portraits tend to. But that’s what I like about it: very Greek. Like something off the Parthenon. I had them model the contrapposto pose on Polykleitos’ Doryphoros, ‘the spear bearer’. Aha! You thought it looked familiar! The arm is raised in the manner of a military leader commanding his groups, but also brings to mind the pose of a great orator, uniting the military and the political. It’s a well- known image, a symbol of Athens in the 5th Century BC, enjoying a golden age of wealth and prosperity. That’s what I want to bring about: the Golden Age of the Roman Empire. Ah. The cuirass. Lots going on there. The main idea I wanted to convey to people was that the gods are on my side. That, just like us, they were tired of the years of civil war, and put me in charge as an end to those turbulent times. So all of the gods on my breastplate show my piety, the Pax Deorum I advocate so diligently for. Trust me, people go nuts for this stuff. However, there are some deeper meanings there, some clever symbolism if you look closely enough. Firstly, the earth goddess Tellus signals fertility (eg. a link to traditional Roman family values) and the abundance of nature. The earth is watched by the sky, Caelus, accompanied by Aurora, the dawn, and Luna, the moon. The idea here is continuity: just as dawn follows the darkest night, Rome enters a new age. Pretty poetic, eh? Then Apollo, my honoured patron, sits above his sister Diana. As a god associated with healing, he links to my Pax Romana, my healing of the Roman Empire. He’s good that way, old Apollo; he hasn’t much Roman tradition, so I can model him any which way I like to suit Augustus of Prima Porta is a full-length portrait statue of my political needs. Politics takes centre stage in the image of the Augustus Caesar, the first emperor of the Roman Empire. The Parthian man returning the Roman standard. I wanted everybody statue was discovered on April 20, 1863 at the Villa of Livia to remember the time I chose diplomacy over war, preserving owned by Augustus’ third wife, Livia Drusilla in Prima Porta. Pax Romana for the entire Roman Empire. However, dressed as a general, there are also references to my triumphal victories: the two Livia had retired to the villa after Augustus’s death in AD 14. sphinxes at the shoulders symbolising my defeat of Mark Antony and The Augustus of Prima Porta is now displayed in the Braccio Cleopatra at the Battle of Actium, as well as the dolphin at my feet, Nuovo (New Arm) of the Vatican Museums as it was a naval victory. So I used religious symbolism here to unite warfare and diplomacy, strength and wisdom, in one leader – key ingredients to a prosperous age. Yes, I thought you might ask. My feet are bare as a sign of my divinity, being the adoptive son of Julius Caesar, descended from Aeneas and, consequently Venus, goddess of love and beauty. There’s also the Cupid (Venus’ son) riding the dolphin, in case I hadn’t made the point clear enough. I suppose in theory I’m related to him also. We don’t focus on the adoptive part.

42 Classics

Visit to the British Museum King’s College London production of ‘Dionysos In February, Mrs Elliott and Ms Melvin left Channing, along in the Underworld’ – a review with 20 students, for the shores of Troy and its famous A mash-up of Aristophanes’ ‘Frogs’ and Euripides ‘Bacchae’? walled city. No planes or ships were needed for this journey, The former a farcical poetic contest complete with ghost however: only the dependable Northern Line. For we were frogs and competitive butt-kicking, the latter a chilling cat- headed to the British Museum’s new exhibition rather than and-mouse game in which Dionysos lures Pentheus into the Troy itself. murderous hands of his Bacchant mother? The pieces of modern art that flanked the entrance to the We weren’t sure how King’s College London (KCL) were going exhibition provoked a mixed response. The abstract, oversized ‘A’ to combine the two plays – seemingly linked only by the figure of scrawled in red paint, meant to evoke Achilles’ rage, was met with Dionysos, who appears in both – and set them in a world where sceptical gazes even from A Level Art students, while it was agreed climate change has passed the point of no return. Excited, however, that the enormous wood and bronze structures did convey the by the promise of a pre-show talk by Edith Hall on these two monumentality of Mycenaean architecture. wonderful dramas (coincidentally appearing on the A Level Classical From here we were on safer ground, with a variety of ancient Civilisation course) and the chance to see classical drama performed objects telling first the story of the Judgment of Paris, next the in the original Greek, we headed down to the Greenwood Theatre. sailing of a thousand ships and the Trojan War, finally to the Trojan Why set it in a world where Extinction Rebellion has taken Horse and the fall of the city. The British Museum has amazed over? Hall explained that Athens in 405 BC was facing imminent visitors in recent years by using technology to bring the figures destruction at the hands of the Spartans, who would beat Athens at on ancient artefacts, particularly vase paintings or relief, to life. Aegospotami a few months later, tear down Athens’ walls, eliminate Projections combining images from the vase along with text helped its navy and establish a brutal oligarchy. to communicate the narrative, while music and dramatic readings Aristophanes had his advice and message to give, but it couldn’t from the Iliad in both Greek and English set the atmosphere. We save Athens in 405 BC. Hall argued that it was this which had particularly enjoyed learning about the Trojan horse; multiple Aristophanes reaching to bring back Aeschylus and Athens’ Golden fragments showing various depictions of the horse were exhibited Age, and Euripides returning to the very Athenian concept of within the ‘belly’ of a replica similar to the one used in the 2004 film Dionysos at the heart of the drama. Both poets were aware that ‘Troy’. This powerfully showed the mythical allure of the horse even Athens might not last very much longer and wanted to celebrate today. Athenian democracy, drama and identity while they still could. After a brief tour around the Mediterranean through objects that The KCL cast, surrounded by placards and posters, suggested that depicted Odysseus’ travels, we then learned about the archaeological perhaps the world we know is similarly on the edge of a precipice. excavations of the historical Troy and the problematic legacy of Writing this in June, in a world that is quite different to the one we Heinrich Schliemann. were enjoying in February, the play seems prescient in more than one The most effective part of the exhibition, was the final segment, way. which explored the continuing legacy of the myth up to the present The play was a great success with our students. We thoroughly day. This included paintings and sculptures from the medieval and enjoyed the spectacle of university students clad in green boiler Renaissance period, many of which were accompanied by a thought- suits jumping around as the eponymous frogs who compete with provoking commentary by activists or charitable organisations. Dionysos in song. The Chorus of Bacchae were magnificent - we These reflected on themes such as the horror of war, the status of often forget them when reading the dramatic episodes as a text, but refugees, the plight of women – all of which are touched upon in the they made their presence known throughout. Dionysos was played Trojan myth. We really liked Romare Bearden’s artistic interpretation, by three actors almost simultaneously, reminding us of the many transplanting Odysseus and the Sirens to the Caribbean. identities of Dionysos. And then we left the play-within-a-play to return to Aristophanes, Phoebe Morse, Year 11 the comic double-act of Dionysos and his clever slave Xanthias to question what role the arts have to play in a city – and civilisation – facing a crisis.

Dr Nicola Devlin

Phoebe Morse and Amelia Marriott in Year 11 pictured at the British Museum’s Troy exhibition

43 Chiara Knorr, Year 11 44 Economics

What a time to study Economics! It only seems like yesterday of relations between the US and Cuba after the Cuban Revolution when we where teaching about the 2008-09 Global Financial we learnt that the island became cut off from its traditional market Crisis and comparing key economic data to the 1930s Great by an embargo and a travel ban was imposed on U.S. citizens visiting Depression. Then came another external shock to the Cuba. With the revolution seizing US assets in Cuba it was clear economy: the Brexit vote and now the colossal shock of a how detrimental this was on Cuba’s tourism industry. Through this, global pandemic. it was interesting to learn what an impact Cuba’s history has had on The pandemic has posed the dilemma for leaders around the its present economic situation and through visiting the country it was world: health of the society versus the economy. It has been clear how sustained its history was amongst its people. Furthermore, fascinating to examine and compare the different responses, and through visiting Cuba I gained more knowledge of different kinds of often the new, innovative policy ideas that have emerged. For our economies and the way in which they work, Cuba being a largely Year 13 economists, one of the key impacts of this pandemic was the planned economy with its government owning and operating most cancellation of their public examinations. Instead, a bespoke transition industries and the state employing most of the labour force. It was programme was quickly implemented to keep our students fully interesting to learn how investment is restricted, requiring approval engaged in their economic studies. Ms Newman and I explored the from the government and how the government is in control of economic impact of Covid-19, without the constraints of a syllabus. prices and rationing goods. From this, I learnt how Cubans received Some of the topics covered were: “Game Theory, stockpiling and government-subsidised education, healthcare and food subsidies rational behaviour”; “Exploring wage differential and remuneration for as Cuba struggles to obtain foreign currency to be able to import key workers”; and “Covid-19: the UK economic policy response”. We goods/services. The trip was overall very helpful in order for me to also offered a similar programme to our budding Year 11 economists, apply my knowledge and learning to an actual situation, one that giving them a headstart to their A Level studies. Ms Newman and differed from the UK.” I were impressed with the level of engagement and the rigorous Finally, congratulations to this year’s joint winners of The Fraser & debate over some controversial issues that I am certain will appear in Russell Prize for Economics, Yuanyuan Sheng and Tiana Parti. They future examination papers. have been a real asset to our subject along with our other departing A global pandemic did not waver the Economics Department; we economists. In particular, Yuanyuan, who often shared her Chinese continued with our Year 12 economists, albeit teaching remotely. perspective and thus enriching our class discussions. We wish our We are hugely proud of our Year 12 students, who embraced all the Year 13 the very best for the future. They have been an absolute joy challenges of the lockdown period and remote learning. They have to teach and we are certain that they will make a real positive change been phenomenal in their approach and attitude to learning. In our in the world. We will miss them! remote lessons, they have been on time, focused, asking intelligent Thank you to Ms Newman for her continued dedication and hard questions and keeping up to date on all the economic news. It work, especially during these challenging and unprecedented times. was wonderful to see them in school for all their lessons once the Thank you also to Year 12’s Chloe Grossmith-Dwek, Xanthe Melikian lockdown restrictions were eased. If remote working does become and Sui-Lin Le-Carson for their input into this article. the new normal way of working, they will be well equipped and highly valuable when they join the workforce. This academic year, our economists had the incredible opportunity Mrs Gurvinder Bhamra-Burgess, Head of Economics to visit Cuba. This trip was a first for the Economics Department and Channing. It was organised in collaboration with the History and Spanish Departments. I am hugely grateful to Mr Martini-Phillips for his impeccable organisation and leadership, and to Ms Newman, Mr Waring, Miss Hunter and Miss Hill for accompanying and supporting him and our students on the trip. Below are extracts from our students’ perspective. “On the Cuba trip my interest in economic systems was enhanced when I spent around a week travelling in a communist country. Here, I deepened my interest in the politics and economy of Cuba stemming from learning about the Cuban Revolution in History GCSE. This trip was a unique experience for me, which implemented the theories learnt in the classroom into reality. Although the idea of equality sounded ideal, observing the poverty suffered in this low- income, developing country made me question how the electorate should be governed. Researching other economic systems has taught me the flaws of each concept. For example, the free market of Hong Kong, where 20% of the population live in poverty due to the ageing population and inadequate retirement protection. Cuba represented to me the complexities, economic and political of both capitalism and communism.” “One of the most interesting things I took from this trip was learning and seeing for myself how dependent a country could be on certain sectors to survive economically. This became evident as I learnt about Cuba’s main sources of revenue, that being its tourism services and production of sugarcane, cigars, tobacco and coffee. Through visiting Havana it was clear that Cuba was devoted to building tourist facilities and renovating historic structures and sites in order to generate revenue. Moreover, through the deterioration

45 English There are few upsides to the current situation, but the This year the Year 7 and 8 Book Club decided to join the Trinity increase in the amount of time that people are spending Book Award. This not only gave the girls a challenging shortlist of reading has got to be one of them. Somewhat unsurprisingly, new titles on the theme of 'Stand up! Speak out!' but also assigned the dystopia as a genre isn’t doing well! We are seeking to be group a local author, Tracey Mathias, as the school 'pen pal'. Tracey transported away from their current situation into other is the author of 'Night of the Party', a dystopian thriller which has times and places. Of course, literature has an important role been popular in the library, and since making contact she has been a in reflecting very real issues too and in light of the Black Lives keen supporter of many of our school reading groups, even leading Matter movement, I’ve been thinking about how to make sessions in our online meetings. This has been a rare treat and the sure we read a diverse range of writers at Channing. If you loyal members of Book Club have found it illuminating to discuss haven’t read Chimamanda Ngozi Adichie, Chinua Achebe, Alice titles like 'I Have No Secrets' and 'On the Come Up' with someone who Walker, Zadie Smith and Toni Morrison to name but a few understands the writing process so intimately. great black novelists, I cannot recommend their work highly Our A Level English students have been a delight to explore enough. literature with this year. In the Literary Society, we have listened As ever at Channing, we encourage students to engage with issues to a lecture about the Romantic poets by Dr Andrew Rudd of affecting our world. The Junior Debating Society got off to a flying Exeter University and discussed a range of novels that we have read start this year attended by a group of enthusiastic and talented together including ‘Brave New World’ and ‘Rebecca’. We were lucky debaters from Year 8 and 9. The team, composed of Catrin Cox, enough to attend a fantastic production of ‘The Duchess of Malfi’ at Imani Mokal-Russell and Maria Privalova, entered the English Speaking the Almeida theatre; it was a rendition that really brought the play to Union Schools Mace Debating competition. The first round motion life and our cohort enjoyed lively discussions of the drama, stagecraft was: 'This house would allow one flight per individual per year'. and characterisation afterwards. Their opinions may well have been The team was supported by other members of the Channing influenced by listening to the musings of the academic speakers at the Junior and Senior debating societies to prepare their arguments. Sovereign Education Lecture Day that the Year 12s attended prior to After a tough and at times heated debate against Alexandra Park their study of the play. School, Channing School made it through to the second round. We were sad to say goodbye to our Year 11 and 13 English In the second round our fearless team went up against a group of students in difficult circumstances this year, though they have been experienced debaters from City of London School for Boys. The enjoying the chance to go beyond the exam specifications through motions was: 'This house regrets the commercialisation of Pride'. The the Springboard courses, with Year 13 students learning about the Channing School team put forward some sophisticated arguments, History of English Literature and Year 11 students reading Fitzgerald’s but in the end were not put through to the Regionals. The girls had a wonderful novel, ‘The Great Gatsby’. Whilst in lockdown, Year 13 fantastic time and learnt a huge amount about debating strategy. students reflected on how they might look at one of their set We have also enjoyed Channing students expressing their opinions, texts, Shakespeare’s ‘The Tempest’, through the lens of the current reflections and imaginative worlds with us in writing this year. Our pandemic. Emily Sinclair’s response is included here; her message of Year 8 classes have been studying ‘Animal Farm’ and everyone was hope is one we all need. given the opportunity to enter the Orwell Prize competition for writing. The title for the competition was 'The Future That We Want' Ms Polly Evernden, Head of English and the girls were invited to write in any form on the topic. The submissions were thoughtful, passionate and obviously influenced by the unsettling times that we are living through. The entries ranged from poetry to political speeches. Our eventual internal winner was Charlotte Conyerd for her poetic letter to 2080, which is included ‘The Flight of a Bird’ by Olivia Price, Year 8 for you to read. Inspired by ‘Hope is the Thing with Feathers’ An open mind, a spirit of adventure, a desire to explore the landscapes of the imagination and a notebook and pen are the only requirements for membership of the Channing Senior Creative Like a bird, Writing Group. This committed band of writers from Years 10 to Like a heart, 13 have enjoyed a wide variety of activities, producing both poetry A soulless creature, and prose. Some pieces are generated and shared in the space of a half-hour workshop, while others are drafted, discussed, edited A bird with a song to sing. and re-drafted over time. The range and scope of the girls’ output is impressive: they have produced poetry in response to headlines, The wind crashing and thundering, they have created voices for inanimate objects, they have written A blazing gale, political party manifestos and delved into personal memories for autobiographical work. A robin bashed in a storm, Trying to find the fire. Dr Bremser and Ms Kavanagh have run the Junior Creative Writing Club on a Tuesday lunchtime, attended by Year 8 and 9 students. The club creates an opportunity for students to experiment with Like the sea, their creative writing talents in a more relaxed and informal setting, Like the river, aiming to encourage students to experiment with form and language, Floating through land, to share ideas, to inspire one another and spark innovative practice. The bird finding its home. They have had a lot of fun this year, a highlight being when Katherine brought along an old-school typewriter to get her in the zone! The writing the students have produced has often been original and clever.

