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Year 9 boys relished the opportunity to watch a dramatic modern production of Macbeth, complete with witches portrayed as forensic scientists, fight scenes enhanced with special effects, and the spilling of copious amounts of blood.

The visit by the whole year group over three days was only the latest in a series of QE trips to the Globe: in the last three months, more than 400 boys and staff have travelled down the Northern Line to see Shakespeare plays at the modern reconstruction close to the site of the 17^th-century theatre.

Head of English Robert Hyland said: “Allowing all of Year 9 to see the play they are about to study, performed in its original venue, is an exciting and invaluable opportunity. Macbeth is a play about the pursuit of power, the temptation of ambition, and what happens when both of those things are abused by those who are unsuitable to lead – themes which are incredibly relevant to the world we live in today.”

“Theatre is often about creating a sense of spectacle, and our students were treated to a visually exciting performance – from the modern costumes of the actors, to the ways the actors moved in and out of the audience, and finally culminating in dramatic and bloody fight scenes, our students were able to enjoy an experience which only live theatre can truly provide.”

By watching the play, the boys quickly gained a good understanding of stagecraft and dramatic techniques, while the specific setting of the Globe helped them understand the contexts in which Shakespeare’s plays were originally performed.

“Walking into the Globe for the first time can give you goosebumps as you look around the space and imagine Shakespeare himself performing the same words over 400 years ago,” said Mr Hyland.

Other recent trips to the Globe have been to see two comedies: A Midsummer Night’s Dream and The Comedy of Errors, set respectively in the ancient cities of Athens, Greece, and Ephesus, in modern-day Türkiye (Turkey).

The altogether darker Macbeth, often known euphemistically as ‘the Scottish play’ because of the superstition that surrounds it, found an appreciative audience with the QE Year 9 visitors.

Vihaan Bhadra said: “The play truly took us into the mind of Macbeth, with a perfect mix of theatrics and suspense. The actor was able to show the different stages of Macbeth, ranging from victory, through guilt, to complete madness.”

Other comments from the boys included:

• “I liked the modern take on the play – it made it more relatable and brought the entire range of characters to life.” Sarang Nair
• “Seeing characters like the porter portrayed as a security guard, or seeing the witches portrayed as forensic scientists made the performance much more understandable and accessible, and really developed our interest.” Neelesh Fotedar
• “It was an exhilarating experience to enjoy such an interesting play in such a clear and enjoyable manner.” Arhaan Yadav
• “Breathtaking and engaging.” Krish Deebak
• “The engaging acting of the characters made the play come to life. The interaction with the audience gave the play a sense of fun.” Tanush Madadi
• “Going on this trip helped me understand and enjoy the historical significance of the Globe Theatre.” Zahin Khan.

Former Afghan refugee Waheed Arian told Year 9 boys the remarkable story of his life, from arriving near-penniless in the UK aged 15 to becoming a doctor and the leader of medical charities that support both refugees in the UK and patients in conflict zones around the world.

Over the past 24 years, he has studied at Cambridge, Imperial and Harvard, qualified as a doctor, been recognised as a World Health Organisation digital health expert and won numerous awards.

Dr Arian recounted his astonishing life and career in his lecture – yet he concluded by instead focusing on the importance of community and of giving back.

Headmaster Neil Enright said: “We are very grateful to Dr Arian for coming in to talk to Year 9.  His lecture was inspirational and it very much chimed with our mission to produce responsible young men who seek to change their world for the better.”

The assembly was led by Chris Butler, Head of Geography, who said: “His story is an important one: not only did Dr Arian highlight the need to be resilient and have ambition; he also outlined the importance of being kind to one another in our everyday lives and the strength that lies in community action and collaboration – values that the School holds dear. The refugee situation across Europe is increasingly becoming politicised, and it is important that QE boys have the opportunity to listen to those who have experienced life as a refugee and wish to re-tell their experience of the process.”

Dr Arian started his talk by outlining his own early years as a child fleeing from war. He was separated from his father and told Year 9 how he, his mother and his sisters would often cross Afghanistan to see his father in clandestine visits, explaining that this was necessary as his father had fled the army after being pressed into conscription.

Later, Dr Arian and his family fled to Pakistan to be together, with a journey that saw them having to avoid air strikes from Soviet forces who had mistaken the refugee column for Mujahideen rebels. Whilst safe in Pakistan, they were living in unimaginable poverty inside refugee camps and informal housing blocks. For most of the time they lived ten to a room, without basic sanitation or access to education. He largely taught himself, from textbooks bought from street-sellers, and learned English from the BBC World Service.

