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Five QE sixth-formers have scored multiple successes in Cambridge University competitions.

Wen Lee, who has just started Year 13, was named runner-up in the Homerton College Essay Programme for his composition on Can renewable energy save us from a climate catastrophe?

Four other students were among the top-ten winners in the Cambridge Biology Challenge – also associated with Homerton – after impressing the judges across the competition’s four rounds. Shashank Pothuganti, of Year 13, entered as an individual and came fifth out of 941 entries, while a Year 12 team comprising Akein Abeysinghe, Felix Chen and Pranay Thokala finished just behind him, in sixth place.

Deputy Head (Academic) Anne Macdonald said: “The success of our five students in these highly demanding competitions is due reward for their intelligence, their thoughtful approach, and their impressive degree of commitment. At QE, in the words of our Boundless School Plan, we seek to nurture ‘deep thinkers and compelling communicators’: what better example of that could there be than these pupils? Our congratulations go to them all.”

After applying to the essay programme because of his interest in the topic and the opportunity it gave him to bring together his A-level studies in Economics and Geography, Wen’s first success was in being selected to take part. For his essay, he researched the complex relationship between energy, economics and climate change.

One of only 50 young people selected to take part in the conference held for the parallel essay and design programmes, he enjoyed a tour of Homerton College and the insight he was given into life there.

He took part in a series of activities designed to encourage students to think critically about global challenges. One of the highlights was a ‘mini Model United Nations’ activity, where conference delegates worked in groups representing different countries and considered how global warming could be addressed from their country’s individual perspective.

The conference concluded with an awards ceremony, where Wen was only one of two students to receive a prize for his essay category. He received a plaque, certificate and a book.

In the Cambridge Biology Challenge, Shashank took part as an individual, which meant he was competing against teams of up to five. He was awarded a distinction in all four rounds, as well as a badge of merit in three rounds. In the third, he was overall runner-up.

The demanding challenge required teams to respond to four questions over the course of eight months:

1. Can new life be created?
2. Why is Maths a gift for biologists?
3. What does it mean for a non-human organism to be intelligent?
4. What skills are needed for success in Biology?

Not only did Shashank contribute essays, he also submitted videos and a visual novel. The latter two media were a new departure for him, involving him “stepping out of his comfort zone”, as he put it.

As well as all the research, critical thinking and problem-solving he deployed across the rounds, Shashank faced the added challenge that the final round came just before his AS exams, so he had to juggle his entry with his School studies.

It was his debut in the challenge, whereas his three fellow QE entrants had all entered the previous year. Determined to build on their previous performances – when Pranay’s team finished 11th and Felix and Pranay’s team placed 17th– their combined approach this year saw them rise up the leader board to take their sixth spot.

The QE entrants were invited to a special conference and awards ceremony at Homerton, where they attended a lecture, toured the college and took part in a series of activities and puzzles.

Like their fellow competitor Shashank, Felix, Pranay and Akein are passionate about Biology, with Pranay and Akein hoping to pursue careers in medicine.

With drought continuing to hit London and the South East, Year 12 geographers braved soaring temperatures to hear from academics at University College London who specialise in disasters.

Their trip to UCL’s Department for Risk and Disaster Reduction was hosted by Dr Mohammad Shamsudduha, Professor of Water Crisis and Risk Reduction, who sent the sixth-formers on their way with a stark warning and a resounding appeal: “The world is facing multiple crises and needs people who can work across disciplines and in varied contexts, and who can think in new ways to help solve those problems. Business as usual cannot continue.”

The group also heard a taster lecture from Dr Ting Sun, Associate Professor in Climate and Meteorological Hazard Risks, while other members of the department each shared their own expertise on topics that included Middle Eastern migration and natural hazards across South Asia.

Deputy Head (Academic) Anne Macdonald said: “Dr Sun’s research interests include the impacts of climate extremes in cities – especially appropriate at the moment!”

Reflecting on the visit as a whole, she said: “The themes that were covered are central to our A-level Geography curriculum, particularly in the topics of Water Cycle and Water Insecurity, Carbon Cycle and Energy Security, and Health, Human Rights and Intervention, as well as through our enrichment programme.