46 English ‘Dear 2080’ by Charlotte All for what? Their own selfish cause. Now schools have shut their doors, Conyerd, Year 8, winner of the Man against man, friend against friend, Work from home, from now they say. Channing Orwell Prize When will this fighting ever end? No more visits to your favourite stores: Dear 2080, Dear 2020, Home is the only place you’ll stay. The future we want is a future for all, Tell everyone the time is now! Before our domain begins to fall, Speak up for what’s right and don’t The thought of losing family and To crumble, to suffocate under the back down. friends, fumes that we give, We must riot, revolt, make our voices Is an overwhelming fear, To die before we can even live, clear, How long until this pandemic ends? Before our reefs are turned midnight Won’t silence ourselves for no one to Could it even be a year? black, hear. Our rainforests bare with no trees still Then, we will love and then we will The days turn into weeks, intact. grow, As the Earth begins to stop, We need to care for this earth, Because the equality in the world will The countries reach their peaks, cherish what we have made, show. The cases start to drop, Not waste it all under these time- And once we have got our message pressured days. through, But through these difficult times, Then I am equal, just like you. There’s a silver lining on this cloud, Dear 2020, There’s been a drop in crimes, I’m sorry to tell you, the earth is Dear 2080, Pollution is fading, birds chirp out ablaze. We will tell our friends, the news, the loud. Your people are fighting: all caught in world - a haze, Race, sexuality, boy or girl - We start to visualise the Earth we Of outrage and destruction for The fighting must stop, racism must share, religion or race. end, We meet new people, neighbours we Remember this earth, its elegance and But only if you’re with me, hand in hardly knew. grace: hand. We see creatures, we didn’t realise Don’t live out of rage, rather out of We will speak against injustice, for were there, love, out of warmth; everyone to hear We begin to appreciate some amazing Admire the flower, ignore its thorns. And an equal future will be near. views, Please change your ways, stop harming And then we will have got our our earth: message through: My picture of the future that I wish You only have one, consider its worth. That I am equal, just like you. for, Has blue skies as clear as glass, Dear 2080, Runner Up: Lucy Hunt Life Past the Sandy beaches with deep oceans or, I fear it’s too late, our people are Pandemic Fields filled with the greenest grass. blinded, Brainwashed by hate, off course and Streets and shops are filled, day after So, even though our lives aren’t the misguided. day, same, Society teaches them to speak up for We rush around, not noticing the And we wish to be reunited with what’s right, world we live in, people that we miss, Instead they use their voices in spite. But they say a virus is on the way, We should all have a new aim, Disgust and violence, shootings and We don’t realise what we have, until Because the Earth we share cannot wars. it’s gone. remain like this.

There’s a place on the hill; it is not far For there’s a house on the hill that is And this house, on the hill that is not away, not far away, far away, ’Tis a hill tufted green with an old oak It’s got windows just like portholes, Is lit with chandeliers and has floors of tree, and a path made of scree, parquet, There’s a line for some clothes, and a There’s a flower-bed of colours, and a But fantasise not of a palace, nor a fence painted white, door that is green, fort on the hill: You might not see it at once, but it’ll And a polished brass knocker in the ’Tis a humble hobbit hole, visited by make you look twice. shape of a bream. Bombadil. By Katherine Sarfaty, Year 9

47 English

‘The Tempest’ through the lens of the coronavirus pandemic

By Emily Sinclair, Year 13 In ‘The Tempest’, Shakespeare explores the link between idealism, escapism and worry. The fact that Shakespeare shows these things to be inextricably linked could not be more relevant than now when people were confined to their houses. Shakespeare does this in three main places throughout the play: Gonzalo’s description of his ideal society, where the language used perfectly describes the current state of London; Caliban’s description of the island which speaks to the irony that people now have time to enjoy nature but are confined to their houses and Prospero’s epilogue which highlights the hope that people have that we will soon get through this. Caliban’s appreciation of nature takes on a sort of irony during Gonzalo musing on the qualities that he would enforce in his ideal the pandemic due to the confusion about how much people are world takes on more significance during the outbreak of Covid-19 allowed outside. Caliban says to Trinculo and Stephano as he leads because of the way in which the virus has impacted everyone’s work. them around the island that “the isle is full of noises, sounds and Gonzalo insists that he would have “No occupation, all men idle”. sweet airs.” Caliban’s love for the island is clear in this statement and This appears to reflect the current state of society as many people yet, it no longer seems to reflect the outside world, in London at have been made redundant due to businesses being unable to run least. Most public areas are shut or at least much less busy than usual during this time. It also seems somewhat applicable to all of those and therefore not “full of noises” but very quiet. However, music adults and children who are working from home. Even though they and singing have been used in solidarity in places like Italy to keep are working, not being in a building or environment designed for people’s spirits up who are in isolation. Moreover, during this speech work, such as a school or an office, makes concentrating and being as Caliban uses “sleep” as a metaphor for this idealised version of the productive as they normally would seem much more difficult. island in which everything is beautiful and caters to all of his needs. This is in line with the collective hope of the world that we will be Moreover, whilst Gonzalo makes this appear to be the ideal way able to conquer Covid-19. of living perhaps now when people do have much more free time it comes across as slightly ridiculous because as a society we are much Finally, Prospero’s famous “dreams” speech and the play’s epilogue more used to people going to work, whereas, during the Jacobean both serve to comment on the dystopian feeling in the world as a era it was considered an ideal to not have to work as the nobles and consequence of the coronavirus. In his “dreams speech”, Prospero gentry did not have to, due to all of the passive income from their says that “The great globe itself... shall dissolve”. This ties into the lands. Additionally, Gonzalo wishes that there would be “no kind of apocalyptic feeling in the world as a consequence of the outbreak. traffic”. If we take the word “traffic” in the modern day sense of cars The sheer amount of negative news and the tension as people begin and other vehicles, this phrase takes on a slightly prophetic sense as to socially distance makes the world appear a very depressing place during this time it appears that our ideal as a society is to ensure that in which to live. Yet, in his epilogue, Prospero focuses on freedom, there is as little movement of people as possible in order to contain saying, “release me from my bands” and “let your indulgence set me the virus. However, during the Jacobean era, the word “traffic” was free”. This sense of hope that rounds off the play as a whole is so used to mean trade. This does also still apply to the current global applicable to the current situation. Many people who are in isolation situation as many forms of trade, such as small businesses and people or having to maintain social distancing can take on the message of in the events and entertainment industries, are unable to function as freedom and hope that Prospero maintains at the end of the play. they normally would, if at all. Overall, ‘The Tempest’ demonstrates the duality of hope and Whilst these quotes may be taken out of the context of the despair at a time when people have no other options, like those living beauty that Gonzalo is trying to show, they do describe the situation on the island. The play also stands as an ideal of hope and making facing society in light of the coronavirus outbreak. On the other the best of a situation, just as Miranda and Prospero were able to do hand, Gonzalo deciding to try to pass the time when the king and when they were first brought to the island. his men are isolated and unsure of what is going to happen to them by playing a game and trying to maintain a positive attitude seems to be something that has been taken up by many people throughout the outbreak. The government’s concern over people’s mental health when they are isolated has translated into many of us trying to spread positive messages both through social media and trying to help those who are most vulnerable by doing their shopping or phoning them. This shows that whilst Gonzalo’s idealism is reflected in the actions of some people throughout the outbreak, his ideal world is something that society during the coronavirus outbreak is trying to avoid.

48 Library

The Library had a great start to the year with a visit by poet Lewis Buxton for National Poetry Day. Mr Buxton presented an assembly for Years 7 to 9, a poetry reading for Year 10 and work shops for Year 9 and 13. His performances showed us how poetry can be brought alive from the stage as well as the page, and his creative writing exercises helped pupils experiment with ways of explaining abstract ideas through metaphor. In February, we were delighted to welcome Spanish author and teacher Ainoa Polo to Channing to run a workshop with Year 8. Ms Polo is the author of graded readers for Spanish learners and all pupils had read her book ‘Bienvenidos al campamento’ before the workshop. Pupils learned about the book’s setting, Madrid, through quizzes and games and enjoyed typical Spanish tapas. Thanks to Jewish Book Week’s Schools Programme we were able to invite the author and journalist Ian Thomson to talk to the Sixth Form about his work. Ian gave a fascinating talk about his prize- winning biography of Primo Levi. This year we have also taken part in the Book Pen Pals scheme for the first time. Tracey Mathias, author of dystopian thriller‘Night of the Party,’ has exchanged postcards with Year 8 and 9 book clubs, sharing writing tips and book recommendations. She has also visited Year 8 and 9 book clubs in person and led sessions with them on creative writing and the Carnegie Medal shortlisted books. Pupils in Years 7 to 10 have taken part in book clubs throughout the year. Weekly catch-ups about books are such a welcome break from the busy school routine for pupils and librarian alike. Pupils have taken part in the Trinity Schools Book Award and the Carnegie Medal Shadowing Scheme, reading some of the best new books for children and teenagers. And lockdown hasn’t stopped us from getting together using Google Meet and Google Classroom. The pupil librarians as ever have been a fantastic support. They volunteer twice a week and help with all sorts of tasks, from shelving to publicising library initiatives to suggesting new books. Pupil librarians Charlie Pearce and Celia Gomez organised a Book and Bake sale for World Book Day that raised £323 for the school charity. At the beginning of the year the Library also organised a donation of 39 boxes of textbooks and library books for the charity Books 2 Africa.

Ms Isobel Ramsden, Librarian

49 Ava Lonquist, Year 9 50 Geography

It has been another action-packed year in the Channing It is difficult to reflect on the past year without referencing the Geography department. There have been a multitude of move to Remote Learning. Our geographers have proven very events, competitions and field trips which pupils have been resilient and have adapted to this “new normal” with positivity. The involved in. Geography Department are always seeking ways to develop our A key part of the Geography curriculum is carrying out work “in teaching and learning meaningfully and, whilst our geographers are the field” and we endeavour to provide as much opportunity for our doing #geographyathome, we have tried to integrate necessary pupils as possible. This year, our Year 8s were in Cádiz in conjunction screen time with the chance to carry out some independent, with the !Adelante¡ programme using their Spanish to find out about investigative work of their own. The Year 9s impressed with their the impact of tourism in the area, our Year 9s were in Kings Cross inspired work upcycling items of their clothing, informed by what investigating whether regeneration has been successful, our Year 10s they had learnt about the global fashion industry. The Year 7s are were at the Olympic Park examining inequality, our Year 11s were currently working on a project designing a sustainable city, while the in Flatford Mill hypothesising about river processes and our Year 12s Year 8s produced some wonderful 3D shanty town models using were in Brick Lane delving deeper into the concept of place (Millie only recycled materials sourced from around their homes, reflecting Crane gives an overview of the trip to Flatford Mill and Anna Mitchell the fact that this is the unfortunate reality for many informal and Lucy Narunsky give an thoughtful insight into their trip to Brick settlement dwellers around the world. Lane). The Year 8s are currently putting together their entries for the Outside of lesson time, we are really pleased that so many of annual RGS Young Geographer of the Year competition (this year’s our geographers want to be involved in extending their Geography title is “The World Beyond My Window”). So many pupils in other horizons. Our Key Stage 3 Globetrotters meet at Monday lunchtime year groups have been inspired to take part of their own accord, for and have been involved in a number of exciting activities this year which they are to be highly commended. In November, we found (Eibhlin Frost and Saskia Chadha outline some of their favourite out the wonderful news that Sophia Bremen had placed “highly moments this year), while our Sixth Formers are all part of our commended” in last year’s competition - a very impressive feat for a “Senior Geography Society”. They are automatically enrolled as national event - and we are hopeful that we might see similar success members of the Royal Geographical Society and they have attended this year. a number of their events including Professor Lees’ lecture on I would like to take this opportunity to thank the Geography “Gentrification in London” and Professor Lorna Dawson’s lecture Department teachers Andrew Boardman, Emily Moor and Sarah exploring the many ways that the natural environment can aid the Walker for their immense hard work and dedication this year in all Criminal Justice System. Some of our Year 12s have been so inspired that they have done. Finally I would like to congratulate Head of that they are planning to set up a pupil-led “Geography Cafe” where Geography, Sophie Blake, on the birth of her son they can discuss global issues of the day in a more informal setting (watch this space for that). Mrs Kate Boyle, Acting Head of Geography

Globetrotters What have our favourite activities been in Globetrotters? Globetrotters is a Geography club welcoming Years 7 and All the projects and games we do in globetrotters are really 8, run by Mrs Walker and assisted by A Level Geographers fun, but if we had to choose we would probably say that it is a tie (Anita, Chloe and Lucy). It takes place from 1pm to 1:30pm between exploding volcanoes – we were given plaster, a bottle and on Monday lunchtimes in BH10. We have stayed active cardboard as a basis and then we designed it to resemble a volcano during quarantine, sharing ideas and activities on our Google with any surrounding landscape and buildings. We could be as Classroom. Globetrotters gives us the opportunity to creative as we wanted; we had a mermaid rock, people and ducks! promote being eco-friendly, enter competitions, learn about Geography Pictionary was also fun: the Year 7s played against the the environment and the world around us. Sixth Formers and we all wanted to win so much!

