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2023 vs The Printed Page
2023 vs The Printed Page
By Eve Webster
When we bring in the New Year, it’s not uncommon to make New Year’s resolutions. This year, I resolved to try to read more. Yet, I find myself 3 months into 2023, and I confess that I have only managed to read a book a month - appalling, I know! As a self-proclaimed ‘book-lover’, I was deeply disheartened by my reading rate and wondered how it had come to be that I had let myself down so early in the year. My conclusion - there’s simply not enough time. With schoolwork, extra-curriculars and an attempt at a social life, reading just isn’t a priority. So my question is, why has reading taken a backseat in 2023?
In the 18th century, there was a ‘reading revolution’, particularly among the younger generation, where people could not get enough of the written word. The adults at the time were at a loss as to what to do with this “reading mania” (which had then become a diagnosable disorder) and the journalists were quick to put pen to paper, criticising ‘the youths of today.’ Ironically, this was echoed a couple of hundred years later, but instead about young people and their addiction to technology.
That’s not to say that teenagers aren’t reading at all anymore; I just think the way that we consume language today has changed. Rather than seeing teenagers walk the streets, paperbacks clutched in hand, we see headphones being put in and Kindles being pulled out of back pockets. Audiobooks and Ebooks are taking the publishing industry by storm, with more people switching to digital, daily.
Audiobooks, which were originally designed to aid people with visual impairments, actually help improve verbal language and memory skills. Meanwhile, written language skills can be improved by Ebooks and up to four trees per digital copy can be saved in the process. It cannot be denied that this current reading revolution brings about a new sense of convenience.
From a distributional perspective, the online age has made newspapers a lot more accessible, with this newspaper being a perfect example. We are able to send every new issue of The Archer Eye to every student at Stanwell School comfortably from the Year 12 Study Area.
However, the increasingly digitised world of print has meant that accessibility has been reduced in some areas, despite being increased in others. Those who aren’t as proficient with technology may struggle to find resources which they once found easily, such as certain newspapers that have moved to being solely online. Plus, the need to subscribe to newspapers completely diminishes the market of the casual reader. No one wants to pay a monthly subscription fee, simply to read the occasional issue.
It’s evident that whilst technology has provided us with many great outcomes, it also has its own limitations that only print can solve. I, myself, only put a book on my shelf once I’ve read it and that visual gratification is something that I could never get from digital books.
As famously quoted by Stephen Fry, “Books are no more threatened by Kindle than stairs by elevators.” In summary, there will always be room for the printed page and developing technology to live side by side.
Cancer Research
Cancer Research
by Abdullah Al-Zubaidi
One of the most common diseases in the world is Cancer, but what is it?
Cancer is a disease caused when cells divide uncontrollably and spread into surrounding tissues. Cancer is caused by changes to DNA. Most cancer-causing DNA changes occur in sections of DNA called genes. These changes are also called genetic changes.
Cancer is usually caused because of a mutation in a certain area of the body and that mutation starts to spread through cells during mitosis. Since this mutation is happening inside the body, the immune system cannot pick it up and deal with it.
The cells with that mutation begin to divide through mitosis and kill all the cells without the mutation. This could sometimes cause a tumour in that area of the body.
Some people's habits could affect their chances of being diagnosed with Cancer such as; excessive smoking, excessive alcohol drinking and obesity. This implies that if you continue these unhealthy habits for a long period of time, you could have a drastically higher chance of being diagnosed with lung cancer, oesophagus cancer, liver cancer and even rectum cancer.
Survival varies between Cancer types. The ranges vary from 98% survival for testicular Cancer to just 1% for pancreatic Cancer.
Many of the most commonly diagnosed Cancers have a ten-year survival rate of 50% or more.
More than 80% of people having an easily diagnosed/treatable Cancer survive their Cancer for ten years or more.
Less than 20% of people having a Cancer which is more difficult to diagnose/treat survive their cancer for ten years or more.