“It is essential that students consider questions such as: ‘How do my actions impact the world? How will societies of the future function in the face of challenges such as climate change and inequality? How can I prepare to make a positive contribution?’”

“Experiences like this encourage our students to develop the confidence, ability and responsibility to shape a more sustainable future.”

The visit began with a tour of UCL’s main campus, led by a postgraduate Architecture student. The 13 sixth-formers were also joined by Old Elizabethan Hamza Mohamed (OE 2018–2025), who has just completed his first year studying Medicine at UCL. Hamza spoke to the QE boys about university applications, student life and his experiences at UCL, offering advice and encouragement as they begin considering their own higher education.

The group received a warm welcome at the Department for Risk and Disaster Reduction. (“The risk of heat stroke was averted due to their generosity in providing a full spread of afternoon refreshments!” said Mrs Macdonald.) They heard from:

• Dr Shamsudduha, whose research focuses on hydrogeology, water security, public health, sustainable development and climate resilience, particularly in South Asia and Sub-Saharan Africa;
• Dr Estella Carpi, Associate Professor in Humanitarian Studies, a social anthropologist specialising in conflict, migration and humanitarian responses in the Middle East;
• Dr Dan Haines, Associate Professor in Disaster and Crisis Response, an environmental historian whose work explores the politics and culture of natural hazards across South Asia;
• Dr Sun, whose research investigates the impacts of weather and climate extremes in urban environments.

“Dr Sun delivered a fascinating taster lecture on urban heat islands, explaining how artificial intelligence and climate modelling can be used to evaluate strategies for reducing heat in cities,” said Mrs Macdonald. “Students also saw a demonstration of the Surface Urban Energy and Water Balance Scheme (SUEWS), an urban climate model that Dr Sun helped to develop.”

Dr Shamsudduha then introduced the boys to one of today’s most pressing global challenges: freshwater salinisation. Using Bangladesh as a case study, he explained how a country with abundant monsoon rainfall can still experience severe water insecurity due to drought, flooding and climate change-induced sea level rise.

The Year 12s also took part in a practical demonstration, using conductivity meters to compare the salinity of a bottle of drinking water with seawater collected from Brighton earlier that day.

Throughout the afternoon, staff highlighted UCL’s BSc in Global Humanitarian Studies, an interdisciplinary degree launched in 2021. The course equips students with the knowledge and skills needed to address complex global challenges. Graduates progress to careers in organisations including the United Nations, governments, NGOs and international charities.

Forty-six boys triumphantly conquered Kinder Scout, explored deep inside a cave, and overcame their fears to abseil off a high bridge during a memorable trip to the Peak District.

The Year 8 pupils cheerfully endured testing weather conditions – and enjoyed some sunshine, too! – as they got to grips with the great outdoors.

Headmaster Neil Enright said: “QE Flourish trips such as this are so important in helping boys develop their Boundless potential: they open minds, build confidence, and create memories that last, while offering benefits for physical and mental health.”

During the three-day trip to Derbyshire’s Peak District, the boys made their way deep into Edale’s Giant’s Hole – a cave near Castleton – to learn about stalactite formation.

Their 15km hike up the 636m Kinder Scout saw them battling blizzards, hail storms and 40 mph wind gusts – all interspersed with bursts of glorious sunshine.

The following day, it was time for a new challenge – stepping off a lofty stone bridge and abseiling to the ground.

During the trip, there were opportunities to learn map-reading and compass skills, while the boys pitted their wits against each other in an eagerly contested after-dinner quiz at the YHA Activities Centre in Edale, run by Mathematics teacher Nadeem Kydd.

The trip was led by Assistant Head (Co-Curricular and Partnerships) Crispin Bonham-Carter, who heads the QE Flourish programme.

“Our brilliant pupils showed incredible courage and teamwork throughout. My thanks go to them, to our staff team, and to the boys’ supportive parents,” said Mr Bonham-Carter.

In addition to Mr Bonham-Carter and Mr Kydd, the staff team comprised: Head of Technology Bilaal Khan, Languages teacher Elisa Perra, Science teacher Philip Collington, and Philosophy, Religion & Society teacher Brooke Farron.