What do we do in Globetrotters? Saskia Chadha & Eibhlin Frost, Year 7 In Globetrotters, we have done many things from exploding volcanoes to environmental posters. We normally do a project for one to three weeks and those include decorating geography- themed cupcakes, exploding volcanoes, creating posters about plastic pollution and designing geography games. We also play games, for example Geography Pictionary and quizzes against the Sixth Formers. It is a fantastic way to recap the subjects that we have learnt in class and learn new material. For example, earlier in the year, Year 7 learnt about waterfalls, then at Globetrotters, we recapped that knowledge and made playdough structures of the stages of a waterfall forming. Globetrotters is educational, informative and,most Year 7 importantly, it is fun. In short, it is a great way to spend your Monday Globetrotters lunchtime, whilst learning Geography at the same time. proudly display their exploding volcano 51 Geography

Our Geography Careers at Channing, by Anna This was when I realised the significance of what I was studying; Western and Rose Marshall (Year 13) that the human concepts of risk, vulnerability and adaptation and the physical theories of how tectonic systems operate that we Over our Geography careers we have covered so many topics have studied are so interdependent and could all contribute on an they’re hard to count. It is safe to say we will never forget international level to solve real world problems. It excites me that the formation of an oxbow lake or sustainable tourism in the what I will be studying can help me understand such complex issues Amazon rainforest. better and that it can help provide in depth discussions and solutions One of the most notable topics has been disease, which really too. opened our eyes to the wide reach of geography that we had For me (Rose), at university, I am looking forward to working never considered before. Looking at disease from a geographical on practical skills such as fieldwork and GIS as well as getting the perspective; understanding its distribution, the players involved at opportunity to understand geographical concepts in a deeper way different scales and strategies to manage disease sparked so many and study wide-ranging ideas. Something that I am excited about interesting discussions in class and drew together all our knowledge is the study of political and development geographies, as well as of globalisation, international cooperation, inequality and so many geographies of urban growth and sustainability which are so relevant more concepts from our time at school. to everyday life and understanding society and how it changes over Geography trips have been a really inspirational and fun way of time. I also look forward to getting an insight into specific areas of discovering geographical ideas. One of our favourite geography trips study that I have not considered before, such as the geographies of was our visit to the Lake District, where we developed fieldwork protest and resistance. skills and engaged with glacial features that were formed thousands Geography has shown us how much of nature is about the of years ago but continue to evolve to this day, while also shaping cooperation and acceptance of different species and aims and this the communities around them. Reaching the corrie was a definite combined with human innovation encourages us to think positively highlight alongside the stunning views of tarns and a landscape dotted about the attainability of a more sustainable and aware human with drumlins. existence. Innovation and co-operation can result in greener One of our Year group’s favourite moments was our trip to practices and solutions to socio-economic problems and this inspires Morocco, filled with exciting landscapes we had not experienced us to be optimistic about facing the challenges around global warming before. A highlight was trying to run up a sand dune while sinking and also makes us determined and excited to look for careers related into the sand with every step and driving through mountains so high to this. that we could see clouds outside the windows! Another moment Overall, studying Geography has provided us with many everyone enjoyed was our bartering challenge in the wonderfully memorable moments and we look forward to having many more diverse market in Marrakech. as we go on to study it at university, but we would like to finish by We had another chance to put our physical geography into action looking back at some of our top five highlights. In fifth place are the in Iceland, visiting breathtaking glacial features from real life glaciers countless crafty projects we have done throughout our Geography to geothermally heated pools (even taking a dip in one). Whilst careers; many of us will remember making contour lines models and observing a geyser the teachers instructed us to get right up close so designing our own adapted desert creatures. In fourth place, some we could “see it properly” and then proceeded to stand well back as of our most inspiring moments have come from the talks and work it erupted to watch us all get soaked! shops we have had the chance to attend. We will always remember Some of the most important lessons we have had in our last year the workshop we did on a Japanese earthquake where we mapped have been those that have made us be able to see the ‘big picture’ in out high risk zones and decided where to place emergency services a dynamic and nuanced way. This is a huge leap that encourages us to and shelters to manage the disaster, it was so exciting to begin to see make synoptic links between seemingly unrelated factors or types of geography in action. Thirdly are all the songs and dances we learnt geography. In this way we can look at problems with a more balanced along the way. We vividly remember doing a dance with Ms Bramhall and analytical approach by taking into account more variables to learn the types of river erosion and anyone currently studying and contrasting perspectives. This is a valuable skill in all walks of desert landscapes should definitely know the ‘Adaptation’ song (if life, whether you are looking for solutions to problems such as not, look it up; the tune will be in your head for weeks!) In second sustainable management of urban growth or if you are endeavouring place come the amazing fieldwork trips we have taken, from the to be more compassionate and understanding of another’s view. Olympic Park to Brick Lane, we all remember having to awkwardly ask people to complete our surveys (after a thorough risk assessment Year 13 has been a defining year with many discussion-led of course). Many of our fellow Sixth Form geographers fondly lessons where we consider the links between subjects that we have remember the river fieldwork trip to Flatford Mill. Lastly are the previously studied. For example, by considering how the formation countless laughs, stories, heated debates and inspiring lessons with of meaningful places is affected by the presence of tectonic hazards. our teachers over the years, which have all contributed to making It also encourages us to see these issues, which are so separated in Geography such fun to study. textbooks, as interdependent and complex in real world scenarios. From the Geography department: Anna and Rose have evolved into This takes us to another highlight from this year which is the depth perceptive Geographers and wonderful young people. We wish them the and number of case studies that we have encountered which include best of luck studying Geography at university (at Cambridge and Leeds, up-to-date examples of how geographical concepts apply in reality respectively). The same applies to the entire Year 13 cohort – they have in different countries and under different conditions. This has been proven themselves to be resilient, dedicated and passionate individuals, especially key when looking at our studies of disease, human rights whilst at the same time always retaining a sense of humility and empathy and migration. for others. We are so proud of them all. For me (Anna), perhaps one of the most crucial moments in Sixth Form was when I decided that I wanted to study geography. I remember we were studying hazard management when I got what we like to refer to in class as “geography goosebumps”.

52 Geography

Year 11 Flatford Mill field visit As a part of our GCSE Geography course, we travelled to Flatford Mill in Suffolk to conduct a field study entitled,‘What are the Downstream Changes along the River Brett?’ Flatford Mill is a Grade I listed watermill on the River Stour, set amidst the quintessentially English countryside of Dedham Vale in Suffolk. It is also world renowned as the location for John Constable’s famous painting ‘The Hay Wain’ – in fact, we stayed in the actual building, Willy Lott’s Houes, which is now in the care of the Field Studies Council. Throughout our two-day visit, we learnt the different ways in which you can conduct a rural field study, different ways in which to present data, and the different features of rivers. The basis of our study was ‘Bradshaw’s Model’, which represents the textbook manner a river behaves as it flows downstream. From our fieldwork, including immersing ourselves in the river itself to take measurements, we discovered that the River Brett does follow the general pattern represented by the model, however there are a few anomalies due to human influence on the river. Not only did the trip widen our geographical knowledge and understanding but it also allowed us to perform practical fieldwork. Some further highlights of the trip included measuring the flow rate of the river’s meanders with a cork and one-metre ruler, learning the process of filtration by allowing water to run down a variety of surfaces, and the fun we experienced as a group whilst carrying out our experiments. We had great fun applying what we had learnt in the classroom and bringing the syllabus to life.

Millie Crane, Year 11 Year 11 geographers in the River Stour near Flatford Mill, scene of John Constable’s iconic painting

The wonderful Year 13 geographers amid the stunning backdrop of the Lake District

53 Geography

Brick Lane and Gentrification Whilst to outsiders, Brick Lane may be viewed as ‘trendy’ attracting tourists due to its aesthetics, the resultant driving up of the Following the introduction to the ‘Changing Spaces, Making price of food, rent and other commodities has become an increasing Places’ A Level Geography topic, which we started in early problem to locals. The question we asked ourselves was ‘How September, a group of Year 12 students embarked on a field has gentrification impacted on different people’s perception of the trip to Brick Lane to consolidate and directly apply some of place?’ and by further investigation, collecting data and carrying out these key ideas to the real-world. questionnaires, we were able to use this gathered knowledge to put Prior to this day, we had discussed the multi-faceted nature of together an NEA (Non examined assessment)-style pilot study. By places and their susceptibility to change as regards shifting flows and talking to locals, visitors, and workers from restaurants on Brick Lane connections over time; although we both found this work to be of to stall owners at Spitalfields Market we found that the dynamic and great interest in a class environment, studying these changes in a fluid nature of this place - perhaps shifting to become more high-end modern landscape facilitated deeper and more reflective thinking. - has both positive and negative impacts on the community. The day commenced with a task that was entirely self-guided Overall, we identified that gentrification has been the cause of entitled ‘urban drifting’. This psycho-geographical technique allowed the creation of a tight-knit community of local merchants who us to wander freely in the environment with no true sense of where mutually support each other. However, the influx of tourism has we were going. This felt very aimless to begin with but in fact proved made it hard to attract business as outsiders are more attracted to be of great use. It allowed us to understand and discover the to the well-established, globally recognised stores and ‘trendy’ but place from a completely fresh perspective, free from preconceived more expensive franchises. The local area is losing its unique and thoughts or ideas, resulting in us feeling thoroughly immersed in the handcrafted nature and becoming a ‘caricature of itself,’ forcefully physical location by the end of the exercise. developed by consumers seeking a preconceived, specific experience The following activity was called ‘Freedom to sit’ and it allowed us that has now defined Brick Lane. The shutting down of smaller to engage and observe the area as regards the demographic. In this businesses has resulted in locals perceiving the area more negatively activity we found a bench and, as the activity suggests, just sat. We than they used to as a result of gentrification. In comparison, observed who sat around us and noted what they were doing. We outsiders continue to see it as a vibrant place which has become then made educated guesses about what kind of people they were more attractive over the years. These different perceptions of Brick and whether they had a specific purpose for being in this area. We Lane are mainly due to different people’s identities and are shaped observed that a notably high proportion of people were in the 20-40 by how gentrification has affected them personally, whether it has year bracket with a large majority working on the stalls in Spitalfields caused them to lose their jobs or find their favourite new café. Market or utilising the market for its wide range of food and How we view places, experience spaces and how it shapes our homemade products. This was congruent with our prior research everyday lives really highlighted the relevance of Geography in every into the demographic of Brick Lane/Spitalfields and was reinforced aspect of the world we see. As a result, we are hoping to set up a throughout the day as we explored further. The combination of new club, ‘Geography Café’, as soon as we return to school This these two activities provided us with true insight into the nature of will be an upper school equivalent of ‘Globetrotters’ club, where the place and successfully introduced us to the area quickly but in we will have the chance to debate global issues from a geographical great depth. perspective. We look forward to hosting our first Geography Café Perhaps the most interesting part of the day was comparing the meet in the new academic year. streets of Brick Lane directly with outdated, older images. We had learnt that the constant flows of people and immigrants (such as the Bangladeshi and Jewish communities) had resulted in significant changes (especially to the types of shops) but comparing individual buildings in person served to strengthen this idea. The All Star Lanes bowling alley and café, for example, is now found in place of an old wholesale shop, illustrating perfectly the process of gentrification and the impact of global connections. This also reveals a great amount of information about population change in Brick Lane as this business is much more modern and innovative than a wholesaler is and therefore appeals to a much younger demographic. This is therefore consistent with our previous findings and observations. In addition, we also gained insight into the economic position of the area by completing an ‘Urban Quality of Life’ assessment. Quantifying a qualitative idea (i.e the cleanliness of a street on a range from very good (2) to very poor (-2) proved difficult but helped to indicate the general quality of an area. The findings, when compared in a group, supported our research that levels of deprivation in this area were very high. Towards the end of the day, we were given the opportunity to develop our understanding of the place by developing our own enquiry on an area that sparked our interest. After noting the disparity between roads parallel to Brick Lane and the new wave of modern and perhaps overpriced vintage stores and artisan cafes on the main road, we wondered what impact this gentrification was having on how people viewed Brick Lane.

