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Sixth-formers made a trip to watch one of the most famous works by the influential 20^th-century Marxist German playwright and poet, Bertolt Brecht.

The group of Year 12 and Year 13 German students took the train to Kingston to watch The Caucasian Chalk Circle (Der kaukasische Kreidekreis) in the town’s Rose Theatre.

Languages teacher Rebecca Grundy said: “Although not an official member of the Communist party, Brecht was committed to highlighting social injustices and the imbalance of power distribution through his work.

“He was a proponent of ‘epic theatre’ (episches Theater); it was his belief that theatre is a way of showing audiences the world as it is, and of encouraging them to respond.

“Brecht made use of the ‘alienation effect’ (Verfremdungseffekt) to achieve this; theatrical devices aimed to keep the audience critically, rather than emotionally, engaged. The students enjoyed spotting these in the play.”

Set in the Soviet Union around the end of World War II, The Caucasian Chalk Circle is a re-writing of a 14th-century Chinese play, The Chalk Circle, by Li Xingdao.

It relates the story of a land dispute between two agricultural communes and of a visit by a singer and his band of musicians. The singer tells a parable as a way of settling the dispute, concluding that the land should go to those who will use it most productively – the fruit growers – and not the goat farmers who owned it previously.

It thus features a play within a play, which is itself an example of an alienation device. Other examples include the:

• Use of song to narrate the action and characters’ thoughts;
• Jarring use of props, including a teddy bear as a baby!
• Sparse set.

The visit reinforced the boys’ Sixth Form German studies. The Sixth Form course covers Berlin and its cultural scene. Brecht lived and worked in East Berlin for a large part of his career, although The Caucasian Chalk Circle was written in the United States, where Brecht was living in exile during the war.

He returned to East Berlin after the war and died there in 1956 at the age of 58. At first supportive of the government’s repressive measures following the East German uprising of 1953, Brecht eventually expressed his disillusionment over the events

The trip was organised by Ms Grundy, who accompanied the group, together with her fellow Languages teacher, Katrin Hood.

Year 12’s Hanan Moyeed said: “This trip was absolutely unforgettable. Seeing the play was a brilliant experience. It also links well to what we have been looking at in lessons.”

Queen Elizabeth’s School has been recognised for its commitment to pupil-led research after three sixth-formers impressed experts at a London conference with their presentation about robot navigation.

Headmaster Neil Enright has now received a certificate from the Institute for Research in Schools (IRIS) following the trio’s triumph earlier this year. They were one of only eight groups selected to present their research at the IRIS conference and were then singled out by one of the leading scientists there as her “highlight of the conference”.

In a letter accompanying the certificate, IRIS deputy director Marcus Bernard wrote: “I wanted to personally write to you and highlight the fantastic work of your colleague, Jonathan Brooke [Head of Physics], who went above and beyond to enable students at your school to carry out student-led research…

“It was a real pleasure to meet your students…They spoke eloquently and confidently about their research and were extremely well behaved, I was very impressed. They are an absolute credit to you and your team.”

Mr Enright today congratulated the three Year 13 pupils, Bhunit Santhiramoulesan, Heemy Kalam and Jashwanth Parimi on their success. “They chose the most challenging of the four options available to them – the ‘original research’ option – and then worked hard over a seven-month period, before delivering a confident, well-executed talk at short notice at the conference.”

IRIS develops opportunities for secondary-age pupils to participate in authentic research in schools and organises conferences at which pupils can share their research with their peers from other schools and the wider academic community. Around 50 other projects were displayed at the conference in which the QE boys took part. Representatives of just eight of those projects were invited to make presentations.

The QE presentation summarised the trio’s research project on automating the navigation of robots with limited sensing capabilities. They were given just two days’ notice that they would have to give their presentation.

The project had involved designing and creating a framework that generated minimal-error paths for a robot to take, given some set of points for it to pass through. They used deep reinforcement learning (a sub-field of machine learning) to achieve this, training the robot on generated paths and using a formula they had derived to quantify how good this path was.

Mr Brooke, who accompanied them to the conference, said: “Every step of the process was driven by the initiative of the boys, and it was fitting that one of the guests on the Scientist Panel that concluded the event, Dr Harshnira Patani, Senior Scientist Pharmacology at MSD (one of the world’s leading pharmaceutical companies), singled out the boys’ presentation as her highlight of the conference, making particular note of their use of machine learning.”

Through working on the project, Jashwanth said, the three had developed their “research and self-study skills, pushing ourselves to comprehend mathematics beyond the traditional syllabus, ranging from understanding neural networks to multivariable calculus”. He added that hearing from people with PhDs at the conference had made him consider research “as a possible future pathway”.