In conclusion, everyone can help with Cancer research.
Your help allows doctors to find cures that will provide recovery for Cancer patients. You can do so by donating to local charities or even spreading awareness of the topic!
Some charities are listed below 👇🏽
Eating Disorder Awareness Week 2023 – EDAW ‘23
Eating Disorder Awareness Week 2023 – EDAW ‘23
by Annie Farmer
Eating disorder awareness week 2023 has recently come to an end. It took place from the 27th of February to the 5th of March. Eating disorders are a debilitating, challenging and potentially life-threatening illnesses that affect approximately 9% of the population worldwide. Despite EDAW drawing to a close, it is crucial to continue to bring attention and awareness to eating disorders continually, as ED's do not only last a week.
What is an Eating Disorder?
Eating disorder is an umbrella term for a category of mental health illnesses that involve any type of disordered and dangerous behaviours surrounding food. The types of eating disorders include:
Anorexia Nervosa
Binge Eating Disorder
Bulimia Nervosa
Avoidant Restrictive Food Intake Disorder
Orthorexia Nervosa
PICA
Diabulimia
Regardless of the media’s singular representation of Anorexia Nervosa, it is time to acknowledge the various other types that exist, with equally damaging consequences. All eating disorders are seriously challenging illnesses; it is crucial to begin bringing attention to all ED’s, and not only the ones portrayed online.
Contrary to popular belief, eating disorders are actually very little to do with food itself. At the core of an eating disorder is usually an underlying problem or emotional issue that an individual is trying to deal with. Deep down, it isn’t about weight loss, food, or body image, but simply a person struggling to navigate their life.
Eating disorders are simply a coping mechanism for a much deeper-rooted issue.
ED’s Myth v Reality
Due to the alarming amount of content online that completely mis-represents eating disorders, it’s important to distinguish if what we are reading is actually a myth, and what reality truly looks like for eating disorder sufferers.
“Eating disorders are a girl’s illness”.
One of the most toxic stereotypes of eating disorders is that they are much more likely to be experienced by females. This is a damaging belief and can result in males being too scared to reach out for help and being refused a diagnosis.
In reality, eating disorders do not discriminate. They are capable of affecting anyone of any race, gender, sexuality and size. Eating disorders are a genderless illness and men ought to be encouraged to share their stories and find support.
“People with eating disorders are under/overweight.”
It is a common belief that those with anorexia must be malnourished & underweight, and those with BED must be overweight.
Despite these stereotypes, no eating disorder correlates to a particular weight or size. This is because eating disorders are diverse illnesses that affect everyone in different ways. No experience is the same.
Binge Eating Disorder doesn’t always lead to obesity, as many sufferers will fluctuate between a “binge/restrict cycle”. Similarly, only 6% of AN patients are described as clinically underweight, as sometimes the control around food will not automatically equate to weight loss.
Eating disorders are valid at any weight, shape or size. A person’s struggle does not have to be visible for it to be acknowledged.
International Women's Day
International Women's Day
by Izzy Duffy
March 8th celebrates International Women’s Day, a crucial day in the Women’s Rights Movement. It is devoted to acknowledging and appreciating all the women around the world.
This day remembers all the brilliant women throughout history, who had faced injustice, mistreatment and lack of recognition, simply because they were women. March 8th is for celebrating women’s achievements, raising awareness about discrimination they face, and taking action against gender inequality.
Here are some incredible women to think about on this day:
Amelia Earhart - First female aviator to fly solo across the Atlantic ocean and set many records.
Maya Angelou - Influential writer, activist and poet who overcame poverty and racism.
Frida Kahlo - Successful painter who used vibrant colours and symbols to express herself.
Princess Sophia Duleep Singh - A prominent suffragette and campaigner for women's rights.
Marie Curie - Physicist and chemist, she worked on radioactivity and discovered elements.