Reflecting on these experiences during the lecture, he emphasised the importance of compassion and empathy, revealing how it was often only the kindness of fellow refugees that allowed him and his family to get by. One example was when a local volunteer doctor treated his bout of tuberculosis – it was then that he determined to devote his life to healing others.

Arian’s family returned to Kabul following the Soviet withdrawal in 1989, but when the ensuing civil war intensified a decade later, his parents, wanting him to have better prospects in life, sent him to the UK.

The focus of the next portion of the talk was hope: alone, in a foreign country, and with just £60 – his parents’ meagre savings – in his pocket, he could have easily given up in despair at the dire hand life had dealt him. Yet instead he persevered. Working through anxiety and PTSD, he supported himself by taking jobs in shops and – disregarding the advice of those who suggested he set his sights on becoming a taxi driver – going to night school. After taking his A-levels, he was accepted into Trinity Hall, Cambridge, later finishing his clinical studies at Imperial.

He impressed upon the Year 9s the value of always holding on to hope, even in the toughest of times, explaining how his dream of becoming a doctor fuelled him during his studies, which culminated in him eventually getting a scholarship at Harvard Medical School. He now works as a Accident and Emergency doctor in North West England.

In the last part of the talk, Dr Arian focused on the importance of giving back to the community. He highlighted how his own experiences shaped his desire to start the charity, Arian Teleheal, in 2015. It links doctors in conflict zones such as Afghanistan with colleagues in the UK, helping to ensure that people living there can have a decent standard of healthcare, not least so that disease does not hold them back in their lives.

Dr Arian has risen to become one of the most influential medics in the NHS. In addition to working as an NHS doctor and running Arian Teleheal, in 2020 he also founded Arian Wellbeing, which aims to link psychologists, licensed therapists, personal trainers and nutritionists to offer unique, personalised holistic care for refugee trauma and PTSD patients.

He discussed his work with the two charities and took questions from the boys, declaring himself later to have been impressed with their eloquence and their understanding of the migration process.

Dr Arian was introduced to the Year 9 audience in the Friends’ Recital Hall by Saim Khan, a Year 12 geographer, who said afterwards: “It was an inspiring and insightful talk, and one which created much food for thought.”

After two-and-a-half years of hard work, patience and perseverance, an electric car built by QE’s first Greenpower team overcame both mechanical challenges and terrible weather to perform strongly against much more experienced competitors in its first race.

Having gathered information at the Dunsfold Park track in Surrey early in September, the Year 11 team travelled to Castle Combe in Wiltshire for their first competitive outing.

A mechanical failure in the first race threatened to scupper their efforts, but the pit crew overcame the odds to get the car – called New Horizon – ready for the starting grid just a couple of minutes before the start of the second, and final, F24 race of the day.

Congratulating the team, Head of Digital Teaching and Learning Michael Noonan said: “Torrential rain was abundant, and while many other cars either could not hold the track, or simply retired, our team stuck to their task: in the second race, they finished a highly respectable 44^th out of 79 competitors – a feat all the more impressive given that they carried out an extra driver swap to give all our students a chance to drive.”

The event was one of a series of races run by the Greenpower Education Trust, a UK-based charity which aims to get young people enthusiastic about science and engineering.

The boys planned, built and refined the car using a Greenpower kit. Having promoted the car themselves, they won sponsorship from Horizon Builders, a North London construction, decorating and property maintenance company.

“Using the experience gained at Dunsfold Park, home to the BBC’s Top Gear, the students spent many late evenings (including a few quick runs  around the School site) testing braking, circuitry, and speed,” said Mr Noonan.

Castle Combe is some 115 miles (186km) from the School, so the 12 team members had a 5.15am Sunday morning start on the day of the event. “They arrived in Wiltshire expecting a small crowd, given the early hour, but were instead greeted by the awesome sight of a total of 79 F24 (age 12–16) and 24 F24+ (age 16–24) teams in full flight with their preparations for the race day ahead. The sheer challenge which Greenpower would entail suddenly dawned on both staff and students!”

The boys duly threw themselves into preparing for the rigorous scrutineering process. “Following some adjustments to the braking system, and with the absolute minimum amount of time left, the team passed all tests, with only small notes on adjustments required for future races.

“From here, it was on to their first practice session – in some cases, students’ first experience of driving this car. The car, number 241 on the day, seemed to be performing admirably and was operating without fault. Each driver managed his session without any major issues, although it quickly because apparent that conditions were to worsen over the day, and that our performance would have to be adjusted to account for the wet weather.

