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Having already blasted through the regional round, a dozen QE scientists and engineers have lit up the national finals of a design competition that challenges competitors to plan for a future in outer space.

The boys were part of the winning inter-school ‘company’ at the weekend-long finals held at Imperial College London.

Competitors now wait to hear whether they will be among the dozen individuals selected for sponsored places representing the UK in the International Space Settlement Design Competition (ISSDC) in July, which is held at the Kennedy Space Center at Cape Canaveral, Florida.

Headmaster Neil Enright said:  “This is an exciting competition which looks forward to a future in which living in space is common and which tests entrants’ skills in science, engineering and business. Many congratulations to our students. Having won their regional finals, they rose to the occasion magnificently again at Imperial, working together well with boys and girls from other schools to produce some great designs for a future asteroid settlement.”

The UKSDC is part of a global family of Space Design Competitions running events across Africa, America (North and South), Asia, Australia, Canada, and Europe. These competitions culminate in the International Space Settlement Design Competition (ISSDC).

As in previous years, the UKSDC set its challenges for the national competition in a fictional version of the solar system where significant infrastructure has been built.

This year, competitors were assigned into ‘companies’ and tasked with designing a theoretical asteroid belt settlement called ‘Astoria’. The other schools working alongside QE were: Sevenoaks School, Kent; North Liverpool Academy; South Hunsley School, Yorkshire; Westminster School, London; and Wycombe Abbey School, Buckinghamshire.

Members of each company needed to work collaboratively to create a proposal in 22 hours, summarising all aspects of the settlement: operations, mission systems, structural, business, and human.

The challenges included creating a Human Factors Department, to look after residents’ mental and physical wellbeing – an aspect designed to appeal especially to Biology students. Chemists and physicists were able to thrive with the Operations Department, which took a deep dive into the essential processes required to keep the settlement operational. Jasmaan Sahota praised the CAD (Computer-Aided Design) skills of fellow QE competitor, Snehal Das, who had impressed the judges in the regional finals.

After the teams presented their proposals to a panel of judges from industry, academia and business, the Olympus Mons Trading Company was proclaimed the winner.

Vinujan Sivakumar (Year 12) said: “We came up against some very tough competition and gruelling questions, but after a nail-biting period of deliberation, we won! Most of us barely had any sleep, but the effort definitely paid off!”

Keshav Aggarwal (Year 11) added: “It was truly a great experience to not only attend the UK Space Design Competition’s National Finals at Imperial College but take on a leadership role (VP of Business) and win! Many thanks to the entire UKSDC organisers for their support, my teachers, Mr. Xu and Mr. Brooke, who made this possible, and my fellow teammates. It was great to collaborate with so many new people as part of the extended team. I’m looking forward to attending again next year!”

The QE competitors were:

Year 11
Keshav Aggarwal
Snehal Das
Rithwik Gururaj
Vu-Lam Le-Nguyen
Ishaan Mishra
Jasmaan Sahota

Year 12
Timi Banjo
Karthik Kalaiarasan
Giuseppe Mangiavacchi
Sai Murarishetty
Rayan Pesnani
Vinujan Sivakumar

Sixth-former Soham Kale has won a national medical essay competition for a piece of writing that combined humour with a serious look at preventing disease.

Soham took joint first place in the Medic Mentor Magazine National Essay Competition with an essay investigating how mapping human cells could help doctors with both the early detection and the prevention of disease.

Headmaster Neil Enright is among many to have congratulated him on his success. “Soham has shown great originality and skill in putting together an essay that greatly impressed the judges. He aspires to be a doctor: I am sure that he will succeed in this ambition, and that a bright future awaits him in Medicine.”

Soham’s scrupulously referenced essay will be published in the spring edition of Mentor: the magazine produced by Medic Mentor, which is a national medical organisation dedicated to nurturing those who wish to become doctors. The edition will be themed under the heading Under the Microscope.

His writing answered the question How could the detailed mapping of human cells contribute to early disease detection and prevention efforts?

Thanking the judges, Year 12’s Soham said: “This has been such an incredible opportunity to explore the exciting prospects of cell-mapping to both current, and future healthcare. This couldn’t have been possible without all of the support that my inspirational teachers, friends and family have provided me with along the way. Progressing into the future, I will forever cherish this milestone.”