Rosa Parks - Refused to give up her seat to a white man as part of the civil rights movement.
Greta Thunberg - Environmental activist who demands climate justice.
Malala Yousafzai - Fought for girls’ education and received the Nobel Peace Prize.
Angelina Jolie - Advocated for refugees for over 20 years at the UNHCR agency.
Serena Williams - One of the greatest tennis players of all time, she won 14 Wimbledon titles.
Simone Biles - Broke the record for 25 olympic medals by any gymnast, has a signature move.
Jill Scott - First ever female coach of a male football team.
Halima Aden - First hijabi in a Sports Issue and advocates for greater diversity and inclusivity.
Cath Pendleton - First person in the world to swim an ice mile inside the Antarctic Polar circle. She is also known as ‘The Merthyr Mermaid’.
An easy way to acknowledge the efforts of some women is by watching the short Netflix documentary ‘Period. End of sentence’, which brilliantly highlights the stigma around menstruation in India and shows a brave, successful group of women’s efforts to make low-cost sanitary pads and strive towards financial independence. Watching this will hopefully increase awareness of women’s struggles and courageous efforts globally.
International Women’s Day is all about inclusion, so it’s important that everyone celebrates it, regardless of gender. Some ways in which you can contribute is by learning about the fantastic women all around us.
For example, by reading literature written by women and also by donating to charities which support women and girls globally, such as:
- Women for Women International (Women for Women International Homepage Women For Women) - Care International (CARE International UK)
- MWNUK (Muslim Women Network (mwnuk.co.uk))
- Wish (HOME - Women at WISH)
- The Maya Centre (Impact — The Maya Centre)
Ramadan 2023
Ramadan 2023
by Eleeza Khan and Abdullah Al-Zubaidi
The 22nd of March marks the beginning of the Holy month of Ramadan for a staggering, almost two billion Muslims across the globe. During these much anticipated 30 days, Muslims will restrain from eating and drinking from dawn until dusk. However, this is not all. As well as no food or drink, Muslims must also not swear, speak badly of people, or engage in sexual acts until after iftar, when the fast is broken.
As two Muslim students who have been fasting for some time now; (one who’s experienced it in Stanwell and one who will for the first time this year), we thought it would be a good idea to write about why Muslims fast, offering advice on how you can be supportive and provide an insight into other muslim student’s opinions on the matter. This is something we feel passionately about and would like to spread awareness.
Arguably, this is one of the most Holy events in the Islamic calendar and the month is renowned for restoring people's faith, bringing communities together and reminding people of what they have. The idea for the month is to put yourself in the shoes of those less fortunate than you and it allows you to appreciate your good fortune.
Fasting is also important during Ramadan, because it allows Muslims to devote themselves to God more and become closer to Allah. The importance of Ramadan is that it is the third of the five pillars of Islam. The five pillars of Islam are seen as the basics of being a Muslim. Without one of these five pillars, the idea of Islam and being a good Muslim can never be fully accomplished; the fact that fasting is involved highlights just how important it is.
It would be fair to say that, within Stanwell, there isn't much of an Islamic population. However,
within each year group we make up a small minority and we are sure that all the students will know of someone fasting during this month.
Some of you reading this may want to know how you can be supportive of your Muslim classmates during this month. Also, some advice may come in handy for any teachers who are curious about how they can support their students within the classroom setting.
How can you be supportive?
To begin, you can start by greeting your friends with ‘Ramadan Kareem’ which means ‘have a generous Ramadan.’ You can also say, ‘Ramadan Mubarak’ which means ‘have a blessed Ramadan.’ This will make your peers feel respected and cared-for, knowing that you took the time and effort to learn these phrases and welcome them into the beginning of Ramadan.
Once the month is over, Muslims celebrate with a celebration called Eid al-Fitr. Throughout the celebration Muslims say ‘Eid Mubarak’ to one another. This translates to ‘Happy Eid’ and by saying this, you are appreciating and appropriately celebrating your friends/student’s accomplishments.