54 History

It seems highly likely that when the world moves on from the This year, the History department has led trips to Cuba (more tumultuous events that have characterised 2020, historians on this later) and Budapest where the pupils got to see and hear will be sharpening their pencils and beginning to write about about the impacts of Nazism and Communism, meet with people the transformations that took place and analysing the causes, from very different world views and learn about life in authoritarian events and consequences. Will 2020 take a place alongside regimes. Sixth Form historians were treated to a talk by Oxford 1914, 1917, 1939, 1963, 1989 and 2001 in history as having University’s Professor Susan Doran, who spoke about the concept of been amongst the most transformative of the world in the ‘A Mid-Tudor crisis’. past 100 years or so? Certainly, Channing girls will remember We also had a range of other events and activities lined up that it for a long time. were, of course, curtailed by Covid-19, and I want to say how sorry The superb learning being undertaken by Channing girls during I am to Year 9 that they were not able to go on the Battlefields trip lockdown (and before) is due to the incredible hard work of the and to Miss Hunter, who put in many hours of work to arrange it. It History department. We benefit from teachers with a range of was, of course, clear we could not go but that does little to limit the historic passions, background and experiences but all with a shared disappointment. Ms. Kung has also been working with a selection of desire to do their very best for the students. I want to say a huge Sixth Form historians on this year’s History Journal based this year thank you to Mrs Devine, Mrs Tomback, Ms. Kung, Miss Lindsay and around South American history and, although hindered by Covid-19, Miss Hunter for their resilience, energy and commitment through we look forward to seeing the pupils’ work, which will no doubt these challenging times and I have missed being together as a match the super content from last year. department in person immensely. In terms of outcomes we could not be happier as a department. I also want to put on record my huge thanks and best of luck Our GCSE results for 2019 were amongst our best ever and also to Miss Hunter who is leaving us to become Head of History and some of the best in the country (according to Edexcel’s enhanced Politics at Notting Hill and Ealing High school from September. results service) with a whopping 40% achieving the highest grade 9 We both joined the school for the 2015-16 academic year; during and more than 90% getting 9-7 (A*-A in old money) and at A Level that time she has been instrumental in helping establish the new A the number of pupils achieving A grades nearly doubled and those Level, GCSE and Key Stage Three courses, as well as running our achieving A* tripling. This, coupled with the fact that History was the battlefields trip for the past three years. She has also run the Project most popular option choice for both Year 11 and Year 12, makes us Qualification programme, been Head of our More Able provision very proud of the pupils’ achievements and all the hard work put in and a magnificent and adored Year 7 Form Tutor. Her positivity and by the teachers. dedication will be sorely missed. Mr Peter Martini-Phillips, Head of History

In July 2019, just after breaking up for the summer holiday, a group of Year 10 History students visited Budapest, the wonderful capital of Hungary History: Cuba Report

In October half-term, Mr Martini-Phillips and Miss Newman led a cross-curricular trip to Cuba. Comprising 40 Years 11 to 13 History, Economics and Spanish students, the trip was a huge success. Below is a summary of the trip written by some of the pupils.

Day 1 On arriving in Cuba, we checked in to our hotel and recovered from the long journey with a swim in the pool and enjoyed the contrasting temperature between London (3 degrees) and Cuba (28 degrees).

Day 3 On day 3, we began learning more about the 1959 Cuban communist revolution. We visited the very pro-communist ‘Museum of the Revolution’ and the Revolution Plaza. The Revolution plaza is a historic symbol of Cuba and is adorned with 100ft high images of communist heroes such as Che Guevara and Camillo Cienfuegos. It is the setting for many important meetings of the Cuban people, large military displays and lots of important speeches were given by Fidel Castro at this location. He once gave a speech here lasting 5 hours- and you think mark reading is long! Here also we went to the top of the 360ft high Jose Marti tower for stunning panoramic views of the city and across the Caribbean sea.

Day 4 Day 2 We ventured outside of Havana and drove to Las Terrazas Our first full day in Cuba started with a walking tour of Old Nature reserve. Our first stop was visiting Che Guevara’s Havana. Havana, the capital of Cuba is a beautiful bustling city Cave, which was used as a hideout and headquarters of the of 2 million people. Western Army during the Cuban missile crisis where the It was founded by the Spanish and used as a base for their treasure world came close to nuclear war over the USSR’s presence in fleet coming from South America before making the long dangerous Cuba. voyage back to Spain. As a result of its wealth of gold it was a major Later on, we entered the Vinales region and checked into our target for pirates and so has a large impressive fort protecting its hotel, Hotel La Ermita, which boasted incredible views of the lush harbour entrance. countryside of the Vinales valley, a Unesco world heritage area. Our first stop in Havana was the Plaza Vieja. The square has Then we had the opportunity to visit a tobacco farm in Cuba, where fantastic architecture including beautiful colonial buildings surrounding a local tobacco farmer showed us the ins and outs of the cigar the square. Most of them from the 17th, 18th and 19th centuries and business. We travelled back to our hotel via horse and cart before others from the early (pre-communist) decades of the 20th century. heading out for dinner at a local organic farm. As it was up a steep The style involved two-storey houses, open to the outside through hill Miss Newman arranged for us to travel via 1950s cadillacs. portals and galleries. We then visited Cathedral Square. Centuries ago, the most important aristocrats and merchants of this city lived here. This was one of the most elegant places in Havana where important religious ceremonies and celebrations were held. It was here that businessmen gathered to discuss their great successes and is now home to an array of street vendors and entertainers. We then explored Obispo Street and had a chance to go souvenir shopping. We stopped for lunch in a traditional Cuban cafe and were treated to a Salsa performance and some of the teachers were “dragged” up to join in. In the evening we were lucky enough to be taught salsa at a local Cuban Salsa school. In Cuba, dancing Salsa is an expression of popular social culture and part of everyday life where all the family join in. Many Channing girls really mastered the steps whilst others such as Morgan Dropkin demonstrated a lack of coordination leading her to stamp on Mr Martini-Phillips feet on numerous occasions.

56 History: Cuba Report

Day 7 For our penultimate day we went to Santa Clara and visited the Che Guevara Monument and the Che Mausoleum which was very solemn as seeing all of the burials of people made us reflect. Che Guevara was an Argentinian doctor who had helped in the Cuban revolution and was later murdered in Bolivia by CIA-backed soldiers as he tried to cause revolution there. After that we went to Tren Blindado museum which was a museum in a train carriage and commemorates a major battle in the Cuban revolution. After a busy day, we returned to Havana and had dinner at the rooftop restaurant of Ambos Mundos hotel famous for being Ernest Hemingway’s home, for seven years, in the 1930s. When we got there we saw the most amazing sunset and so, as you do, decided to take pictures with the sunset and breathtaking view which we saw from the roof.

Day 5 We then took a long drive across Cuba to the Bay of Pigs, which was five hours away. We spent some time on Playa Giron to have the opportunity to snorkel, seeing many of the exotic sea life and corals of the Caribbean sea. After this we ventured to the Bay of Pigs museum to learn about the US backed failed invasion of Cuba in 1961. Ever since this failed invasion, Cuba has been subject to strict economic sanctions by the US. Although these had reduced under Obama, they were made the strictest they have ever been by Trump. This has led to some hardship and shortages for the Cuban people. We then carried on with our journey to the new hotel in Trinidad called Hotel Memories del mar.

Day 6 We visited the stunning colonial town of Trinidad, where we looked at the impressive traditional architecture, and shopped in the markets that were all over town, selling homemade Day 8 jewellery and souvenirs. For our last day in the sun, we had the treat of touring the city We later had free time to jump in the pool and go to the beach of Havana in classic vintage cars. After this we made our way that was part of our hotel complex. to the airport back to cold, gloomy and rainy England. We want to say a huge thank you to Miss Newman, Miss Hunter, Miss Hill, Mr Waring and Mr Martini-Phillips for taking us on the trip.

57 Mathematics

‘Mathematics has beauty and romance. It’s not a boring place to Further Maths is going from strength to strength. Mr Williamson be, the mathematical world. It’s an extraordinary place; it’s worth has taken the first cohort of Year 11 students through the Further spending time there.’ – Marcus du Sautoy, British mathematician: Maths IGCSE. We have built on this success and currently also have Channing has seen a lot of change in 2020! After five years with a group in Year 10; it is testament to our pupils’ dedication and drive no staff changes there were suddenly two new arrivals at the same for perfection as they have to attend two extra lessons per week to time! It has been a year of joy and challenge as Ms Cooper and I have achieve this. Next year in Year 12 we will have the largest Further learnt to embrace the Conabor spirit of the Mathematics team. Maths A Level Class in Channing history! We were immediately impressed with the work ethic and tenacity The Maths Department have risen to the challenge of remote of Channing Mathematics students.The thriving Maths ‘Drop In’ learning to ensure that our students continue to learn and enjoy session on a Thursday is bursting at the seams, the older girls are Mathematics. Teachers have made every effort to make the keen to mentor the younger students; it epitomises the spirit of experience for our students a live experience and have developed ‘Growth Mindset’. bespoke videos to help students continue their learning experience. We have used the example of Covid-19 in the Maths Department Mathematics competitions started early in the school year with to discuss exponential growth of viruses and flattening the normal the Hans Woyda rounds. Mrs William’s fame in north London is distribution curve in our live lessons! legendary, which means that she runs the final of the competition every year every year at Channing. We were excited to win a match So my first Channing year is certainly one to remember! I must this year against St Alfred’s School (the winning team was Charlotte finish with a personal thanks to Ms Thonemann who has worked Marshall, Amelia Chan, Anna Saacke and Maria Privalova) and came at the school for 26 years as Head of Maths and as Director of close to beating St Michael’s Catholic Grammar School. I took the Studies. She is leaving us this year and we wish her all the best for Senior team (Charlotte Marshall, Calandra Sheng, Amelia Chan and her retirement and thank her for being such a ‘prime’ member of Gabriella Shahmoon) to the Team Maths Competition at the London the department and showing such constant dedication to Channing Academy of Excellence. students. 2020: What a year! Sadly, the Junior Team Maths competition was cancelled this year but they will keep practising for the online Junior Mathematical Mrs Helen Wootton, Head of Maths Challenge and the competitions next year. Ms Yun put them through their paces and the chosen team was Ammarah Akonto, Sascha Casely-Hayford, Tabitha Jackson and Zoe Quartey. Our students were extremely successful in the usual UKMT Mathematical Challenges this year (full results attached). Special congratulations must go to Naishah Karim as the Best in School for the Senior Challenge and Catrin Papanastassiou Jenkins as the Best in School for the Intermediate version. Puzzle of the Week has been introduced this year for Key Stage 3 students. This is a weekly competition which gets our girls applying their Mathematics to a range of puzzles. Problem-solving in unfamiliar situations is the backbone of Mathematics and it is great to see our students enjoy their Maths in and out of the classroom.The inaugural winner of this competition is Emily Ang in Year 8, closely followed by Tabitha Jackson. At the end of the summer term all Key Stage 3 students completed a project where they produced an online Channing’s team at the Senior Maths Competition presentation of their findings.Ms Cooper has run several exciting STEM projects throughout the year and organised the popular Maths in Action trip for 50 Year 10 students to the Emmanuel Centre which happened just before school closure in March. 2020 Maths Week brought the tenth Anniversary of Maths Weeks at Channing! A plethora of events was planned and T-Shirts made! Ms Yun and Mr Holmes' famous trip to Bletchley Park and the National Museum of Computing was the last school trip before lockdown so represented ‘the calm before the storm’ as Covid-19 struck London. Mr Daurat delivered an interesting code-breaking assembly for Year 9 in preparation for this. We were very excited to have secured a visit from Johnny Ball (of ‘Think of a Number’ fame in the 80s) and a morning of building Roller Coasters with a STEM project organised by Ms Cooper. Sadly these were cancelled due to Covid-19 but the daily Maths puzzles competition expertly organised by Mr Williamson continued and the winners were Ella-Marie Davies, Maths Department teachers sporting their Maths Week t-shirts Aimee Rosenthal, Emilie Bargibant, Tabitha Jackson, Eliza Weston, Meghan Lawrence and Charlotte Marshall.Mr Riggs-Long prepared an assembly taking a trip down memory lane of the 10 years of Maths Weeks featuring the 2012 Channing Maths Olympics and celebrating the many speakers and activities such as Alex Bellos and Professor Buzzard.

58 Music

The 2019-2020 Channing Musical Year has certainly been a What about music for the Founders’ Day service? - well I have to different one, with the Director of Music missing in action for admit that I cheated a little here and used recordings from Venice the first four weeks of term due to a back operation, and then mostly, but members of the Conabor Choir and Cantemus Chorus the school closing towards the end of March. recorded soprano and alto parts of a lovely new and uplifting piece This has also been a year of new life for many of our Visiting written during lockdown by Will Todd - ‘Like a Shining Rainbow’ and Music Staff, with Lucy Knight (singing), Mercedes Cartwright (double this was released in the Founders’ Day service. Also, towards the end bass), Heidi Bennett (trumpet) and Anna Thomas (flute) all going of the summer we traditionally hold the Year 7 Concert, and this on maternity leave and safely delivering gorgeous new additions to year was no exception. The whole of Year 7 recorded themselves at their families! Congratulations to them all! Their pupils have been in home and sent me their individual recordings of two songs and we excellent hands with Jenni Harper (singing), Ben Summers (double recreated the ‘chorus sound’ for their concert. Six very talented Year bass), Patrick Dodds (trumpet) and Katy Bircher (flute). We look 7s also performed solos, but I must single out Elizabeth Shepherd for forward to welcoming Lucy and Anna back in the Autumn Term but her incredible performance of Czardas in this concert! sadly Mercedes and Heidi will not be returning from their maternity If you have missed any of this music or indeed any of our concerts leave. They have both been inspirational teachers over the years from prior to lockdown, you can access all our recordings on the for their pupils, but I am pleased to report that Ben Summers and Channing Soundcloud by clicking on this link or pasting it into your Patrick Dodds have both accepted permanent positions now for browser. double bass and trumpet respectively. Our regular series of Friday Music at Lunchtime recitals has https://soundcloud.com/channing-school/sets continued to flourish and is now being recorded and shared each Friday evening in The Word from The Head, giving those parents Finally, I wish to thank the amazing music team that are so that could not get to the recital the opportunity to listen to their brilliant to work with, and who, during my absence in September daughter’s performance in the comfort of their own home! ensured music thrived through selfless hard work and very long Because of the pandemic we have only had one session of ABRSM hours! More recently we have had regular catch-ups on Google examinations this year in the Autumn Term, but we also had a Meet and the ideas and the drive to continue to give our pupils wonderful day of Music Theatre examinations in February. You will be opportunities in music have not dimmed during this time, so to able to see these results in the Channing Chronicle. Miss Zanardo (Assistant Director of Music), Miss Pepper (Head of I do suggest that you read the two reports by Ellen, on our Music, Junior School, Head of String Studies), Mrs Helen Daniels wonderful trip to Venice in October and Rose, who gives her (Music Administrator), Miss Jenny Bacon (Head of Vocal Studies), Mrs perspective of the many concerts she has performed in this year. Rattenbury (KS1) and Mrs Adina Marcu (Junior Music Administrator), Our Hispanic Concert given in St Joseph’s church on March 12th THANK YOU for your incredible dedication and hard work came close to being cancelled, but I am so glad it went ahead as it throughout this year. was a great celebration and quite momentous as the last big occasion before the lockdown began. Mr Peter Boxall, Head of Music As with many sectors in the economy, Covid 19 has had a catastrophic impact, and certainly music is being hit harder than most. Our Visiting Music Staff are all performers in their own right and suddenly from the end of March, for many, their teaching at Channing was all they had left of a once busy musical schedule. I want to pay tribute to them here for the magnificent way in which they all embraced new technologies and ways of working to deliver 1-1 teaching via Googlemeets every week to all our musicians on both sides of the road. What is more, these lessons have been a real haven for many pupils, and ironically, our musicians have not suffered, but have indeed made even better progress than normal during lockdown. I was desperate for some music to be performed during this time and decided to ask pupils if they would record themselves at home (sometimes after sending them an accompaniment to play along to) and submit it for a new series of ‘Music at Anytime’, virtual concerts released on a Friday afternoon to students staff and in Word from The Head. This has proved hugely successful and I have been delighted with the regular performances I have received for these. Additionally Mr Travis’ ‘Saxophone Quartet’ and Mrs Jolly’s ‘Senior Flute Ensemble’ kept ensemble music alive with regular recordings of pieces throughout the period. Rose Marshall and Constance Froment, freed from further revision of their A levels, set about creating quartets of themselves playing all 4 parts and submitting them for the concerts. Then I thought about choirs - firstly we got the Chamber Choir to record the Channing Hymn so that could be used in Mrs Elliott’s assemblies, and Miss Bacon has mixed an excellent performance of ‘Bugle Boy’ from members of the Chamber Choir, which at the time of writing is due to be used at Mark Reading.