“Following minor tweaks in the ‘paddock’, which had all the necessary tools and equipment, the first sets of drivers for the first race took to the grid. As the track lights signalled the commencement of the race, our relatively inexperienced team seemed to be punching above their weight; the last-minute aerodynamic and cooling adjustments provided for smooth racing.”

“It was at the point of driver change that a minor mechanical noise was noticed, and an inspection took place. With no obvious issue evident, the new driver took over and upon his first acceleration he managed to delink the chain! What had happened was that vibrations across the rear axle had loosened grub screws. With this looseness, the axle was ‘coasting’ left to right (which would slow the drive down enormously), and when our second driver took his seat and hit the throttle, the chain lodged against the chain guard at the link point and immediately disconnected!”

“The team was faced with disaster,” said Mr Noonan. “Having only covered 9.25 kilometres in their first race, they had to bow out just before the halfway point and immediately go about repairing the damage caused.”

With only two hours between races, the team had to strip back all mechanical items and re-assemble them to produce a working car. “Through sheer grit, determination and thanks in no small part to the kindness of other teams who happily supplied spare parts, New Horizon was race-ready with around two minutes to spare.”

Buoyed by their success in reaching the tight deadline, the boys set about trying to better their first race score and duly achieved this, ending the day with a score of 22.59. (Greenpower F24 race results are determined by a formula based on furthest distance travelled within the 90-minute time period, taking the better figure from the two races.)

Afterwards, team members reflected on the day. Adithya Raghuraman said the team had been “nervous from anticipation leading up to the day”, but that it had proved a “memorable” experience. “Even the journey to the track was incredible, despite it being brutally early in the morning. Getting to meet and collaborate with other schools, scavenge for parts from fellow teams, and enthusiastically wait for our car to come around near our pit each lap, were all valuable chances to learn, compete, and most importantly, enjoy.”

His fellow teammate, Daksh Vinnakota, and Year 10 apprentice Keeyan Shah were both also thrilled with the experience: it had been “a good opportunity to finally demonstrate our work over the past two years in a competitive situation,” said Daksh, with Keeyan adding that the day had provided “a unique insight into professional racing”.

Although after the start of the 2023 Autumn Term , the Castle Combe races were in fact the final regional round in the 2022–2023 Greenpower season. The QE team are now handing over to Year 10 boys, who were their apprentices in the 2022-23 season, and will be mentoring and supporting them throughout the rest of the new season.

“As the season unfolds, the 2023–24 Greenpower team will be looking for around four willing Greenpower apprentices from Year 9 to join the cause and ‘upskill’ with a view to competing in Year 10,” said Mr Noonan.

“This year’s team are already plotting a climb up the national leaderboard, which if they are fortuitous, will result in their participation at the Goodwood World Finals in October 2024.”

He added that the outgoing team had thanked their sponsors and the staff involved  – Science teacher Timothy Panis and Technology assistant Felix Chillingworth, as well as himself  – “for their support in finally seeing the Queen Elizabeth’s Greenpower team make their presence felt”.

Team members 2022–2023 season (current Year 11)
Soham Kale
Siddarth Oruganti
Rudra Patel
Adithya Raghuraman
Kavin Rameshshanker
Siraj Sidhu
Vinujan Sivakumar
Binaga Solangaarachchi
Ishanth Thangella
Daksh Vinnakota
Ethan Dias
Danyl Malchyk

Apprentices 2022–2023 season (current Year 10)
Taha Sebbar
Keeyan Shah
Dev Malde
Balaram Kataria
Yuvraj Patel
Ayush Saha
Parv Gandhi
Shashank Devaguptapu
Akshaj Vyas

Ten Art & Design pupils from Year 13 spent a day exploring some very different exhibitions in London to gain inspiration for the final stages of their A-levels.

First stop was the Tate Britain, where they visited the very recently opened Requiem exhibition by British painter Chris Ofili. Huge and colourful, it commemorates the tragedy of the Grenfell Tower fire and the life of Khadija Saye, a fast-rising Gambian-British photographer who died in the 2017 blaze.

Head of Art Craig Wheatley said the boys had been moved by what they saw there: “The scale and beauty of such a poetic piece that highlights the tragedy was very poignant and a reminder of the impact art can have on the viewer.

“Overall, the art we saw during the day was diverse and thought-provoking; the pupils experienced areas and spaces of London for the first time, and I believe the day was a great success – even the weather was kind to us!” Mr Wheatley explained that the focus of the trip was to shape the final-year students’ ideas and thinking for ‘Component 1’ – non-examined coursework involving ‘personal investigation’ which is worth 60% of their eventual A-level grade.