Giving to charity for those Muslims who are struggling to put food on the table during Ramadan, or for those Muslims in other countries who simply aren't fortunate enough and may require additional support. In this way, you are acknowledging the hardships some Muslims around the world may face.
It’s also good to have proper etiquette during Ramadan. One should be considerate, mindful, and accommodative of your Muslim counterparts. For example, don’t simply ask someone why they are not fasting. To you, this may seem like a simple question, but to others this may appear rude or inappropriate. There are many reasons why some Muslims don’t fast during Ramadan. They may be sick, pregnant, nursing, traveling or experiencing menstruation, which all stops one from completing the fast. Children and elderly people are also exempted from fasting.
Asking strange questions may be offensive. This includes questions about body weight issues, for example. If you have a question that you feel may be offensive, or even just in general, try researching the answer, speak to an RE teacher, or the local Imam.
A common question during fasting is often; ‘wow, you must lose a lot of weight!’ However, fasting during Ramadan is a faith practice and spiritual experience. Misinterpreting the meaning can be harmful and destructive, especially for Muslims with eating disorders. Ramadan can be a very triggering time and can unlock negative emotions, if misunderstood. Fasting is a time for personal reflection through abstinence. Instead, ask your friends what Ramadan means to them and why they fast.
It's totally fine to eat in front of fasting Muslims. However, it would be inappropriate to offer food or drink to your Muslim friends/students during Ramadan. Just be polite about it, and enjoy your food in a respectful and non-boastful manner.
Checking in on your Muslim friends is also a nice idea. You can do this by asking them how they are fasting. Paying them a visit or phoning them briefly will help your Muslim friends feel supported and recognised.
Muslims will have been asked, at least once in their lifetimes,‘you can’t eat or drink all day, not even water?’ To put it simply, when fasting during Ramadan, Muslims don’t eat or drink from sunrise to sundown. While this may come as a surprise to you, it can be disheartening for us to experience your reaction of shock and disbelief. Islam is a religion of almost two billion followers, many of whom fast during Ramadan. This practice is pretty normal for approximately a quarter of the world’s population. Though you may be curious and trying to understand, it can be awkward for Muslims when we’re simply to practise our religion.
For more information and advice, you might like to consider the two articles below for more information, as well as some wider reading.
We hope that this advice has given you an insight of etiquette during Ramadan. Implementing even one or more of these helpful hints will help your Muslim counterparts enjoy Ramadan a little bit more.
In order to look further into what Ramadan is/has been like for the Muslim students among us, we decided to conduct some interviews. We asked students for their personal opinions regarding Ramadan.
As we interviewed them, we noticed a pattern in how they feel when fasting in school. For example, one student, Yasmeen Jama, stated that it's ‘hard sometimes because people are eating around me.’ Asli Awed, another Muslim student, expressed similar opinions.
Ahmed Salah agreed and continued that it’s ‘challenging when exams are on because I need to concentrate, but it's hard when you’re hungry and thirsty’. This highlights the hardships the students choose to face for the sake of their religion and how it can feel to fast in school.
On the contrary, as a Muslim I, Abdullah, I find it easier to fast in school. It feels as though time flies because, when I’m at home, all I can think about is the time and I can't bring myself to do any work because I am too tired. I, Eleeza, would also agree with this statement, because school distracts me from my hunger and makes the day go by faster.
After experiencing five years of fasting in Stanwell, we asked what should be improved or changed in order to make the fasting experience better and make Stanwell as nice a place as possible to be during Ramadan.
Firstly, Asli and Yasmeen both agreed that Stanwell could try to ‘educate more people about Ramadan’ and create ‘awareness to all teachers that it’s Ramadan.’ This might prevent ignorance and confusion and create a sense of understanding.
This is incredibly important because, if a student was feeling dizzy or tired during a lesson when they are fasting, the teacher could offer support, in order to help focus during lessons.