59 Music

Venice Music Tour October 2019 Channing Concert Highlights 2019-2020 By Ellen McDonald, Year 13 A personal view by Rose Marshall, Year 13

This year’s Music tour to Venice was my second with the Our musical year began with our Venice Tour concert and our school, after going to Lisbon two years ago. Venice is a truly concerts in Venice at San Stae, Miracoli Church, San Rocco and unique city, and Channing’s music department made sure we even St Mark’s Mass. Our programme included Ms Zanardo’s experienced as much of it as possible. We spent a day over on own composition for Trombone and orchestra and Handel’s the island of Murano to watch the glass blowing, we took a Water Music. A particularly memorable moment was when we secret itineraries tour of the Doge’s Palace, and I probably ate had a flashmob movie musical moment but with less dancing! my body weight in Italian gelato! I loved how different Venice We sang outside a Church for an impromptu performance was to anywhere I had ever been, particularly being by water and also on the boat while travelling up the canal which was all the time and experiencing everything from that level. definitely something. Most importantly, we were in Venice to make music. We sang I was particularly looking forward to this year’s Autumn Concert and played a beautiful variety of pieces, including Pergolesi’s ‘Stabat as it had a Film theme and I had the chance for my Paddington Mater’, Handel’s Water Music Suite, and our favourite school hymns composition to be performed. It was also amazing to play the first ‘Jerusalem’ and ‘Shine Spirit Shine’. We performed three amazing composition of our resident Hans Zimmer-in-the-making, who is of concerts at three beautiful venues: San Rocco Church, San Stae course Ellen McDonald! This beautifully explored the character of Church and the Miracoli Church. But the real highlight of the trip was Hermione from Harry Potter with so much subtle ambience and the privilege for us to be a part of the St Mark’s Basilica Mass on the phenomenal motifs. Our other Symphony Orchestra piece, Lord Saturday. The atmosphere inside the Basilica was mesmerising, and of the Rings, was also a joy to play with its stunning leitmotifs and I’m sure everyone will agree that we were completely swept up in memorable themes. the beauty of that moment. To experience such a profound sense of The next concert that I played in was the Chamber Concert in community and join a deeply important service was such an honour. the Arundel Centre. I was very excited to be part of a chamber On behalf of all the students who came to Venice, I would like ensemble again to play a Silver Screen Quartet. The concert was to thank Miss Bacon, Miss Pepper, Mr Jacobs, Miss Zanardo and Mr filled with so many delightful performances from string, piano and Boxall for a wonderful tour. It was the best way to round up my flute quartets and concertos. These spanned the musical periods musical education at Channing. starting off with incredibly characterful and historical performances of Telemann and Vivaldi with the distinctive concerto grosso formation and a harpsichord accompaniment. This year was a first for having themed concerts, one of which was the Hispanic Festival. ‘The Three-cornered Hat’ was challenging with its complex rhythms and textures making it even more exhilarating to perform. It was an amazing experience and a memorable concert especially with the Chamber Choir’s performance of ‘Chilli Con Carne’ and also the first performance from the Latin Percussion Ensemble. We didn’t end up having the Sixth Form Concert that we had imagined but nevertheless having our dress rehearsal for this was still the best way I can think of to spend our second to last day at Channing. Despite only having a handful of people in the audience, it was so lovely to see the progress and talent of our music class before we go off to university. I am so grateful to have had such a passionate and creative group of musicians to enjoy these concerts, tours and lessons with. But of course, social distancing did not stop music at Channing! Instead, it led us to test our tech skills with new recordings. We were able to perform some pieces which would have been performed at Jazz Evening, with Mr Travis even adding percussion and piano to create an authentic and exciting performance! I also had a great time putting together a quartet of ‘Maria’ from West Side Story and a performance of ‘Mulan’ with Constance Froment which she herself arranged for flute and clarinet.

60 Politics

One of the (few) perks of editing the Channing magazine is The General Election of 2019 seems like a distant memory but I that I can write the Politics report very near to the deadline would like to thank Mr Martini-Phillips and Ms Lindsay for leading a for going to press. The main advantage of this is that I have Sixth Form assembly that highlighted the key issues and policies of more time than my colleagues to look back on the academic the main parties. The mock election that we held was more sedate year with hindsight. There is even more of an advantage for than that of previous years, perhaps reflecting a desire for more me this year because of the events of the past few months. I moderate and informed views; something that a few of our politicians will therefore, in true sporting fashion, be writing my report in could learn from! reverse order. Politics Society has continued during lockdown, and I am grateful Lockdown brought with it the challenges of teaching lessons via to the Year 12 students who have were so inventive and enthusiastic Google Classroom and ensuring that the students stayed focused in continuing their debates during lockdown. The events of the and motivated during a very difficult time. I needn’t have worried summer both here and in the US have shown that it’s so important – my Year 12 class who I taught first thing on a Monday morning to be able to challenge the status quo and encourage younger were always on time, full of enthusiasm and raring to go. Likewise, people to ask awkward questions, speak up and get involved. I know my other Year 12 class, who still continued to work with their same that the new Year 13 students can’t wait to start learning about gusto and commitment, even managing the odd socially-distanced American politics, in this year of a presidential election. It is very sad bickering along the way. Mrs Garrill and I enjoyed teaching Year 11 that we won’t be able to visit New York and Washington DC next students, intending to study Politics A level, a six-week Springboard February, as planned, but I am sure we shall still enjoy watching the to the Sixth Form course. Again, the students were engaged and presidential debates and getting excited and anxious about the results always keen to discuss the political issues of the day. in November. I would also like to pay tribute to the Year 13 Politics students Whatever the next 12 months holds, I am sure that all the whose exams were cancelled in March. Mrs Garrill and I are so students and my colleagues in the Channing Politics department will proud of them and the way they accepted what was happening with rise to the occasion. humour and maturity, allied with a sense of disappointment that they wouldn’t be able to show in the exams how much hard work they Mrs Wendy Devine, Head of Politics had put in and what a wonderful cohort they were. I am delighted that so many of them are going to university to study either Politics or International Relations; I know they will be superb students. Our lessons were always lively, allied with an unhealthy dose of custard creams and singing. Unfortunately, due to Covid-19, we were unable to visit the Houses of Parliament or to welcome the many guests we had invited to school. We did, however, manage to attend some interesting online talks and we very quickly got used to Zoom meetings and watching a practically empty House of Commons during debates.

61 Sixth Form report The Sixth Form centre was its usual thriving and bustling place this year. The new buddy system allowed time for the Year 13 and Year 12 to get together and work through the inevitable glitches that happen when you start in the Sixth Form. Students also used Form time and PSHE to forge new friendships and bond with tutors. However, as I am writing this, the Sixth Form Centre is now empty and the Year 13 have bid farewell to Channing. The end of their time at Channing was unexpectedly interrupted by the pandemic but still, the Year 13 had time to dress up in the old school uniform on their last day at school: The Sixth Form team was pleased to put together a ‘virtual’ Leavers’ Assembly and I would like to congratulate the prize winners of 2020. The Class of 2020 will go on to study at prestigious institutions as well as start exciting gap years. The Officer team, led by the Head Girls, Riana Chandaria and Tilly Sumners,were outstanding with their energy, positivity and leadership. I must mention the Sixth Form Officers in particular Hannah and Julia enjoy the delights of the Aachen Christmas trip – Clemmie Butler Brown and Shehnaz Cuerdo – as they were instrumental in producing the Channing calendar for Sixth Form Charity week. They ‘persuaded’ a number of Channing staff members, including Mrs Elliott, to dress up as Disney characters to help raise money for War Child. It was a resounding success and this, alongside the number of other charitable events organised by Mrs Williams and the Tutor team, ensured that we had another successful Sixth Form charity week. Clemmie and Shehnaz also organised the Sixth Form Christmas and Juliet Freeman in Year 12wrote about the Channing Christmas as one of her ‘best moments’ of the year: “I’ll always remember being in the studio with everyone opening our stockings to presents and cards, finding out who our secret Santa was and saying goodbye to everyone before Christmas. The studio was all covered in tinsel and Christmas decorations – even though I normally work in the library I found myself migrating there in my free periods because it was so lovely to be around! There’s such a nice atmosphere in the Sixth FemSoc has been one of the most popular Sixth Form clubs this year Form Centre all the time but especially at Christmas.” coordinators of FemSoc, Rebekah Treganna in Year 12, commented: Channing Christmas has been highlighted too by Chiara Lewis in “One of my best moments this year has been running FemSoc – it’s Year 12, who was involved in the Christmas debate; Clemmie Butler- been so much fun and it’s become a lovely little community, and Brown, in her final year, reminisces about “singing our last ever ‘12 I’ve also loved expanding my knowledge on a variety of topics when Days of Christmas’. I found it quite emotional given that I have sung preparing for presentations. We haven’t let lockdown stop us and are every ‘day’ since reception and it was a nice reflection on my time at still doing remote sessions!” Channing and in the Junior School.” Careers events provided an abundance of opportunities for the The musical delights from the Sixth form were on show in Sixth Form – from talks relating to careers associated with modern Lunchtime concerts as well as the major concerts throughout the languages, to law and creative industries. Even during lockdown, Ms year and Rose Marshall, of the talented Year 13 musicians, focused on Pavlapolous, Head of Careers, was busily organising the Careers music for her ‘best moments’; she highlighted the ‘Year 13 recording convention and producing videos for the Year 13 on considering concert in the last week where Constance Froment, Ellen Macdonald, interview-style questions and the world of work. Poppy Oliver and Juliette Taylor performed so beautifully’. During When the Year 13 recall their favourite memories for the leavers’ the period of lockdown Rose and Constance also made a multi-track ceremony, many of them will refer to a school trip and this year performance of music from Disney’s ‘Mulan’. was no exception. The Cuba trip was certainly a highlight and Chloe Theatre productions were also wonderful this year, with Year 13’s Grossmith-Dwek in Year 12, who felt that she had learnt a lot about Sophie Lewis and Tabitha Cartmell leading the way. A number of the the Cuban revolution led by Fidel Castro.Julia Conti-Gemes mentions Year 12 students mentioned the school play, ‘Hysteria’, as their best the German trip to Aachen where her A Level class tagged along on moment of the year, with Saskia Kirkegaard commenting that: “The the annual Year 9 trip: “We had so much fun, I couldn’t list all the cast all became such good friends, and even though I’ve done the play things we got up to, but here are some photo highlights: a golden hat almost every year, this one was the best production I’ve done!” dinner and some dressing up fun in honour of Karneval/Fasching.” The Sixth Form have also been instrumental in the successful The Sixth Form is a community and the Channing Sixth Form netball season and Eve Edwards in Year 12 certainly highlights and experience is summed up by Year 12’s Giulia Galli’s “I have found that in particular winning the quarter-final game by one goal! She writes: building new friendships and bonds with other classmates has had the ‘The whole match was extremely intense and in the last five minutes biggest impact for me. Of course there are times that are tough and everyone was putting in their absolute everything. The moment we most certainly challenging, but by having such a close community in realised we won everyone jumped up and started celebrating with the 6th form, it helps everyone overcome their hurdles. I have also one another and the fact we’d all worked so hard to get there made loved the relationships you build with your teachers; you constantly it even more special.’ feel supported and there are numerous teachers to talk to if you are seeking some guidance or advice. Thank you to all the teachers who BothYear groups continued to champion a number of societies ensure our health and wellbeing every day.” – such as Rainbow Society; FemSoc; History Girls and the new Psychology Society – to name just a few. One of the current Ms Jennifer Kung, Director of Sixth Form 62 The class of 2020: on their final day in Year 13, the students donned their old uniforms and celebrated a slightly earlier end of year

Many Sixth Form students performed in ‘Hysteria’, this year’s Senior School play (Remote) Teaching and Learning reflections from my front window