Headmaster Neil Enright said: “At Queen Elizabeth’s School, we are keen to take advantage of our position in one of the world’s great capital cities, and this trip was an excellent example of our boys taking advantage of the exciting cultural, intellectual and sporting opportunities that London affords. I wish I had been able to join them!”

Moving on from the Tate, the group walked to Newport Street Gallery and enjoyed the glass work of British artist Brian Clarke.

“Vast in scale, the work offered an opportunity for the boys to consider material use and a wide range of visual themes, from motifs and patterns to more literal representation using combinations of colour, glass, print and lead,” said Mr Wheatley.

Then it was a further walk to the South Bank to take in the bamboo installation by Indian Asim Waqif on the Hayward Gallery terrace. “The juxtaposition of the natural forms of the bamboo against the brutalist design of the South Bank gave the boys interested in architecture and sculpture a fantastic first-hand experience that they will be able to respond to in their own work,” Mr Wheatley added.

A bus ride followed to look at Ethiopian American painter Julie Mehretu’s solo exhibition at White Cube Bermondsey. Entitled They departed for their own country another way (a 9x9x9 hauntology), the paintings used images taken from current affairs media as her subjects, especially the war in Ukraine and the US Capitol insurrection of 6^th January 2021.

The exhibition explored themes of conflict, displacement and the asymmetry of power. Mr Wheatley said: “The large abstract pieces challenged the boys’ understanding of artwork that makes numerous social and political references without the use of a literal visual narrative.”

After crossing London by tube, the boys’ final stop was the Sadie Coles HQ gallery, just off Regent Street, for an exhibition of the work of London-based Alvaro Barrington, the son of a Grenadian mother and Haitian father. “The vibrant sculptures inspired by memories of shacks in Grenada, combined with video and photographic imagery of Notting Hill Carnival, functioned as a visual tool and signifier of cultural and political histories that the pupils could engage with,” Mr Wheatley concluded.

Five QE boys got to grips with cutting-edge aerospace technologies at a summer residential after triumphing in a spring competition.

The group headed to Shropshire for the Summer Time Advanced Aerospace Residency (STAAR), at RAF Cosford, near Shifnal, and the nearby RAF Museum, learning from industry experts in a packed five-day programme.

Head of Digital Teaching and Learning Michael Noonan said: “It was fantastic to see students take the initiative and independently apply for the STAAR programme. The five were amongst a wide cohort who applied for a place on this highly prestigious residential, and from speaking with them on their return from the holidays, I know it has only further ignited a passion in them for careers and study in STEM-related subjects.”

The organisers of the event included education technology consultancy Tablet Academy (TA) Education. After the camp, its Head of Training, Samantha O’Leary, wrote to Mr Noonan full of praise for the QE boys: “They are a funny, confident, thoughtful, and intelligent bunch who integrated incredibly well with the students from the other schools. So much so, you wouldn’t have known they were from different schools at all. They were fantastic representatives for the school, and it was a pleasure to work with them.”

The QE five were among only 40 winners of the competition, which was open to those in Year 9 in 2022–2023. They were Keeyan Shah, Kyle Goldband, Neil Kulkarni, Keshav Aggarwal and Ishaan Mishra.

Keeyan said: “The STAAR residential was greatly enjoyable. We had an action-packed week filled with fun activities from coding a drone to flying a plane simulator. It was an amazing experience.”

Neil said: “We did quite a few activities at the residential, most of which included extremely high-tech tools. These included some things such as flight ‘sims’ and wind tunnels. We also had a chance to see roughly what living in an RAF base was like, with the mess hall and gym and things like that. Overall, it was an extremely fun, informative and unique opportunity and a highlight of our holidays.”

Keshav described the camp as a “a hands-on experience showing aerospace engineering and aeronautical design”. It was, he said, an “an eye-opening experience which will stay with me forever”.

Neil added that it was not just the academic aspects of the trip that he enjoyed: “Meeting people from other schools who had won the competition was very cool, talking about their school and just meeting new people in general. And then the residency itself – living with our friends – was very fun and the responsibilities of living without parents to help was a big realisation.”

The competition to secure their places involved completing four STEM tasks relating to: decryption/encryption; reconnaissance; creating a CAD model, and creating a team presentation.

Organised in partnership with TA Education, the camp was sponsored by Northrop Grumman – a huge American defence and aerospace company formed by Northrop Aircraft’s 1994 acquisition of Grumman Aerospace, which built the Apollo programme’s lunar module.

The boys stayed with chaperones and followed a course delivered at both the RAF Museum and RAF Cosford by: the museum’s STEM Ambassadors; industry experts from Northrop Grumman; TA professionals and RAF STEM personnel.