Human cell-mapping was, he said, a topic “completely alien” to him, but he soon got to grips with it, deriving “great satisfaction” as he learned the subject matter by initially “mind-mapping almost random information” and then quickly forming links to join up this information.

In the introduction to his essay, he gave the following example drawn from his daily life to illustrate the importance of such cell-mapping.

“My parents simply refused to use Google Maps when travelling, and then always ended up in the completely wrong place after taking the wrong exit on the motorway roundabout. Taunting them, saying ‘Using Google Maps wouldn’t have hurt’ felt good.

“Notice how my family and I could’ve ended up at two completely different places from the same roundabout? In the same way, the same biological pathway could lead to diseases ranging from schizophrenia to autism.

“All diseases are fundamentally mechanical problems at a genetic and molecular level, interacting with cells via an interconnected biological pathway.

“Cell-mapping (Google Maps) allows us to unravel these biological pathways (roads), creating opportunities for efficient, directed treatment so that my family doesn’t get lost again.”

The whole essay then adopted the language of satnav as Soham set out his argument, from “Proceed to the route” to the final line, “You have arrived at your destination!”

In announcing his victory, Medic Mentor quoted his conclusion, which highlighted the role of human cell-mapping. This has led to “significantly enhanced early disease detection” and to “improved patient outcomes both in the short term through potential earlier diagnosis, and in the long run through the provision of a wider variety of treatment options”, Soham wrote.

• Read Soham’s essay here.

QE was named as one of the top-performing schools at the Dubai International Academy Model United Nations conference, with three of QE’s delegates picking up awards.

The seven sixth-formers joined around 800 other delegates from across seven countries for the three-day debating event.

Headmaster Neil Enright said: “I congratulate our students for taking the initiative and organising this visit, for the preparation they did ahead of taking part in the debates, and for the level of their performance in the debates: they did the School proud!”

The long-established DIAMUN annual conference is affiliated to The Hague International Model United Nations, which specifies standards and procedures. It was held at the Dubai International Academy’s Emirates Hills campus, with a social event on the evening of the second day organised at the Jabal Ali resort.

Delegates came from more than 50 schools in Mauritius, Philippines, Qatar, Rwanda, UAE, Uganda, and the UK for the conference, which, like all Model United Nations (MUN) events, is closely modelled on the work of the real United Nations.

QE’s experienced MUN group, all from Year 13, were: Saim Khan, Koustuv Bhowmick, Chanakya Seetharam, Hari Kumarappan, Kanusan Naveendran, Uday Dash, and Kyshaan Ravikumar.

The delegation as a whole won a certificate recording QE’s honourable mention as a top-performing school.

Koustuv won a Best Delegate award for his work with the Arab League – one of the conference’s special committees.

Two other QE delegates, Chanakya and Uday, won Best Position Paper awards. Position papers are single-A4 page documents written to outline the views of the country or group the delegates are representing. Chanakya’s was for his paper for the United Nations Framework Convention on Climate Change (UNFCC) and Uday’s award was for his work for the Economic and Financial Committee (ECOFIN). Uday also received an honourable mention when it came to selecting the best delegate across all the committees.

And Saim Khan, who afterwards penned a report on the event, was runner-up for Best Delegate for SPECPOL (Special Political & Decolonization Committee). “I lost out by one mark! – 29 to 30 – to the delegate who also ended up winning the Nirav Passi award – best delegate across all committees.

“We chose to arrange this for ourselves as a ‘last hurrah’ MUN – everything from reaching out and emailing the school, to organising flights and accommodation, to getting the absences authorised, was managed entirely independently,” Saim continued.

The group found time for sightseeing, including a desert safari and a visit to Old Dubai. One or more of the group also visited: Museum of the Future; Museum of Illusions; the Burj Khalifa skyscraper;  Aquaventure Water Park; and Kite Beach.

Saim, who managed to procure a full Saudi robe and headgear for the second-day social, particularly relished the multi-cultural nature of the event. “Despite London itself being a rather multicultural city, it was taken to the next level in Dubai – in my committee there were people from four different continents (including a Palestinian-Russian and a French-Indian).”