Mr Andrew Boardman, Assistant Head (Teaching and Learning) writes: I am writing this the day before summer half-term from a desk we hastily moved into our bedroom at home. It is actually a pleasant work space and provides a great view of the comings and goings on my street. (I think I have turned into James Stewart’s Jeff Jefferies in ‘Rear Window’). Our whole-school teaching and learning (T&L) focus on feedback and metacognition was prescient. In the autumn term, we had a whole-school focus on feedback, exploring the educational research around the variety of ways that we can make feedback manageable, meaningful and motivating. As we moved towards remote learning, Channing staff used their expertise effectively to initiate peer, self and whole-class feedback. Our training Twitter is a force for good (most of the time) on metacognition and in particular retrieval practice focused on Twitter wasn't designed with teaching in mind. But it has been developing in our students self-confidence, self-awareness and an a fantastic way to reach out for advice and inspiration. The global understanding of how to be a successful learner. This is currently classroom shows you the level of expertise and commitment there is of paramount importance when students are engaged in remote in our profession learning. The Covid-19 crisis could change our educational Channing staff are flexible, innovative and world and our global outlook resilient. This pandemic has illustrated how globally interconnected we The Channing staffroom has always modelled excellent learning are – there is no longer such a thing as isolated issues and actions. behaviours; we are a collaborative learning community. This has Successful people in the coming decades need to be able to never been so evident and important as during our move to Remote understand this interrelatedness and navigate across boundaries to Learning. We continue to engage in an excellent and relevant T&L leverage their differences and work in a globally collaborative way. CPD program that reflects the new demands of remote learning. In this ever-changing global environment, young people require There are so many examples of innovative, exciting and engaging resilience and adaptability With a Channing education you are ways in which colleagues have approached their remote lessons. At well placed to contribute as a citizen in this interconnected world. Channing, we have always acknowledged that each teacher has their Channing staff (students and parents) have harnessed and utilised own style. We believe that great Teaching & Learning cannot be the suite of available technological tools to engage in quality remote achieved by following a recipe, but there are some clear pointers in learning. We need to cherry pick the best of these when we return the research to approaches that are most likely to be effective. That to the real classroom to do things differently and with greater is to say there are clear, recognised ‘moves’ of the ‘Expert Teacher’ flexibility that make pupil progress and learning more likely. I am especially proud of the flexible approach we have had to remote learning, Right – off to see what the neighbours are up to... which has allowed for a mixed diet of tasks for students. The teaching profession is increasingly research based Classrooms and teaching are complex. Our profession is increasingly becoming critical consumers of research. We used research to make decisions about where to invest our time with remote learning. We used our Spotlight’ (Channing Senior School Teaching & Learning publication), to great effect. It was distributed weekly to staff and focused on the development of classroom practice and current educational research. We used ongoing evaluation to inform best teaching and learning practice. Channing students are ace During lockdown they have been thoughtful, wise, reflective, humourous and kind. They have offered honest reflections and evaluations of their experience. And have done so with humility and care. Teaching is about being at school with colleagues and students. No need to say anything more about this one.

64

Introduction from Ms Hamalis, Junior School Head teacher

I was very excited about beginning my second year as Head of the Junior School. The first half of the school year included a cornucopia of fantastic learning activities and events for the girls. These included: the European Day of Languages; Spread the Sparkle Charity Week; Healthy Schools Week; the Christmas Bazaar; World Book Day; Reception, Year 1 and Year 2’s Nativity ‘Lights-Camel- Action’; our Christmas Celebration; the Christmas Bazaar; the Spring Concert; Park Runs, and Year 3 and Year 4’s production of ‘Food, Glorious Food’. I enjoyed getting to know the new Reception girls - the class of 2034 - over juice and cake during my newly introduced tea parties and seeing the ‘new’ Year 7 girls, who had moved up from the Junior School, when I was across the road for meetings. This all took place against the backdrop of the fantastic building project. Every morning when I looked out of my window in the Junior School, I could see something new that had been taken down or added. The current view is a safely designed rooftop playground (which the girls think should be a swimming pool) and a wild rooftop garden. I cannot wait to be able to use the state-of-the-art hall and see the modern classrooms. This year has come with many challenges and whilst I like to turn each challenge into an opportunity, at times it has been difficult to navigate through the unknown. In all my decision-making, I have, as always, referred back to the needs of the pupils, as they are at the heart of everything we do. I am very lucky to have the dedicated support of Miss Williams, who joined as Deputy Head at the start of the year and Miss McGinnety, who was promoted to Director of Studies; as well Mrs Eliad, Head of Early Years and Key Stage 1 and Mr Fellows, Head of Key Stage 2. We worked together collaboratively and had robust and open discussions. This has led to developments in educational and pastoral systems, including a revised behaviour and sanctions system and updating our PSHE curriculum to include mindfulness for the next academic year. I will forever be thankful for their support and outstanding work during lockdown, the period of Remote Learning and reopening the school. Tea for two: Junior School Head teacher Ms Hamalis enjoys getting to All of the Junior School staff have worked incredibly hard to know the Reception girls support the pupils through Remote Learning and have warmly welcomed them back to school. I cannot thank them enough! This year will certainly go down in the history books and I intend I am very much looking forward to the next academic year for to grasp on to the silver linings of the dark Covid-19 cloud. Our which I hope that all of the girls in the Junior School can return to vision ‘to inspire pupils to develop scholarship, integrity, altruism school. We will all appreciate our time together in school much and independence’ was certainly carried out during the period of more than we ever have. Remote Learning. The girls’ and staff members’ knowledge and Ms Dina Hamalis, Head teacher use of IT has been increased twofold in a relatively short period of time. We plan to continue to expand on these skills in the next academic year and beyond. Additionally, the teachers back at school have noted that the girls’ independence skills are much improved. They believe that they may even need to review the learning activities set for September. Moreover, I am proud to have been part of the supportive and caring Channing community during lockdown; I am very keen for this united front to continue to strengthen. The girls are now particularly aware of those who help us in society and this has given them a real sense of purpose when embarking on altruistic deeds.

66 Art and Design & Technology

We are so proud to offer both Art and Design & Technology lessons to Junior School pupils. Our girls study a range of artists’ work and this year, we have endeavoured to focus more on art created by women, such as Frida Kahlo and Georgia O’Keeffe. We are also making steps to ensure our Design & Technology curriculum has a greater balance between problem solving and engineering, as well as model making and craft skills. In Spring, many Junior School pupils entered the thirtieth Young Art competition, held by the Royal College of Art, on the theme ‘Memories’. The standard of this year’s entries was definitely high so we were thrilled to have three winners: Aurelia Venhuizen (Reception); Iris Moss (Year 2); and Isabella Moren (Year 5).

A pair of baby’s felt slippers, designed and hand stitched by Charmari Feeney (6E)

Year 1 have been inspired by Eric Carle books. The girls had great fun making their own printed papers to create these beautiful Mister Seahorse designs.

67 Charities

Giving to others has been a huge part of life at the Junior School again this year. The Year 6 Charity Champions continued to meet every Monday morning to discuss fun and exciting ideas to raise awareness and money for deserving causes. This year, they planned and ran ‘sparkle’ themed and Disney dress-up days, as well as organising cake sales, a readathon and a successful ‘bits and bobs’ sale. The Charity Champions choose causes that are meaningful to them, as well as keeping the focus as close to the local community as possible. Our highlight this year was raising funds to help transform the Children’s Play Terrace at the Whittington Hospital into a bright space, providing an enriching, stimulating and accessible environment for children to play, learn, relax and recover. The girls were delighted to be given the opportunity later in the year to visit the completed play terrace for its official opening. Other worthy causes that the Junior School has supported this year include: Woodlands School, WIRES, The Little Village Mothers’ Day Campaign and Lumos.

68 Computing

Computing continues to be a key part of our appropriate to their age group. We have tried to introduce curriculum. While all students have specific lessons to different experiences including apps, online platforms and target key skills, we have also embedded technology programmable robots. Our Year 2 students were visited by the team for Purple Mash, giving them an opportunity to across the curriculum to ensure that the key learning learn many new skills when sequencing different commands to and skills are covered. Through myriad topics and program their sprites. discrete lessons, our curriculum enables our students The Digital Leaders have been working hard this year creating to become increasingly technologically literate. engaging activities using Sphero, a robot ball that can be We also offer regular extra-curricular activities for children controlled through mobile apps. Having shared their work with in both Key Stages. These cover aspects such as coding and their peers, it was wonderful to be able to invite the visiting animation, and have proved to be very popular this year. students from Instituto Vicente Cañada Blanch All students are taught about the importance of being to engage with their projects. safe online, receiving regular lessons about e-Safety in class, It has been a very busy year for technology, with our which encourage them to behave responsibly, appropriately students having to quickly learn many new skills on our Virtual and effectively when issues arise. This is supported by the Learning Platforms, helping them to share videos, documents use of the Rising Stars Scheme, which highlights key issues and images like never before (a challenge they have more than relevant to each year group. In February, we celebrated Safer risen to!). While we weren’t able to celebrate STEM Week as Internet Day which began with our wonderful Digital Leaders we had planned in March, we are hoping to revive this in the sharing an interactive assembly with the school. Their peers future. were then challenged to complete a series of online activities linked to the theme ‘Free To Be Me: Exploring Identity Online’. In January, we were visited by Julian Coultas, from Toucan Computing, who worked with students in Reception, Year 1, Year 4 and Year 5. He taught the girls numerous skills from podcasting to adding green screens into presentations. As we are always looking for creative ways to enhance our curriculum, this was a really valuable experience for many of our pupils and one that we hope to repeat. To encourage the computational thinking of our pupils, all year groups have continued to code, using technology

Drama

It would be difficult to find a girl at the Junior School who doesn’t love Drama. In our weekly lessons, the girls relish the opportunity to freely express themselves with the three c’s: communication, collaboration and creativity. In addition, each year group always works towards a big production. We kicked off the year with a dazzling KS1 Nativity, disappointing for the girls and we were left with a heavy ‘LIGHTS, CAMEL, ACTION!’ where we had funky camels, sense of unfinished business! However, all the girls, from innkeepers dancing the Tango and a very over-the-top Reception to Year 6 have continued to learn and flourish at Caesar. It was ‘fabulous’ darling! home, acting out stories, making puppets to use in their own Following this, in Spring, the Year 3s and 4s took to the puppet shows and further developing their Drama skills with stage for ‘FOOD GLORIOUS FOOD’ - a smorgasbord of the help of some brilliant books such as, ‘Pig Heart Boy’ by sketches, songs and dances to whet the appetite. We had a Malorie Blackman and ‘Varjak Paw’ by SF Said. sugar-coated Charleston, a monster that ate all the music, and six hilarious women at the hairdressers discussing Shepherd’s Pie. More recently, we had just started the opening number of what was promising to be our most exciting Upper KS2 production ever, when lockdown struck. It was hugely

69 70 English

It has been another exciting year of English at the Junior School. The girls have been as enthusiastic as ever in lessons, where they have continued to study a range of wonderful stories and developed their writing skills for a range of purposes. With engaging visits and events throughout the year, we certainly have been busy! The academic year started with celebrating National Poetry Day with Steve Tasane - an established performance poet - leading a workshop for Years 2 and 4 and a special reading and Q&A session with Year 6. As part of National Poetry Day, the Junior School ran a poetry competition, where the challenge was to write a short poem about ‘truth’. This resulted in a large number of wonderful submissions, revealing some original perspectives of what truth can mean. Well done to all those that entered! In March, the Junior School took part in yet another fabulous World Book Day. The week-long celebration of reading, and all things literary, included visits from several authors (Polly Faber, Tessa Yates and Ed Clarke) and our annual Scholastic Book Fair. It was fantastic seeing the fabulous entries for the Story Box Art Competition, which showed the girls’ creativity and imagination and the range of favourite books from across the school! One of the highlights of World Book Day is always the costumes, and this year was no exception. Our assembly, led by our librarian Ms Jupp, showcased the marvellous costumes across the school: from Captain Underpants to Hermoine Granger to Violet Beauregarde to Goldilocks and the Three Bears! Even during Remote Learning, the love of reading endured with our online Library pages for each year group, run by the Year 6 Library Leaders. 4F and Year 5 also gained recognition from David Almond and Segun Akande via social media for some of their amazing work! What an achievement!

71 Forest School

Come rain or shine, the girls in Year 1 and 2 put on their waterproofs and wellies and headed down to our Outdoor Area for Forest School. During their Forest School sessions, they enjoyed climbing trees and using the mud kitchen; they learned to tie knots; and they started to use tools safely (to name but a few activities). The girls showed great creativity and imagination, as it is up to them to decide how the sessions develop. Usually it involves getting very muddy! During Remote Learning, Forest School became ‘Outdoor Learning’ and the girls were encouraged to explore their gardens, or local park to make things such as an Easter nest, a stick man and a weaving loom, all using natural items. They also attempted to identify a variety of mini-beasts, plants and seeds. When school reopened for Year 1 in the Summer Term, the ‘bubbles’ of pupils returned gleefully to the Forest School area. There, they were excited to see the changes that Spring had brought to our Outdoor Area, ducking under the brambles and spotting frogs in the pond!

72 Geography

It has been a very busy year for Channing Junior geographers. The girls have had opportunities to discover the world around them through the Virtual Reality headsets in the Senior School. Furthermore, they were given a unique chance during the period of Remote Learning to reflect on their part in the world. They had time to discover their local areas and see firsthand the effects that we, as human beings, have on our environment. The girls watched wonderful assemblies where they saw wildlife re-emerging, heard birdsong and saw a decrease in polluting emissions globally. This prompted the Year 3 girls to consider all the positive aspects of what they had learned and experienced during the period of Remote Learning and to create their own City of the Future. They created incredible models and presentations of their thoughts around the future of housing, transportation systems and preserving the environment through recycling and the use of renewable resources. Year One sorting toys chronologically Year 1 loved looking at their parents’ old toys and seeing how both toys and material use had changed over the years. Arranging photos of these toys chronologically proved an interesting activity. Year 4 used our mud kitchen to recreate some Maasai huts and later used recycled material to replicate the Kibera slum in Kenya. As part of the Rainforest Topic in lockdown, we all dressed up as various different user groups and had an outstanding debate where we discussed deforestation, considering both the advantages and disadvantages. The Junior School Digital Leaders combined their programming skills with their global location knowledge of India in the Year 5 Geography lessons; the girls presented projects to their class and, with admiration, their peers watched on as the Sphero moved across the huge map to its correct location. The mountains proved no height was too high for Year 6. Researching the formation of different mountains around the world and investigating the impact of tourism on well-trodden routes proved fascinating. Global location knowledge and map skills work have been integrated into the syllabus to prepare the girls for Year 4 getting muddy making Maasai Huts future adventures with the Duke of Edinburgh Award scheme in the Senior School. Our girls are highly creative geographers and I know they will be inspired to play their part in shaping our future through the many topics they have studied this year and throughout their ongoing geographical explorations.