Click on the thumbnails to view the images. 

Thirty senior boys experienced the spectacular sights, sounds, shakings and smells of one of the most volcanically active regions on earth in a five-day trip to Iceland.

The Geography expedition saw the Year 11–13 pupils cross from one continent to another, savour volcanic mud pools and take an ice trek on a glacier – and all against the backdrop of 150 earthquakes detected during their stay.

There was a serious academic purpose: the group did extensive fieldwork on tectonic activity, geothermal features and glacial landscapes that will prove invaluable for case studies in their GCSE and A-level preparations.

Head of Geography Chris Butler, who led the expedition, said: “It was an unforgettable five days, during which we saw eruptions from a hydrothermal vent, stood beside the majestic part-frozen Gullfoss waterfall, and gazed in wonder at the breathtaking aurora borealis – the Northern Lights.

“For all the boys, I am sure it will not only have added to their stock of geographical knowledge and skills, but will have brought GCSE and A-level Geography to life.”

Mr Butler accompanied the party, assisted by Geography teacher Staycie Domzalski and Economics teacher Dr Celia Wallace.

After flying in to the country’s main airport, Keflavík, southwest of Reykjavík, the group headed immediately to the Grjótagjá fissure system, where widening fractures mark the boundary between the North American and Eurasian tectonic plates. Pupils were able to physically cross the Mid-Atlantic Rift – a dramatic reminder of the immense geological forces shaping Iceland, and of the risks posed by ongoing magmatic activity beneath the island.

After a night in the Hotel Cabin, they explored the capital, before moving on to the world-renowned Blue Lagoon. Here, they received a briefing about volcanic unrest at the nearby Sundhnúkur crater row, responsible for major lava flows in July 2025, and enjoying the geothermal waters and volcanic muds.

As they travelled on through Iceland’s volcanic landscapes, further highlights followed in quick succession:

• Visiting the town of Grindavík, evacuated in November 2023 after eruptions from the Fagradalsfjall fissures that saw lava flow into the streets. The boys spoke to residents who have begun to return, despite an uncertain future.
• Stopping at Seltún geothermal area, with its steaming fumaroles (vents emitting steam and volcanic gases) and bubbling mud pools.
• Travelling around Iceland’s iconic Golden Circle. They began at the Þingvellir rift valley – a UNESCO World Heritage Site, where North America and Eurasia drift apart at several centimetres per year – before continuing to Geysir, observing the Strokkur hydrothermal vent reliably erupting every 6–10 minutes, before finishing at the Gullfoss waterfall.
• Staying at Hellishólar Cottages, beneath the mighty Eyjafjallajökull volcano –infamous for its 2010 eruption that grounded over 100,000 flights – with the terrain blanketed in thick snow.
• Touring the Lava Centre in Hvolsvöllur, an interactive exhibition exploring Iceland’s volcanic systems.
• Treading the dramatic black-sand beaches of Reynisfjara.

“The climax of the trip was an ice trek on the Sólheimajökull Glacier, complete with crampons,” said Mr Butler. “Pupils spent two hours investigating supraglacial and englacial features, observing blue ice and dirt bands, meltwater channels and sediment layers.”

The glacier’s rapid retreat — up to 50 metres per year since the mid-2000s — has produced a growing proglacial lagoon now almost 1.5 km long and 60–70 m deep.

“In 2010, the lagoon was barely visible; in the coming decades it may reach 4 km in length. This provided powerful, first-hand evidence of contemporary climate change,” Mr Butler added.

A brief stop had been planned at Seljalandsfoss to get a group photograph before the boys returned to Heathrow. But the Land of Ice and Fire had one final spectacle for them: the glorious colours of the aurora borealis lit up the evening sky to bid them farewell.

Mr Butler thanked both his colleagues and the boys, “who were enthusiastic, inquisitive and intrepid throughout”.

Click on the thumbnails to view the images.

Year 12 geographers going on a field trip to investigate what shapes our coastlines received two vivid illustrations of one important factor – the weather!

Firstly, plans to take them to Flatford Mill Field Studies Centre in Suffolk for their field trip had to be abandoned because of flooding.

