Benedict Birch (Year 11) has produced some outstanding paintings during his GCSE course, notably a portrait of his grandfather (oil on canvas) and a portrait of a friend, which he innovatively painted using oil on prepared envelopes. He has been thorough in his research and experimentation, combining a natural ability with a persistent investigation into the versatility of oil paint. The resulting work is well beyond GCSE and has inspired his peers.
Luis Enriquez (Year 11) has worked with extreme independence, building upon an initial introduction to stop frame animation. Through independent study and research he has created a series of excellent videos that go beyond anything expected of a GCSE pupil. He has incorporated model making, an understanding of photography, green screen techniques, clever editing and even his own music. (His photography is equally impressive.)
Cyprien Roche (Year 11) has worked at a consistently high level during his GCSEs, which has culminated in some very strong outcomes. The most impressive of these is his sculpture and video, which considers the notion of internal and external space in reference to the artist Anish Kapoor. He hand crafted the metal tube as a tool to view and digitally record observations. The resulting work is well beyond GCSE.
Luis Enriquez and Cyprien Roche were awarded Distinctions for their work. To view the GCSE videos please follow the link below:
Year 12 Pupils were given a fortnight to research and write an essay of up to 3000 words on a topic of their choice, following on from the material read over the course of the term. The three essays below were awarded Distinctions.
Michael Freeman argues that Horace’s use of features that recall the Alexandrian poet Callimachus are a means of recusatio – politely declining to write ‘state’ poetry (as, perhaps, his patron Maecenas was urging him):
Lia Rockey looks at ways in which the (lesser-spotted) love-poet Tibullus is ‘Hellenistic’ in his themes and style, and what this might have meant for his reception:
Veronika Voevodina argues (quite remarkably, in her first term being taught in English) that whilst there is genuine sadness in Ovid’s poetry written in exile, there is also plenty of the sort of irony and subversion we have come to expect from him, too:
Thirteen pupils were set an essay entitled 'The real hero of the Aeneid is Rome not Aeneas. Discuss'. The best essay was written by Marina Fatsis.
Design and Technology
Year 10 pupils, Harry Nicol, Isaac Ng, Ben Lawson and Sasha Prokofev, designed and presented their ‘SmartCast’ project for this year’s Siemens ‘The Next Big Thing Challenge’. The brief was set over three months with the aim of finding a solution to reduce the waiting time in the NHS.
Sally Todd has been researching into the characterisation of Othello at the beginning of the play and she was awarded a Distinction for her insightful research that focused on Act 1 of Shakespeare’s tragedy.
The Year 12 IB English pupils were asked to write a literary analysis from the poem ‘The Love Song of J. Alfred Prufrock' by T.S. Eliot. Ayla Ahmed received a Distinction for her essay.
Class 4a (Year 9) were asked to imagine what 'Ode to a Nightingale' would have looked like, if it had been written by Ted Hughes.
The Year 12 English pupils
, having read 'King Lear', were asked to choose a title for themselves and then research it; the essay was to make explicit use of critical books and essays they had identified for themselves. The essays by Hamish MacKinnon, Sophie Finegan and Isabel Rudd de Oliveira were
ambitious, substantial, perceptive and well-informed. They were awarded Distinctions for their work
Pupils were set an essay on the presentation of women in 'A Streetcar Named Desire'. The essay title was 'Does Tennessee Williams present women in a favourable light?' Benjamin Gardener was awarded a Distinction for this piece of work.
Pupils were asked to choose a short passage from the first two acts of ‘King Lear’ and then write a critical analysis of it. Hamish MacKinnon and Ruby O'Kane produced the two best pieces of work.
Pupils in Year 9 were asked to pay particular attention to the need to vary sentence structure and tone, and to create a distinctive narrative voice. A couple of excellent examples by James Akka and Harvey Pratt are below.
Pupils in Year 10 were asked to base a story on actual court case from the Old Bailey archives. These are examples were by Oliver Norton and Chris Hatton.
The best example of the First Year Specialists' English Literature essays on the novel 'A Handful of Dust' was written by Emma Ansell.
Jack Freeland wrote this essay as part of normal class work in the first few weeks of his Pre-U course (Year 12).
A well-written comparative essay by a Year 10 pupil, Anthony Wong.
This review of ‘Skin’, written by Antoine Grey, is a good example of the kind of homework produced as part of the English Pre-U course.
Tommaso Cariati (Year 13) sent a letter to Mr Nash, Economics Department, after a discussion in class about the European Union. The letter was a spontaneous piece of work by him in response to an article in the Telegraph by Janet Daley: There’s Nothing New About this European Folly
Sixteen pupils were set an essay entitled: ‘More successful abroad than at home.’ Discuss this view of Disraeli’s premiership in the years 1874-80.
The best essay was written by Ophelia Norris (F), who was awarded a distinction for this piece of work.
The Year 12 pupils were given the task to write a report for the police from the end of the first part of Albert Camus’ L’Etranger,
where the Arab is killed. Matteo Bonsignore was awarded a Distinction for this piece of work.