Year 5 using Spheros in their Geography lesson

73 History

While somewhat overtaken by global events that will be remembered for a long time to come, the Junior School pupils have still had a very active historical year. We have enjoyed the fantastic performances of a wide range of class assemblies on historical themes including: the Egyptians, the Victorians and How to be a Knight in 10 Easy Stages! History has been celebrated both within the Junior School and on trips to a wide range of the museums across London. Year 1 participated in a Stegosaurus Workshop at the Natural History Museum and enjoyed comparing modern and ancient toys at the V&A Museum of Childhood. The Parthenon Frieze at the British Museum was the subject of great scrutiny by Year 6 where the girls used an app on tablets to explore important moments in the life of Athena. Meanwhile, Year 5 stepped ashore at the Museum of London Docklands to explore the dark streets and warehouses of Victorian London, ending their time with a sea shanty at the “The Jolly Sailor” Inn. During the period of Remote Learning, pupils developed their independence and research skills and responded in very creative ways to the challenges being set. Year 2 girls celebrated inspirational women throughout history, including: Frida Kahlo, Marie Curie, Greta Thunberg, Jane Austen and Valentina Tereshkova. Year 6 pupils continued their learning about the Second World War with creative enquiry projects whilst Year 5 pupils explored the thoughts of Dick Whittington as he stood on Highgate Hill. At the Junior School, history came calling to deliver Tudor feasts full of food, music and dance; strict Victorian teachers celebrating Christmas Eve with only half a day’s schooling; and Medieval craftspeople including bakers, apothecaries, weavers and archers! Our sincere thanks to all parent helpers, teaching assistants and teachers for creating such a splendid range of historical experiences this year!

74 Houses

What an interesting year it has been! The House Captains continued to meet every Friday morning to discuss new and exciting ideas for Houses at Channing Junior School. This year, they planned competitions, challenges, House buddy form times, assemblies and even organised for cards and letters to be sent to the residents of local care homes during the lockdown period. In the Spring Term, during Healthy Schools Week, all pupils in the Junior School participated enthusiastically in a House Competition Day. The girls enjoyed activities such as: boxercise, yoga, nutrition workshops, and mindfulness activities. Junior School members of staff were also challenged to complete daily tasks, including turning off electronics by 10pm and getting 8 hours sleep! Next year, we look forward to continuing our links with the Senior School and other subject areas across the curriculum.

Mathematics

This year at the Junior School, we have managed to create an increased number of cross-curricular links with Mathematics to further promote the breadth of the subject. The year began with girls developing their arithmetic and reasoning skills; using the concrete, pictorial and abstract (CPA) method, each pupil across the Junior School has continued to cement their understanding of how and why they do things in Mathematics. received some rewards! The remainder of Maths Week this year Our most active cross-curricular Mathematics link this year was carried out digitally using various Virtual Learning Platforms was connected with Healthy Schools Week. We welcomed Jim during the period of Remote Learning. The pupils in KS2 worked Gump as a guest visitor who was attempting to run the distance tirelessly to revise their multiplication and division facts and of the Earth’s equator, maintaining his distance in daily miles. The entered ‘London Rocks 2020’ on the TT Rock stars platform! The Junior School community were inspired: could the staff and pupils winners will be announced early in the next academic year. collectively run the same distance as Mr Gump’s aim in just one week? Here, Mathematics took centre stage. The girls calculated During our period of Remote Learning, pupils across all year the distance of the equator (in miles and kilometres) and measured groups have been getting outside and bringing Mathematics to life. the perimeter of playground and Lavender Hall, so that accurate Despite the distance from the classroom, the Junior School pupils calculations could be made to ascertain how many times it would have really enjoyed success this year in their attainment. take the pupils to run round it to achieve their goal. Despite only narrowly missing out on achieving the total distance, each Why was the maths book upset? participating pupil and member of staff had great fun recording It had a lot of problems… their running distance and adding the total number of miles (and kilometres). The annual Maths Week shared with the Senior School had only just begun when it was sadly cut short due to school closure. Before we closed the gates in March, however, Year 6 pupils did enjoy one collaborative experience with some Year 8 girls who came to share and lead some fun mathematical challenges. The girls worked in mixed groups to solve mathematical problems and even

75 Modern Foreign Languages

At the Junior School, the girls start their language learning journey in Reception, where they experience Spanish language on a daily basis and in a range of contexts. Regular Spanish lessons set a strong basis for them to explore both the language and culture. The curriculum has been carefully considered to establish continual progress in the four key skills - Listening, Reading, Writing and Speaking - throughout the Key Stages. The girls enjoy age-appropriate activities which provide them with solid tools to put their Spanish into practice in their daily life, in school and at home. Form teachers share Spanish ‘Words of the Week’ and birthdays are celebrated in Spanish, singing ‘Cumpleaños Feliz’. Our girls are encouraged and enthused by passionate specialist teachers that put a great emphasis on speaking skills and cross- curricular links. At KS1, P.E is taught in English and in Spanish, as our language assistant is on-hand during most lessons. In Year 4 this year, the girls explored Spanish through the art of Joan Miró and Pablo Picasso. In February, the Year 6 girls welcomed pupils from Vicente Cañada Blanch, in Portobello. Our visitors enjoyed a morning filled with exciting workshops prepared by our girls. Due to lockdown, we were unable to complete our visit in return but we hope that next year’s Year 6 pupils will be able to spend a day in a typical Spanish school setting. We ran our popular weekly Spanish clubs for KS1 and KS2 where, in addition to songs and crafts, our linguists have initiated a correspondence with two schools in Spain and South America. These video exchanges give girls the opportunity to put their linguistic skills into practice in an engaging and modern way! Every year, the Junior School hosts a Spanish Week where the whole school is a hive of activity with fascinating workshops and plays delivered by native-speakers. Unfortunately, due to the lockdown, Spanish Week this year has been postponed until September 2020.

76 Music

If there is one word to sum up this academic year With a song we are united musically it is this: ‘all change’. Ok, I know, that’s two. With a song we are one Having physically moved departments frequently over the last With a song we’re joined together few years to accommodate our exciting building project, we had Our lives are filled with music no sooner settled into a new space for September when we packed up again to move in October half-term to what is now Our hearts are filled with song fondly referred to as the ‘Munker’. With voices now united As reluctant as I was, we quickly grew very fond of this space: Together we are strong. who could dislike the light afforded by a wall of glass doors and the welcoming red carpet? Not to mention the two fabulous plants Si, Se Puede, it can be done. purchased as ‘Munker’ warming presents! Now, you know what they say about plants needing to be looked after and talked to? Well, we were able to go a whole leap Give me wings that I may fly to heights unseen, further – we played and sang to them! No wonder they flourished. Give me wings to go where I’ve never been. They were treated to weekly orchestral sessions, string group Let me touch the bright blue sky, rehearsals, Wind Band and Brass Ensemble delights and, as Monday evenings drew to a close, challenging string chamber music from See the world through eagles’ eyes the Spears String Ensemble. They shared in the musical offerings Try the things I’ve never tried of Benjamin Britten, Mussorgsky, Holst, Tudor Music, music Give me wings. inspired by the Vikings and the Romans. They had a diet of song compositions, percussion club and recorders. They heard exquisite, two-part unaccompanied singing, and other glorious numbers Give me dreams and a star to hitch them to, by the Spears Vocal Ensemble. They listened sympathetically Give me dreams and the good that they can do. to nervous first-time performers and revelled in the growing Help me always to believe in the thoughts that I conceive, confidence of many girls as they performed to their peers. They And in all I can achieve experienced a Channing Christmas, not complaining in their cameo role as Christmas trees. They stood firm and strong as we sang Give me dreams our way through a dramatic bible story about Noah’s flood and Give me dreams. were delighted when the rainbow appeared. And then there was Covid-19. Nothing is sadder than a school And just in case you are wondering what happened to the without children and nothing sadder still than a music room with plants. Well, worried about their survival, I took them home at no music. The challenge of delivering what is primarily a hands- the beginning of lockdown, continued to play music to them, fed on, practical subject was immense. However, #WeAreChanning and watered them, even giving them periodic appearances in my and, just like the band that carried on playing whilst the Titanic ‘looms’ to the girls. And, just like the girls we nurture, so they was sinking, so we carried on making music. With the guidelines continued to grow. of nothing breakable, sharp or any tool required for supper that night, the girls made their own percussion kits out of kitchen or junk utensils. They were able to hear the stories behind, and #WeAreChanning listen to the wonderful ballet music of Stravinsky’s ‘Petruchka’ and ‘The Firebird’. Girls researched and produced CD covers Miss Marisa Pepper ranging in topics from Mozart to Pokémon Raichu Rockers. They Head of Music, Channing Junior School went beyond the final frontier by studying trailblazing composers Head of String Faculty, Channing School such as Hans Zimmer, John Williams and Delia Derbyshire. Who knows, in years to come a new Dr Who theme may be written by a Channing girl! The Tempest was brought to life with a series of songs that explored rock, gospel, calypso and jazz-style singing, alongside listening and appraising music as varied as ‘Fingal’s Cave’ and Mariah Carey. Beethoven at 250 was celebrated, as were the many famous extracts from ‘Fantasia’. Our wonderful team of Visiting Music Staff adapted and delivered more than 150 individual Music lessons remotely each week. These were so successful that when we asked for recordings to be played as part of our remote Music Assemblies, we were overwhelmed by responses and had to make two! Whilst rehearsals could not take place, the girls, missing String Group, were creative and met up - socially distanced of course - to play duets in the park. Were they busking?

Finally, some of the words to the the songs we recorded for Founders’ Day are below. I felt the deliberately distinct message they convey, was vitally important for the girls.

77 78 Pastoral and Outreach

We are very proud of the pastoral care we provide September. We had such incredible feedback from local residents at Channing Junior School: our safe and supportive when we supported the ‘Tidy Up Britain’ campaign and donated environment allows the girls feel comfortable to be to the Mother’s Day Charity as well as maintaining our regular themselves and flourish. donations to the Euston Food Bank. We are so often told how This has been evident throughout this year, particularly during polite and kind the Junior School pupils are while undertaking our the period of Remote Learning, in which the pupils and staff outreach, which certainly makes us proud. strengthened their relationships. Despite not seeing the girls in Highlights of a regular week at the Junior School include coming person, the Google Meets and Virtual Learning Platforms were together as a school to listen to assemblies, celebrating successes, the perfect opportunity for the girls and teachers to interact and and continuing the traditions that we are so proud of at Channing. have truly meaningful discussions about learning, current affairs ‘Moving Up Day’ took on a whole new ‘look’ this year during the and debates. Leading these valuable sessions meant the teachers period of Remote Learning. ensured pastoral care remained a top priority throughout. From The teachers were delighted virtually to meet their new classes a staff perspective, we have certainly appreciated all the positive and the girls joining the Channing community. We look forward comments and emails from girls and parents, and at points have to being able to come together again soon to share assemblies, been totally overwhelmed by the kind words received during what collect and deliver our Food Bank donations and participate in all has been a challenging time for all. It was a testament to all the the other community initiatives that have become such a staple in hard work from both the staff and girls that as soon as the school our everyday lives. was able to reopen for certain Year groups, the response to return to see friends and teachers was staggering. Instilled in the girls is a strong sense of community, through visits to local care homes and the Whittington Hospital, to working in House groups at sporting events and singing together in assemblies. Combined, these create a strong bond within the community, which has meant we have all supported one another and maintained our shared optimism during challenging times. The Outreach Programme that is embedded into our school calendar is something we are really looking forward to continuing in

79 Physical Education

Curriculum days, Healthy Schools week and fortnightly Park Runs in various Physical Education (P.E) in the Junior School this year has been locations across the city. Mrs Jarman and Miss Bolton introduced extremely positive. All the girls from Reception to Year 6 have Junior Sports Leaders, who have been inspirational to the younger worked through a robust curriculum which has allowed them girls in the school. These activities and initiatives are an integral to build on their knowledge of familiar sports such as netball, part of what we do at Channing and they permit girls to compete football and gymnastics. The girls have also had the opportunity to in a different setting, put their leadership skills to the test and to experience new sports such as volleyball, badminton and unihoc. work with children outside of their usual grouping. Each pupil has made progress and their approach to learning has been outstanding. The P.E staff are very proud of each and every Remote Learning one of the Junior School pupils. During our period of Remote Learning, we were extremely impressed by the pupil responses to online work assignments. Extra-curricular activities Most pupils remained very active at home, competing in a variety This year saw an increase in the variety and number of extra- of the weekly challenges which included: curricular sporting clubs on offer. The girls really embraced this and Beat the teacher where possible, we opened extra clubs to accommodate all of the 5-star athletics challenge pupils who wanted to join. The girls have been able to try different Sports Day races sports such as tag rugby, ultimate frisbee and cosmic yoga. We must say a huge thank you to all of the teachers who volunteered Slam Fitness workouts to run these activities. Jazz Addict dance routines The photos and videos shared with the school community on Fixtures the various Virtual Learning Platforms were wonderful and the girls’ ongoing enthusiasm for their learning was truly inspiring. Despite having only two terms in school this year, we participated in more fixtures than in previous years. Pupils in Year 5 and 6 competed against other schools in netball, football, indoor Although the Summer Term at the Junior School did not go athletics and cross country fixtures and meets. For the first time as planned due to a global pandemic, the girls have still achieved ever, our Year 3 and 4 pupils also had the opportunity to attend so many things that we can all take pride in. We look forward to fixtures in netball and football. Year 4 girls participated in the first participating in and hosting many great sporting events next year. Channing House swim gala this year. We are looking forward to attending more fixtures next year.

Enrichment Activities In addition to delivering the curriculum and extra-curricular activities, the P.E staff also hosted numerous whole school enrichment events. These included termly inter-house competition

80 81 PSHE

Mock Election In the lead-up to the 2019 General Election, teachers at the Junior School ran a mock election for the pupils. We led a special assembly, with an introduction from Mrs Biddulph at ITV news, followed by party manifestos delivered by the Year 6 girls. In lessons, all pupils discussed the importance of voting; how everyone has the right to vote; and how it is a personal choice who you select to represent your views. The winner of our Junior School election was the Green Party!