Heemy said: “Taking on a project with a lot of complex research independent of teacher assistance was the main challenge we faced, alongside coordinating the time spent reading literature with other schoolwork and activities.”

Bhunit added: “One of the highlights was being given the opportunity to present in front of hundreds of students and teachers , as well as being mentioned by Dr Patani as one of the projects that she found impressive.”

Fifty sixth-formers learned just what it takes to build socially responsible businesses in QE’s Entrepreneurship Festival, which was led by experts from the LSE.

The School hosted the university’s LSE Generate organisation for the all-day event.

The sixth-formers brainstormed the skills and qualities needed to set up and run their own businesses. They were also introduced to a range of scenarios and took part in practical exercises where they had to deal with unexpected events.

Crispin Bonham-Carter, Assistant Head (Pupil Involvement), said: “Our new partnership with LSE Generate is tremendously exciting: they have immense expertise and very strong connections, both nationally and internationally. I know our students enjoyed the day and learned a great deal, too.”

LSE Generate supports the LSE’s own students and alumni, helping them to build, develop and scale ideas, in line with the UN’s Sustainable Development Goals. It operates a year-round programme of competitions to win business funding, networking opportunities and other events.

LSE Generate’s other partners include the Foreign, Commonwealth and Development Office and Makyth Ventures, the Winchester College-based entrepreneurship group which itself ran a workshop for QE in the 2022 Spring Term.

Matthew McGrath, founder and managing director of of Emissary Partners, a global advisory firm working with investors, gave the keynote address at the LSE Generate QE festival and answered the boys’ questions.

At the end of the day, the sixth-formers even had the chance to get a taste of an entrepreneurial venture – quite literally, since they were all given ice-cream from a new start-up, Persian Kitchen.

Zaki Mustafa was the “clear winner” in his age group in a prestigious financial journalism competition.

In his winning essay on the impact of technology on money, the Year 11 pupil ranged widely, starting with the first known currency in ancient Mesopotamia and ending with consideration of how modern financial companies could both use and abuse consumer data.

He won the 14–15 age group in the Young Financial Journalist competition run by the London Institute of Banking & Finance (LIBF) and the Financial Times (FT).

After reading his article, competition judge Claer Barrett, who is the FT’s Consumer Editor, said: “Zaki was the clear winner in this category. I loved his point about gambling with plastic chips and how this involves a similar sense of detachment to using contactless payments.”

Her fellow judge, mathematician, teacher, broadcaster and writer Bobby Seagull, praised the “very mature and clear writing for someone so young!”

Zaki was congratulated by QE’s Head of Economics Shamendra Uduwawala: “This was a well-argued piece of writing which gave an impressive overview of the opportunities and risks that come with the application of technology, including AI, to the world of finance.”

Reflecting on his success, Zaki explained why he had entered the competition. After starting his Economics GCSE last year, he said, “I wanted to educate myself a little bit about how technology is changing the way we view money.”

In his essay, he covered topics including:

• Today’s near-cashless society
• The rise in fraud and cybercrime, including the issue of scams that “impacts the elderly disproportionately”
• The rise of “entirely intangible” cryptocurrencies.

The 730-word composition concluded: “In summary, technology has provided huge benefits to the financial world, namely making payments far more efficient and traceable than hard cash. In spite of this, one must always remember to be vigilant, in light of the increasing risks that are associated with such a luxury.”

Zaki wins a cash prize of £150 and a certificate bearing the judges’ comments. His prize also included ten free places for QE pupils to complete the LIBF’s Lessons in Financial Education (LiFE) programme.

Old Elizabethan Priyan Shah and his family are so passionate about education that they have set up their own awards scheme to encourage the pupils of today.

Together with his parents, Dhiru and Rami, Priyan (OE 1991–1998) visited the School to present DVS Foundation Awards to ten sixth-formers.

The awards seek to promote a virtuous circle of motivation and success, together with kindness. And they are only one facet of the family’s philanthropic work: the foundation’s focus is on education, food insecurity and healthcare, in both the UK and East Africa.

Headmaster Neil Enright thanked Priyan and his parents for their visit, during which they addressed the whole of the current Year 13: “We are really grateful to the family for their generosity in awarding each of our ten prize winners a £100 Amazon voucher, and I know that the whole year group are, in turn, grateful for the great advice Priyan passed on to them.”

Priyan read Accounting & Finance at the University of Kent at Canterbury and then completed a postgraduate degree at the LSE. His father established the family’s commercial property investment business, DVS Property, in 1985. The company specialises in UK institutional real estate investment across sectors including logistics, automotive, out-of-town retail and supermarkets, as well as holding occupational assets that include student accommodation and hotels.

