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After winning plaudits at Harvard for his performance in a 24-hour ‘hackathon’, 16-year-old Soumil Sahjpall’s entry in an online follow-up event took third place, beating off competition from university teams worldwide.

During his trip to the US, Soumil rubbed shoulders with Ivy League students as he developed blockchain software for cryptocurrency TRON in a coding marathon. His app earned him an ‘honourable mention’ from the judges, who placed him in joint-ninth place out of 55 teams.

He then entered the TRON International Hackathon 3.0, an extension of the in-person event, which featured more than a thousand competitors from across the globe. Soumil said he was proud that his third place was the result of a vote by “a cryptocurrency community of thousands”.

Assistant Head (Pupil Destinations) James Kane said: “Our warm congratulations go to Soumil. He showed significant commitment in entering these competitions in the first place; he then demonstrated great skill and put in a huge amount of hard work to achieve international success against competitors several years older than him.”

TRON, a leading cryptocurrency with a current market value of $5 billion, set a brief to develop a dAPP, or “decentralized app” – that is, software that runs on the blockchain, as opposed to on a server hosted by technology giants such as Amazon or Microsoft.

The in-person hackathon at Harvard in Cambridge, Massachusetts, featured a 24-hour period dedicated solely to developing the dAPP. In addition, Soumil attended workshops, and there was time allocated to presenting and pitching to judges.

Because of his age, even taking part represented a success: the organisers cleared him to compete, based on his performance in previous hackathons. Altogether, 55 projects were presented by some 200 young people, most of them six or seven years older than Soumil.

“I found out about this hackathon with relatively short notice, so I competed solo,” he said. “I was relatively confident in my abilities and knew I’d still be having lots of fun, so that was all right. The average team size was around four members – with a maximum of five – so I was at a disadvantage.”

Although delighted with the honourable mention – one of only ten available – for his presentation, and the $500 cash prize that went with it, he said “the real take-away from this is the experience and the people I met.” These included students from Harvard, Yale, MIT and Boston’s Northeastern University.

In the online event, the TRON International Hackathon 3.0, Soumil submitted his project, which he called ‘Project Pledger’, under the ‘academy’ track, designated for university-level students and his work was voted third.

QE actors mixed the language of Shakespeare with modern costumes and props to create a potent performance for our times.

The boys put on Julius Caesar at North Finchley’s artsdepot in the Shakespeare Schools Festival and then twice in School to Years 9 and 11 as part of QE’s inaugural Shakespeare and Latin Festival.

In his review of the play, Head of English Robbie Hyland said: “This was one of the strongest productions Queen Elizabeth’s has staged in recent years, not only due to the strong individual performances, but particularly due to the strength of ensemble performances.

“Julius Caesar is, among other things, a play about the relationships between leaders and their citizens – our production, featuring most cast members on stage most of the time, clearly demonstrated how impactful one voice can be on the many.”

First performed in 1599, Julius Caesar centres on the assassination of the eponymous Roman dictator in 44BC. In Shakespeare’s telling, Roman general Brutus joins a conspiracy led by the politician, Cassius, to assassinate Caesar, ostensibly to prevent him from becoming a tyrant. Caesar’s right-hand man Antony stirs up hostility against the conspirators, and Rome falls into civil war.

The play contains many often-quoted lines, including:

• Yond Cassius has a lean and hungry look: He thinks too much: such men are dangerous
• This was the most unkindest cut of all
• Friends, Romans, countrymen, lend me your ears.

“Many congratulations should go to the whole cast and crew, as the actors allowed some of Shakespeare’s most famous lines to shine – from Mark Antony and Brutus’ soaring funeral orations to Caesar’s resigned acceptance of his fate,” said Mr Hyland.

The director, Gavin Lister, of Rough Magicke Drama, explained in his notes for the production that he originally considered a Godfather-style setting for the play, with the characters as mafiosi. But following the “extraordinary turn after extraordinary turn” in UK politics over recent months, it became “impossible to ignore the modern-day political turbulence and the parallel themes explored in the classical piece we had been given the gift to perform.

“That is not to say our production is specific to Britain. It is not. The unstable political situations over the course of our rehearsal period in Italy, Brazil, China and Iran have provided us with a social background in which the themes of the play can be seen playing out very much in present-day real life.” These he enumerated as “the dangers of autocracy, the clandestine bargaining that takes place in corridors of power, the brutal and clinical nature of conspiracy, and the effectiveness or ineffectiveness of the people’s voice”.

“The students have embraced the themes and the concept, and they have provided more pieces of inspired drama and theatricality than I could have hoped for. For that, and for their general work ethic and insatiable enthusiasm, I thank them,” Mr Lister added.

Drama has undergone a resurgence at QE in recent years, and the School is currently raising funds to create The Robert Dudley Studio – a facility devoted to drama and the spoken word.

Many of the cast spoke of how much they enjoyed taking part in the production.

Year 11 pupil Saim Khan, in the title role, said: “Playing the hardened political genius that is Julius Caesar was a very different experience to previous roles that I’ve done and a great opportunity to try something completely new.”

Year 10’s Simi Bloom, who played Flavius, a Roman tribune (a representative elected by the people), said: “Learning how to incorporate the modern world into a centuries-old story has been really fun and interesting, especially drawing parallels between prominent figures or systems of today and those of the Roman Empire.”

Year 11 actor Uday Dash said: “I had to adapt and build Cassius into a manipulative, calculating character, which was both a challenge and a unique experience.”