Children’s Mental Health Awareness Week In February, the Junior School held a special assembly to mark Children’s Mental Health Awareness Week. The theme this year was ‘Find Your Brave’. The girls learnt that bravery comes in all shapes and sizes and is different for everyone. The teachers shared examples of when they were brave and how they felt. The girls understood that being brave can also be about sharing worries and asking for help, trying something new or pushing yourself outside of your comfort zone. ‘Finding Your Brave’ can help build confidence, self esteem and make you feel good about yourself. The assembly was followed by a class activity where all the girls wrote examples of their own brave acts on bravery leaves. The leaves were displayed for the school community to see on a bravery tree, reminding us all of just how brave we all can be.

Wellbeing during Remote Learning Coronavirus launched the whole country into a new way of living. For the Junior School pupils, this meant a new way to learn and interact with both teachers and peers. The girls’ ongoing mental and emotional wellbeing was extremely important to the staff. To support pupils during the period of Remote Learning, pupils in each year group were invited to attend three live Google Meet sessions a day with their form tutor and specialist teachers. These valuable live interaction times provided the girls with opportunities for learning and pastoral support from their peers and teachers. The girls used the live meetings to consolidate learning, address misconceptions; share and debate global news events, listen to stories and play quizzes and games. On the class Firefly pages, Junior School pupils and parents were directed to a plethora of activities to encourage regular screen breaks including yoga, colouring and mindfulness exercises.

82 Religious Education

Religious Education continues to be an important part of the Pupils are encouraged to share their own opinions, express their Junior School curriculum. Pupils at the Junior School consider the ideas clearly and to make some comparisons between religious five largest and most internationally widespread religious movements stories. In each Year group, pupils are asked to contribute ideas about (Christianity, Islam, Judaism, Hinduism, and Buddhism) across the what, or who, positively influences their beliefs. Girls in Year 2 gain various Key Stages. Teachers ensure pupils have the opportunity to an appreciation of philosophy by thinking about ‘difficult questions’. discuss why belonging to a faith community is important for those Some highlights of the year are below. with religious beliefs.

Cultural Diversity Day Nazis began, Bernd travelled to England alone on the Kindertransport. Bernd The period of Remote Learning did not spoke to Year 6 about his experiences stop the Junior School from celebrating and how they influenced his life. The girls Cultural Diversity Day this year. Girls listened attentively to Bernd’s oral history were tasked with researching a different accounts and respectfully posed a number of culture and sharing their research in their questions to gain a greater appreciation of chosen form, using the various Virtual the hardships faced by Jewish people during Learning Platforms. Teachers celebrated this World War Two. independent research in live Google Meets, which afforded all pupils an opportunity to gain a wider appreciation and understanding Remote Learning of world cultures. Pupils have been keeping very busy during the period of Remote Learning and RE has religious texts. When learning about the been no exception... Bible, they discussed the 10 Commandments, which Christian families follow. The girls Year 4 made some Mandelas and shared wrote some rules they thought we should all them with their peers. follow to make the world a better place:

Year 3 pupils studied Islam and looked In Year 2, pupils have been thinking at the 99 names for Allah. The girls chose about God and asking: “what do you think one of his names to write out and then God looks like?” Here is one Year 2 pupil’s decorated it in an Islamic artistic style response to such a poignant question: (below).

Visitors In October, Reception welcomed parents to talk about Diwali. Visiting parents shared stories about Rama and Sita and generously gave the girls bangles in celebration. The girls wore bindis and made laddus, which are a traditional Indian sweet. Later in the year, Year 6 welcomed Bernd Koschland (MBE), a Holocaust Survivor who was born in Germany in 1931. Shortly after the persecution of the Jews by the

As part of Year 5’s topic on Christianity and Judaism, the girls looked closely at Symbolism and Religious Buildings. The girls designed their own buildings (above, right). Year 1 pupils learned about different

83 School Council

It has been another busy year for the School William, were feeling rather lonely, having been put to Council at the Junior School. The girls continued one side, on a shelf in the corridor. The School Council to meet every Tuesday at break time to discuss how decided that action must be taken in the form of a whole- to make positive changes around the school and to school questionnaire, to find a better use for the much- think about the wellbeing of pupils. loved Connie and William. The votes were counted This academic year, the girls have reviewed many of and it was decided the bears would be used as school the reward systems that we have at the Junior School. mascots for trips and fixtures and for use in the medical The girls created some new and improved ‘Golden room, to cheer up girls who are ill or upset. Ticket’ awards for lining up at break times. The ticket In the Summer term, the Year 2 School Council rewards consist of extra playtimes, lesson swaps and representatives met remotely to prepare an end-of-year, baking sessions. Following this, School Council led whole-school assembly. The assembly reflected on an informative and fun assembly in the form of the hit the significant events that happened around the world television game show ‘Who Wants to Be a Millionaire’. during this academic year. It also celebrated the many The quiz consisted of questions about revised playtime special events at the Junior School, with a photo album routines and good manners, with whole school slideshow. participation. We greatly value our pupil voice at the Junior School In the Spring term, it was noticed by the School and it’s wonderful to see the girls continuing to develop Council that the Junior School teddy bears, Connie and their leadership skills in a variety of different ways. Science

This year has been an unusual, but exciting, learning school doors. Despite the unwelcome and unexpected arrival journey. The year began in much the same way as most caused by a global pandemic, Science continued to thrive in the academic years; we reviewed what we were studying in each year Junior School. group and explored ways to improve the curriculum we deliver. Teachers swiftly adapted the curriculum where necessary Teachers discussed and suggested changes to enhance our to ensure excellent Remote Learning provision for Science. Science provision and we considered how best to implement Biology came to the fore – concepts linked to living things, these changes in planning and classroom practice. plants and animals, habitats, adaptation, interdependence, In January, the Junior School entered two teams of girls life cycles and the human body have flourished. Junior School from Years 5 and 6 into The National Science Quiz. The girls pupils were challenged to investigate and explore their own performed confidently in the rather daunting venue of the gardens and local areas, count tree species, create graphs to Science Museum. display their findings, interpret their graphically-presented In February, pupils in Year 2 welcomed an electricity data, make micro-habitat sketches, record invertebrates and workshop from ‘Mad Science’, which caused great excitement. consider classification. The results of this scientific endeavour In the Summer term, we were eagerly awaiting the arrival of during Remote Learning have meant pupils now have a deeper the Science Dome, which would permit pupils in every class to understanding and appreciation of environmental issues and experience a programme of their choice. However, Covid-19 a feeling of greater connection to the world around them. We arrived and it was necessary to postpone the visit and close our hope that we all maintain these insights as we travel towards a less socially-distanced future. 84 Sustainability

The Sustainability Officers have had a successful year, also presented an assembly on the Australian bush fires. learning how to be more sustainable as well as launching We were saddened to hear how many animals had died, whole school initiatives to get all the girls involved in or been injured as a result. In order to raise money for their fight on behalf of our planet. The girls continued to WIRES (Australian Wildlife Rescue Organisation), the meet once a week to discuss how to make positive changes Sustainability Officers organised an Australian themed around the Junior School. non-uniform day and raised an impressive £746.28. In the Autumn term, the girls wrote an Action Plan for the year; the main focus was to ensure we covered a variety of topics to work towards the Eco Schools Green Flag. The Sustainability Officers carried out an environmental review of the school and then thought about what changes we could make. The girls relaunched ‘Turn Off Tuesday’ by leading an engaging assembly, which informed the rest of the school about where electricity comes from and why we shouldn’t waste it. Following this, the Sustainability Officers checked all the classrooms once a week, at break time, and awarded points to the classes that had switched off their lights and monitors successfully. Just before the Christmas Holidays, the Junior School held its first ‘Channing Tree-Dressing Day’. This was a wonderful whole school event to celebrate trees and remind us of how important they are. This earned the school the ‘Bronze Green Trees School Award’ funded by the Woodland Trust charity. The Sustainability Team is hoping to make this an annual event! In the Spring term, the Sustainability Officers took part in a Punkbox workshop hosted by Mr Jones, one of our parents. This was a fantastic opportunity for the girls to explore the health of our oceans and air pollution. They created fantastic 3D pictures using everyday packaging, which the girls were proud to display in the Orangery. During the term, the girls 85 Trips and work shops

Reception In the Spring term, the girls in Reception thoroughly enjoyed participating in a fairytale workshop for their topic, ‘Once Upon a Time’. The girls explored the story of ‘Goldilocks and the Three Bears’ through drama, singing and dancing. The day culminated in a successful and enthusiastic performance of everything they had learned.

Year 1 In Year 1, pupils began the year focusing on dinosaurs! In October, the girls enjoyed an exciting trip to the Natural History Museum. They participated in a workshop, learning about Sophie the Stegosaurus and looking closely at fossils to learn more about her life. The girls were thrilled to see the amazing real life T-Rex! and a number of pupils learnt a dance that was Year 6 They even saw the Ichthyosaurus that was performed to the Pharaoh and his friends. discovered by Mary Anning. In November, Year 6 visited the British In the Spring term, Year 3 pupils visited the Museum to learn about Ancient Greece (with a Verulamium Museum. The girls learnt all about special focus on the 5th century BC) and what Year 2 the Romans and were able to investigate some the sculptures and architecture of the Parthenon In October, pupils in Year 2 were treated real life artefacts. At the end of the day, the girls tell us about life in Ancient Greece and the to an exciting Science afternoon with Mr walked up to the ruins of a Roman amphitheatre; Greek gods. Using tablets, the girls explored the Grossman from the Senior School. Two girls it was amazing to imagine what it would have celebration of the annual Panathenaic festival, were selected to go on a ‘special germ mission’. been like when it was full of people and plays held every year in ancient Athens in honour of Pretending to have coughs and sneezes, the girls were taking place. the birth of Athena. The girls also learnt about secretly put UV gel on to their hands and went Year 4 the legend of Troy and its line between myth and reality. They examined the fascinating around the classroom touching objects. When Year 4 girls enjoyed a taste of the Tudor life archaeological evidence that proves there was a a UV lamp was directed to shine on the objects, when they were given the opportunity to try out real Troy! The visit also offered tantalising hints their fingerprints were revealed for all to see! a variety of 16th-Century crafts and skills on at the truth behind the mythical stories of the Mr Grossman also showed the girls a set of their Tudor Day. Activities on offer included: Trojan War and the almighty hero, Achilles. sheep lungs and demonstrated how they work, concocting remedies for ailments; leatherwork; using scientific vocabulary such a trachea and and miniature portrait painting. The children windpipe. Did you know that your lungs can be also enjoyed a feast fit for royalty! Time Machine in Year 6 stretched out to the size of half a tennis court? In March, Year 6 travelled back in time and Year 5 were transported to wartime Britain. Dressed Castles Day Workshop from head to toe in 1940s attire, the girls In November, Year 5 pupils were transported acted as spies to uncover secrets and decode In December, Year 2 pupils enjoyed their back in time to December 24 1897 in Queen hidden messages. They rummaged through Castles Day workshop where they experienced Victoria’s Diamond Jubilee year. Attending the belongings of soldiers, evacuees and Land hands-on activities connected to medieval times. school on Christmas Eve, the girls experienced Army Girls to find the clues to help them The girls created soaps, embossed leather, life as a Victorian child observed by strict Master identify secret undercover agents working made pies and cresset lamps. They tried their Grey. Hand cleanliness, legible handwriting for the resistance. With excellent detective hand at archery and using a lance and ended the and silence were paramount for the morning skills, the girls pieced together information afternoon with a feast and entertainment. dictation and arithmetic lessons. The Victorian from documents, letters, photos and clothing Year 3 pupils enjoyed a brief moment of creativity to to create a story of their given person. Then create small cornucopias to fill with treats to In the Autumn term, pupils in Year 3 had an they had to use various coding techniques present as gifts to their parents before preparing Egyptian day! The girls were so excited to dress to write messages to their fellow double to recreate the traditional Victorian musical to up. It was a lot of hard work as they had to make agents working in France. It was a thoroughly perform in local public houses. all sorts of different things for the Pharaoh! enjoyable experience, where the girls worked In the afternoon, the girls enjoyed a banquet collaboratively and with great enthusiasm!

86 87 Wrap Around Care & Clubs

Early Birds & Late Owls music group; learn mindfulness; or play sport. In Prior to school closure due to Covid-19, the fact, our P.E teachers devised an increased number doors opened for our Early Birds at 7.30am of sports-based clubs for the children to enjoy than throughout the Autumn and Spring Terms. The ever before, supported by a range of teaching staff! girls arrived ready for their school day and hungry! Many of the clubs we offered this year were ‘drop- They were offered delicious breakfast options, in’ sessions, which enabled the girls to choose including a range of cereals and toast with jam whether they wanted to take part in a particular or honey. Once fuelled for the day, the girls were club each week. This allowed pupils, who were a offered a range of activities. At 8am each day, they little reluctant initially, the opportunity to try out joined the rest of the school in the playground a club to see if it was a good fit for them. We were so ready for the morning to start! pleased to see pupils returning week after week to After school throughout the first two terms, the these clubs, allowing them to meet up with other girls went to Mini or Late Owls. Some of the girls’ ‘regulars’ from different classes and year groups. favourite activities in the afternoon included: arts Our before and after school clubs also included and crafts, construction, hama beads, puzzles, a variety of sports this year. For those who were and games. They were also able to complete their keen to complete a workout before the school day homework, or have some quiet time reading even began, Cross Country and SLAM Fitness were a book. The staff led sessions with girls such as on offer. This year, we introduced an after-school drawing skills, coding and craft-making. The Football Club for girls in KS1 and Year 3, and girls received healthy snacks as well as soup and a regular favourites such as Karate Club, Fencing sandwich. Club and Gymnastics attracted many girls to remain at the Junior School after the school day Clubs had ended. Chess Club, Ballet and Miss Holmes’ The majority of our Junior School pupils relish Art & Crafts Club were also some of our most the opportunity to take part in extra-curricular popular activities this year. activities and there have been plenty on offer during the girls’ lunch breaks as well as before and after school this academic year. We have provided a variety of lunchtime clubs, suitable for all tastes, where pupils could practise their Spanish; or arts and crafts skills; perform in a

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