Having been part of the business throughout his career, Priyan today runs the company with his brothers, Julan and Prag. He is also actively involved in the running of the foundation, which was set up in 2012 to formalise the family’s giving.

Introducing its work in a special assembly, he explained that the foundation supports other organisations as well as operating its own programmes. These  include not only the awards programme, which was launched in 2021, but also its WhyOhYou personal development programme. QE plans to get involved in WhyOhYou during the autumn.

“Focusing on the individual (the name is a play on words for ‘YOU’), the programme is a five-week personal development journey that provides youth aged 15–18 with the space and tools to explore who they are, what they want and how to achieve it,” said Priyan, who is a member of the School’s philanthropic 450 Club. WhyOhYou is run by Rupal Shah (no relation), who was recruited by the foundation approximately four years ago, and by Priyan’s wife, Asmi, who has worked at EY for over ten years as an actuary and supports the global firm’s mentoring programme.

The Headmaster added: “I look forward to working with the foundation through WhyOhYou in the coming months: my thanks go to Rupal Shah for her work coordinating the scheme.”

The awards, set out below, cover a number of academic subjects, as well as extra-curricular activities.

Priyan and Asmi have a daughter and baby son. Priyan enjoys travelling and hiking. A long-time racquet sports enthusiast, he continues to play tennis and badminton.

Pupil Saim Khan drew on his own experience with QE’s Young Enterprise team to identify ‘character’ as a key attribute for leaders of smaller groups in a prize-winning essay.

Saim, who was in Year 10 in 2021–2022, took the top prize in the Sustainable Success Essay Competition run by management consultants Telos Partners in partnership with Young Enterprise nationally. He wins £1,000 and four hours of mentoring from Telos Partners.

His winning words focused on the particular nature of the leadership of small groups, where, he wrote, character was especially important: “You need to inspire and make people want to follow you.”

The competition, which was for those aged 14–18, gave entrants this challenge: Using your own thoughts, ideas and experiences what do you believe are the qualities of a leader that is able to lead an organisation not only to short-term success, but one that will be successful for many generations to come?

The competition briefing also included this quotation from United States Army general Norman Schwarzkopf, who led the coalition forces in the 1991 Gulf War: “Leadership is a potent combination of strategy and character. But if you must be without one, be without the strategy.”

Saim was a senior member of a QE Young Enterprise that offered ‘stress balls’ for sale during the year. The team took part in a Young Enterprise trade fair and also had a stall at The Friends of Queen Elizabeth’s School fete on Founder’s Day in June. There, they took a two-pronged approach, selling their remaining stock and running a Make your own stress ball activity, which particularly drew in younger boys.

Saim said that participating in Young Enterprise this year was “a great, different experience”, while the essay competition was “a reflective opportunity to academically tie it off and consider what I’ve learned”. He noted that he generally enjoys essay-writing too.

His essay, which included case studies, reflected his observation that, in the news, leadership is usually considered at a large or national scale. Little or no reference is made to the sort of small-group leadership involved in Young Enterprise, where a company might comprise only about 25 people. Leadership of such a group, and others like it, needs to be more dynamic and more equal, with less of a ‘leader and subordinates’ ethos. At this scale, he viewed character as being especially important: “You need to inspire and make people want to follow you.” By contrast, at a larger scale, not everyone will know you, and therefore character can be less important. “The CEO of Apple needs a strategy, but for regional managers it is more about managing people,” he said.

Other specific lessons drawn from his Young Enterprise experience that he covered in the essay were:

• How to include everyone in the group in big decisions
• How this creates unity
• What to do when things go wrong.

On this last point, Saim said: “Things go wrong quite a lot! For example, a week before the trade fair, we had under half of our expected stock. It’s important not to panic – do first, panic later.” Accordingly, the team simply got on with the meetings necessary to put things right.

“In other clubs, people share a defined passion, or it is more structured. Young Enterprise leaves it up to pupils to make decisions. We didn’t start all united in our interests, so there was scope for debate and discussion.”

With his company, decision-making was initially all taken by voting at the wider group level. “We realised as we went on that this was inefficient. We then had four–five people who took on leadership roles and made more decisions.”

Since this resulted in other members of the team feeling “less personally invested”, there was further refinement of the decision-making process, with company votes reintroduced for more important decisions. In short, he said, strategy was then determined by the whole company, with implementation delegated to a smaller group of leaders.

Saim was invited to a Young Enterprise Company Programme Final, during which it was announced that he had taken the top prize. “I was really surprised to win this – a national competition. I knew I could write a good essay, but you are competing against so many other people. It was a pleasant surprise to be invited to the final and I was then ecstatic to find out I’d won.”

He has yet to decide how to spend his prize money.