This experience was not without its lighter moments – Saim tried to learn local styles of wearing the shemagh (traditional headscarf). “According to one Lebanese person, I had at one point worn it in the style of someone about to get married!” said Saim.

“The conference gave an invaluable insight into how the lives of people of similar ages and educational background from around the globe can vary. Whether it was practising my (somewhat rusty) GCSE French with native speakers, picking up Arab phrases from a local Emirati, it was an amazing trip all around.”

In a QE first, an entire year group headed off to a West End theatre to watch a Shakespeare production.

The 190 Year 9 boys saw Hollywood A-lister Sigourney Weaver starring in The Tempest at the Theatre Royal, Old Drury Lane.

Their visit came shortly after QE’s Year 12 English Literature students took part in a two-day joint event with The Henrietta Barnett School that included a visit to a performance of Richard II at the Bridge Theatre in Bermondsey. QE has a long-standing partnership with the girls’ school, and this event was designed to stretch pupils of the two schools, giving them a taste of what studying Shakespeare at university might be like.

Head of English Robert Hyland said: “Giving students opportunities to experience live theatre remains a central part of our philosophy as an English department. In particular, given the density of language in Shakespeare’s plays, seeing them performed brings them to life in a way which the classroom simply cannot achieve.

“We were very lucky, therefore, to secure tickets to see two sell-out shows in The Tempest and Richard II. Taking just under 200 Year 9 students to see The Tempest will remain a highlight of the academic year. For many, it will have been their first experience of professional theatre, and one which I hope will last for many years after they leave the School. Even afterwards, I could still hear students around the School and in class discussing features of the performance, which hopefully balanced enjoyment with a richer and deeper understanding of the text.

“Working with our colleagues at Henrietta Barnett allowed us to put on a brilliant day and a half of activities. From a standing start, students became fully acquainted with the characters and themes of the under-appreciated Richard II. It was a treat to see students fully engaging in the dramatic activities, and speaking so knowledgeably about the Bridge Theatre performance.”

The Year 9 boys students studied The Tempest in the Autumn Term, with the trip therefore forming a conclusion to their studies. Sigourney Weaver, the star of films including Alien and Avatar, played Prospero in a Jamie Lloyd Theatre company production. It was, said Mr Hyland, “a rare opportunity for students to see a world-class actor and production company in real life”. Fourteen staff, drawn from all departments, accompanied the pupils.

Asked to write their own reviews, the Year 9 boys were enthusiastic about their visit. Ridit Bhor praised the “wonderful chemistry” shared by the characters, Miranda and Ferdinand, while others praised the set design, described by Pothan Bobba as “nothing short of spectacular” and by Avi Aggarwal as “hauntingly beautiful”.

The two-day Sixth Form event centred around the production of Richard II at the Bridge Theatre production, which starred Jonathan Bailey, of Bridgerton and Wicked fame. In addition to seeing the production, the event involved:

• An introductory lecture on the play from Dr Diana Hallam, A-level specialist and founder of Literary Lectures, which explored the contextual significance of the play;
• A drama workshop from Mandy Dassa (from QE’s drama partners, RM Drama), exploring the play from a practical perspective;
• Seminars exploring key scenes and speeches from the text, led by Mr Hyland and teachers from the girls’ school;
• A tour of the Globe Theatre combined with a drama workshop on Richard II, led by Royal Shakespeare Company and Globe Theatre actor Chu Omambala.

“We wanted to take students away from their exam specification, and help them understand what it might be like to study Shakespeare at a higher level and through different methods than the A-level allows,” said Mr Hyland. “By picking a text they were unfamiliar with, and allowing them to explore it beyond the normal classroom setting, students were able to develop their skills of interpretation and analysis. And by pairing up with our colleagues at HBS, they could also work with new faces, gaining new ideas and original perspectives.

“With the range of activities on offer, from university-style lectures, seminars, drama, and fieldwork, this partnership event really did give a sense of how exciting and varied studying English at a higher level can be.”

This month’s edition of the Econobethan, entitled Halfway to Tomorrow, looks both backwards and forwards.