And when they went instead to Walton-on-the-Naze in Essex, they saw a dramatic result of this winter’s intense rainfall – a large section of the Naze cliffs had collapsed on to the beach.

School Captain Tunishq Mitra, who was one of the group, said: “Our field trip was a great opportunity to do some hands-on work and develop a better understanding of our wider Geography syllabus in an enjoyable way. It was fascinating to see the complex interactions between all the natural processes we study in real time, including the partial cliff collapse.”

The group had two questions to look into on their trip:

• How do social, economic and environmental considerations influence how coastlines are managed?
• How do coastal management techniques affect coastal processes and landforms?

Geography teacher and Deputy Head (Academic) Anne Macdonald said: “With its rapidly retreating coastline – largely due to its less resistant lithology of London clay and unconsolidated deposits – Walton-on-the-Naze provided the perfect setting to investigate those two questions.”

The cliffs at Walton-on-the-Naze suffer from chronic erosion and have been eroding at an accelerated rate of 3–5 metres per year in recent times. The large fall, which took place around 18th–20th January, saw 1.5–2 metres of the cliff face fall at once. It was partly captured on video. The collapse has been attributed to the combination of high tides and elevated rainfall this winter saturating the London clay cliffs.

Braving the elements, the sixth-formers carried out a wide range of fieldwork exercises, including cost–benefit analysis calculations, environmental impact assessments, beach profiling, sediment analysis and infiltration studies.

Mrs Macdonald said: “Fieldwork is an essential geographical skill – it is how we measure and observe the world. Fieldwork is the means by which geographers test their predictions or formulate new theories about the world.

“Field trips are directly applicable to careers relating to the environment, while they also help students develop some of the six qualities set out in our Boundless School Development Plan, especially being ‘sustainability-literate’.

“More generally, day trips like these provide valuable learning opportunities outside of the classroom, helping our students develop skills, such as teamwork and communication, that are vital for any number of occupations.

“The Year 12s approached the day trip with enthusiasm, positively engaging with all aspects of the fieldwork and earning praise for their understanding and work ethic.”

Year 13 students Ishaan Bhandari and Laksh Aggarwal enter their final few months at QE bolstered by a win in a Cambridge competition.

The pair triumphed in the Most impactful category in the Homerton College Design Programme 2025, which challenged entrants to “design a sustainable solution to any environmental or health problem that we are facing”.

Ishaan and Laksh’s entry looked at the provision of water in informal settlements such as Mumbai’s Dharavi, sometimes known as the biggest slum in Asia.

Deputy Head (Academic) Anne Macdonald said both Ishaan and Laksh are “excellent and keen geographers”, adding “Ishaan is an aspiring engineer and Laksh an economist – both brought their expertise from those areas to the design.

“Their design was judged to be ‘most impactful’ because – as excellent geographers and holistic thinkers – they considered carefully the design context.  The water solution needed to work for people living in crowded, informal settlements, where government provision of basic infrastructure including water and electricity is often lacking.

“In designing a low-tech solution that: could be used and maintained by individuals; was distributed by NGOs [non-governmental organisations]; and was low-cost and sustainable in its material and energy use, they successfully (and impressively) hit the ‘impactful’ brief.”

The pair intended their solution to be provided to individuals via NGOs, rather than to governments.

The competition rules stipulated that each entry should:

• Have a hypothetical budget of no more than £20,000
• Take up no more than 10m x 10m of space
• Follow a four-stage structure – identifying the problem; looking at possible solutions; choosing the best solution; and explaining how it could be implemented.

To assist entrants, a series of webinars led by Homerton College staff and fellows was held.

After creating a presentation and video, Ishaan and Laksh were shortlisted and invited to a celebration event along with about 100 other shortlisted entrants.

At the event, students were invited to a panel discussion of experts titled Building a Sustainable World whilst maintaining the Health and Wellbeing of global citizens, chaired by Homerton Principal Lord Simon Woolley (pictured top taking a group selfie at the event), who was the guest speaker at QE’s 2024 Valediction ceremony.

Ishaan and Laksh individually received certificates and, together, a wooden plaque.