Riann Mehta, of Year 12, who played Caesar’s wife, Calpurnia, said: “It has been extremely pleasant to explore a female character by stepping out of gendered expectations. Embracing feminine stereotypes has been a major development in my theatrical presentation and has been a vastly entertaining experience.”

The play was one of the highlights of the Shakespeare and Latin Festival.

The festival programme also included a very well attended lecture on Decadence in New York and Ancient Rome for senior Latinists and English Literature GCSE and A-level students given by Dr Emily Pillinger, Senior Lecturer in Latin Language and Literature at King’s College London and a talk from UCL Professor of Latin Gesine Manuwald, who explored the real-life characters of Julius Caesar, Mark Anthony and Cicero.

Assistant Head (Pupil Involvement) Crispin Bonham-Carter said: “Dr Pillinger drew out the links between Baz Luhrmann’s film of The Great Gatsby, Fitzgerald’s novel and the ancient Latin text, The Feast of Trimalchio.”

“Both academics were hugely impressed by how engaged and knowledgeable our young classicists are.”

The festival was one of a number being held at QE allowing teachers and boys to take time to celebrate a subject beyond the classroom. “Our staff are passionate advocates for the broader-world impact of their disciplines,” said Mr Bonham-Carter.

Year 11 pupil Pavan Kovuri came first on both days of a two-day simulated financial trading event open to Year 11–13 students from across the country.

Pavan, who already has his sights set on a career in trading, was among 20 senior QE boys to be commended for their performance in the Global Markets in Action programme.

The programme was run by financial recruitment consultancy Dartmouth Partners and Amplify Trading, who train people working in hedge funds and investment banks and use cutting-edge technology to simulate market conditions.

Assistant Head (Pupil Destinations) and Economics teacher James Kane said: “To have come first in both simulations was a remarkable performance by any standards and I heartily congratulate Pavan on his achievement.

“Congratulations also go to the other 19 boys who were commended by the judges with comments such as ‘superb trading on the sell side’ and ‘clearly understands the dynamics between [the] buy and sell side’.

“It is interesting to note that Dartmouth Partners are now keen to follow up with a number of our boys to arrange work experience in the finance sector.”

Overall, 50 QE pupils took part in the half-term event, the results of which have now been announced.

The workshop simulated the trading floor of an investment bank or hedge fund and aimed to teach participants how traders use their skills and knowledge to buy and sell stock to generate a profit. The boys had the opportunity to meet professionals from Amplify Trading and to gain practical career tips and insights, such as optimising LinkedIn and creating a CV that stands out.

Pavan came first on day one with a score of 96% for the ESG (Environmental, Social, and Governance) simulation. On day two – the Finance Accelerator simulation – he was ranked first in the asset management side of the simulator, scoring 86%.

Pavan said: “Before participating in the workshop, I was always fascinated with the world of trading in markets, but lacked practical experience; this two-day programme provided me with an immersive hands-on experience to solidify that passion, and drive me towards a future career in trading.

“The thrill of seeing your money fluctuate with every miniscule decision was stimulating, and it was amazing how Amplify managed to capture the buzz of real-life trading.”

Other stand-out performances from the QE group included that of James Stack (Year 12) and Abhinav Karla (Year 10), who jointly took first place in the sales trading aspect of day two.

Two sixth-formers have been named as Arkwright Scholars after successfully demonstrating their prowess as engineers.

Darren Lee and Yash Patel laboured for months through a gruelling selection process for the scholarships, which will now provide them with financial and mentoring support during their A-level studies.

Head of Technology Michael Noonan said: “My congratulations go to both Yash and Darren: these scholarships are not lightly awarded, and the pair’s success is a reflection of their assiduous approach to the process, of their presentation skills, and, of course, of the excellent standard of their engineering.”

The long-running Arkwright programme is run by the national Science, Technology, Engineering & Mathematics (STEM) education charity, The Smallpeice Trust, and aims to inspire future leaders in engineering. This year, only 300 candidates were successful out of 1,423 applicants.

The benefits of the scholarships include a £600 personal financial award, £400 for the scholar’s school, mentoring, industry-based ‘Connect Days’ and invitations to university-based VIP receptions.

Darren and Yash, both of Year 12, were presented with certificates at an awards ceremony held at the Institution of Engineering and Technology in London.

As part of his application, Darren gave a presentation which covered the design and manufacture of  ‘Overlap’ – a rugby lineout machine that he devised (pictured top). He also featured in his presentation his involvement with VEX Robotics at the School.

The process included an engineering aptitude test and an online interview, during which candidates had both to make a presentation and to respond to technical engineering questions.

He said: “It’s an absolute honour to receive this scholarship, recognising my engineering skills and hours of hard work I’ve put into my technology projects. I’m incredibly proud to call myself an Arkwright Scholar.

“I believe that the networking aspect of this scholarship will prove to be very beneficial. As an Arkwright Scholar, I have access to the MentorNet platform, where I can communicate, discuss and receive feedback from some of the brightest young engineering minds in the country.”

For his part, Yash says that being an Arkwright Scholar will assist him in pursuing interests such as model-making, CAD design and 3D printing out of School and will help him fund a wishlist of projects, including making movie props and designing his own model train set and an electric guitar.

“It means I will be provided with opportunities, such as work experience, Connect Days and bursary offers or further scholarships, which may not be provided to others, as I will stand out to engineering-related organisations,” said Yash. “I have become a more competitive university applicant and can build up a larger network of prominent engineers and leaders in the industry.”

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.”