QE’s student-run Economics journal reflects in its first section on the profound changes of the past five years, looking especially at the lasting impact of the pandemic.

In its later pages, the focus shifts to the future – although not without exploring the current moment in global affairs: there is extensive coverage of the impact of US President Donald Trump’s economic actions since he took office.

Economics teacher Celia Wallace said: “The students have outdone themselves with this 22nd edition, which is a thought-provoking exploration of the economic, social, and political transformations shaping our world in 2025 and beyond.”

The 36-page publication features 20 articles from boys in the senior years. The contributors, all drawn from Year 10 and above, include the editorial team, which comprises four Year 12 A-level economists: Zain Ahmed; Shourya Garg; Adithya Raghuraman; and Shuban Singh.

In their introduction, the team draw attention to how the global economy has changed since the pandemic – “a world reshaped by necessity”.

As to the future, it is “exciting yet unnerving”. They highlight the challenges presented by a “global duality”, with “the promise of growth-driving technological advancement through global cooperation standing in stark contrast to rising nationalist protectionism.

“As you delve into these pages, the editorial team encourages you – the readers – to ponder on the ideas you’re introduced to. Beyond merely predicting our collective future, some of these voices may help shape it,” the four editors conclude.

The first section of the Econobethan examines shifts in consumer behaviour, supply chain disruptions, and evolving labour markets. It offers a nuanced analysis of how different industries have adapted – some thriving, while others continue to navigate post-pandemic uncertainty.

The articles include:

• The COVID-19 Recovery: A Flop? by Adam Liang, Year 12
• The Israel-Hamas Conflict by Jasmaan Sahota, Year 11
• The Rise of Remote Working by Advay Bhat, Year 11.

The second section assesses the economic implications of current geopolitical events and covers topics such as nuclear risks, potential trade wars, technological growth, and sustainability challenges.

Here is a sample of the titles of the 12 articles in this section:

• Slowbalisation: The Advent of a New Trade War by Vu-Lam Le-Nguyen, Year 11
• The Political and Economic Impact of Refugees by Muhamad Mohamed, Year 12
• The Future of Growth: Tech by 2030 by Daksh Vinnakota, Year 12.

Those with access to the School’s eQE portal can read the Econobethan here.

Following his success in an international artificial intelligence competition, Year 11’s Paarth Aggarwal has now spoken at a globally acclaimed education technology exhibition and show.

Technology giant Intel asked Paarth to speak at the 2025 BETT UK after he took the national title in his age category in last year’s Intel AI Global Impact Festival. He won after impressing judges with his multi-lingual Navigate Ninja app, which uses storytelling and animated video to offer personalised learning to children with autism.

Paarth spoke in a session in the arena at the Docklands ExCel convention centre entitled Getting real about AI. “Intel requested me to talk about my project, passion, challenges encountered, value delivered, and the next steps I am taking in scaling up this solution on to the global stage,” he said.

After preparing heavily for his talk, he began by introducing himself as a QE student and then said: “I am extremely passionate about technology as I strongly believe that it has the potential to solve almost any problem that humanity ever faces.”

Reflecting afterwards, he said it had been “an overwhelming and once-in-a-lifetime experience. Speaking in front of such a large audience was an incredible opportunity to share my passion for leveraging the new-age technology, such as AI, GenAI [Generative AI], NLP [Natural Language Processing], cloud computing etc. to transform education. I talked about how my GenAI-powered app could empower millions of people around the world through personalised learning.”

It was, he added, a “golden opportunity to exchange thoughts, ideas and suggestions with my fellow Intel presenters, technocrats, industry leaders, and renowned organisations”.

Paarth explained that people with autism and with similar disabilities often struggle with the processing of information, making correct inferences, developing reading skills, and understanding information. He realised that existing methods of learning offer insufficiently peronalised learning. “Therefore, I developed an app which allows autistic individuals to have 24/7 access to personalised learning, multilingual learning in the language of choice, wider subject choices, and animations for enhanced comprehension and retention.”

With a basic form of his app now available on the Google play store, Paarth is working on connecting with investors and technology partners. “My next step is to refine the app and release it to a wider audience to allow millions of people from all over the world to have access to personalised and improved learning for free.”