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QE has emerged strongly from the two follow-on rounds of the annual Intermediate Maths Challenge, with increased numbers of boys participating and many very strong performances.

Nineteen boys from Years 9 to 11 competed against some 1,700 students in the UK Mathematics Trust’s 2017 Intermediate Olympiad. All were invited to take part after performing very well in the first round of the challenge.

Year 9 boys James Tan and Tanishq Mehta, together with Kiran Aberdeen, of Year 11, were among the Olympiad front-runners, with scores of 56, 51 and 47 out of 60 respectively. They won distinction certificates, a medal and a book prize (awarded to the top 50). Year 11 pupils Bashmy Basheer and Nico Puthu also won distinction certificates and a medal (which is given to the top 100), while Edward Hu, of Year 10, was awarded a distinction certificate (awarded to the top 25%). Eleven more were awarded merit certificates.

A further 132 boys from Years 9–11 took part in the European Kangaroo – open to the next highest-performing entrants from round 1 across more than 30 countries. The QE contingent represented an increase of nearly 50% on last year (89) which was already double the number of qualifiers in 2015 (46).

Forty-two boys were among the top 25% internationally and thus received merit certificates – more than double last year’s QE total (20). The top scorers in each year group were: Niam Vaishnav, of Year 11, with 118; Jamie Watkin-Rees of Year 10, with 107, and Joshua Wong, of Year 9, with 124, all out of a potential maximum score of 135.

The competition is run by Kangourou sans Frontières (KSF), an independent association: its name reflects the fact that it was originated by the Australian Mathematics Trust.

Assistant Head of Mathematics, Wendy Fung, congratulated the boys on their performance in 2017 – the 15th year that the UKMT has run the Mathematical Olympiad and Kangaroo contests.  “To solve just one of the problems set is an achievement, so those who did more than that deserve corresponding praise.”

Afterwards, the boys reflected on their experiences. Tanishq found the questions “really interesting”, Kiran said that he simply had fun and Jamie added: “I really liked the questions – they use what we learn in class in a different way.”

QE has maintained its strong record of success in a national team competition that challenges young people to devise innovative ways of powering the cities of the future.

Having won the Shell Bright Ideas Challenge last year – the first time QE had entered – the School took second place in the 2017 competition, winning prize money of £4,000. In addition, the boys each received a tablet computer.

Technology teacher Shane Ryan said: “This represents a great achievement for the School and I congratulate all five boys in our team. The prize money will be invested into teaching resources for Science, Technology, Engineering and Maths – the STEM subjects.”

Competition entrants were given the task of using their STEM skills to devise creative solutions to the energy challenges that cities will face in 2050.

The QE team, called TRACESE, came up with the idea of bacteria generators stored under every home that would break down food waste. This process would allow electrons to be extracted, which would, in turn, power households.

As competition prize-winners, they were treated to a VIP experience at Make the Future Live, a four-day festival of ideas and innovation, hosted by Shell at Queen Elizabeth Olympic Park, which featured science shows, hands-on activities, interactive exhibits and careers experiences. They received wristbands allowing them to queue-jump at the exhibits and were given a free lunch, while also enjoying the opportunity to talk to Mathematics expert and TV celebrity Rachel Riley.

The team, all from Year 9, were, Gabriel Bednarkiewicz, Kaustubh Bhatnagar, Agsathan Ilamurugan, Janujan Satchi and Rukshaan Selvendira.

Having built a successful career in geology, Nicholas Holgate is now devoting himself to spreading the word about the subject among the rising generations.

Since April 2016, Nicholas (OE 1995–2002) has been volunteering as a STEM Ambassador, working with schools, colleges and employers to encourage young people to enjoy and pursue the STEM subjects (Science, Technology, Engineering and Mathematics).

Four months later, he became a member of the Young Professionals Committee of PESGB – the Petroleum Exploration Society of Great Britain – for which he co-ordinates the society’s Young Professionals Mentoring Scheme.

And during the 2016 Autumn Term, Nicholas returned to QE as one of 15 old boys who gave an overview of their careers at QE’s annual Careers Convention, which is for Year 11 boys and their parents.

His fascination for geology first took root while he was studying it as part of his Geography GCSE. “Whilst I was studying for my A-levels, I discussed this interest with a number of teachers, who helped me identify ways of exploring the discipline further outside of QE. I took it upon myself, with help from others, to go to local geological societies to explore more about the subject.”

He paid tribute to teacher Malcolm Russell (Head of Chemistry and Head of Science): “Without his guidance and support, I would not be where I am today, and I owe Dr Russell in particular a huge debt of gratitude for everything that he did.”

After leaving School, Nicholas went to Bristol University, where he took an MSci in Geology, graduating in 2006. He also served as secretary to the university’s Geological Society.

He then worked for a coal-mining company based in Australia for a year, before taking an internship with Statoil in Norway. In 2009, Nicholas returned to education to study for a PhD at Imperial College London, which he completed four years later.

Since April 2014, he has been with Shell and is currently working as a London-based Exploration Geoscientist with the energy giant’s Global New Ventures operation. His work for Shell involves conducting exploration through regional geological and geophysical studies to identify new petroleum-bearing territory and guide future investment.

He explained that it is partly because of the support he received from QE teachers and partly because of the efforts he had to make as a teenager to find out about geology beyond the School walls that he is now so keen to help young professionals and students discover more about the discipline and its attendant career options. “I try to highlight and publicise the subject when I can, just in case there is a budding geologist who is fascinated by the subject and wants to know how to get into it as a profession.”