On the other hand, Ahmed offered a solution for those in mandatory PE, adding that, ‘the people who are fasting should be allowed to have the decision to participate in PE when they are fasting because it will use up so much energy and tire them out very quickly.’ Currently, students are allowed to miss PE when fasting, but it has to be requested.
We agree with all the foregoing viewpoints, and suggest that it may be prudent to put Ramadan on the ‘Thought of the Day’, announcing the first week of Ramadan. We could also do a Ramadan themed form-lesson, offering students an insight into what Ramadan entails.
We would also like to take the opportunity to give Miss Donovan a huge shoutout for her exceptional work. It was her hard work and efforts which saw the creation of the new multi-faith prayer and reflection room, as well as the PSE framework, both promoting and celebrating diversity.
Information regarding Ramadan was sent out to all staff and the reception so far, we agree, has been so welcoming. It's been uplifting to feel seen by the teachers and pupils, the encouragement has been amazing. The Ramadan messages on the bulletin we've had in the past, as well as this year, has allowed the wider school, who may not have been aware that the month has commenced, to allow our small minority to feel represented.
Next edition, look out for an article about Stanwell’s first-ever prayer room and some other information on the steps that Stanwell has been taking to promote equality, diversity and inclusion, including an interview with the fabulous Miss Donovan!
Stanwell Students Excel at UKSDC National Finals,
Stanwell Students Excel at UKSDC National Finals,
Bringing Home Stunning Victory
Bringing Home Stunning Victory
by Angharad Bridges
24 hours. Little to no sleep. Many coffees. It was rough, but each of us performed to the national standard. For those of you who have just heard about this; what is it?
The United Kingdom Space Design Competition (UKSDC) is a national competition that is set in a fictional future. Our brand, the Olympus Mons Trading Company, was required to pitch a fully-functional space settlement 0.25AU away from the sun (called Dias, a station pioneering solar energy and research) to a panel of PhD judges.
With this comes obvious challenges - such as dealing with the heat and radiation - but also less obvious challenges. Challenges like having your slides moved around so half of your work is deleted.
The competition lasted 24 hours, from Saturday 10am to Sunday 10am (our actual working time was less than this, around 20 hours). Stanwell worked with 4 other schools and competed against 3 other teams (teams of 60 people) to pitch Dias to the judges.
Our fictional future was set in March 2095, and the team was split into five sectors:
1. Structural, which was in charge of… uh… the structure,
2. Automation, which managed systems, communications, and robots; (the majority of Stanwell worked in this sector),
3. Operations, which dealt with electricity, food and waste management,
4. Human, which is too broad to summarise because, officially, we organised leisure and living quarters, but the reality is that you’re trying to make E.coli photosynthetic as well as using yeast patches to detect radiation,
5. Marketing, which developed advertisements and opportunities for profit within Dias, (the main aim to get Dias funded; fictionally of course).
The competition is meant to be impossible and a large amount of extrapolation is required (predicting the state of technology in 70 years’ time). It is also very fictional.
After all, hiring 60 17-year-olds to design a space settlement where humans have to live for most of their lives is; a). pointless because I’m pretty sure that NASA is already onto that, and b). breaking a few child labour laws.
You see, the UKSDC is not just a difficult competition - it’s an impossible one.
After all, if this endeavour was presently possible, then it already would have happened. You might even be living on Dias right now. That’s why it’s set in the future - an imaginary future where stuff ‘just works’ because the human race has technologically advanced.
Even set in the future, designing a space settlement isn’t meant to be possible. And when you tell a room full of perfectionists that they need to make something impossible possible, it’s not exactly a smooth ride. They just can’t.
Instead, you get stress. Lots of it. And with stress come tears, and often yelling. Now, I had it easy - basically, everyone left me alone to mess around with my E.coli - but for the majority of students from this school who took part, they were on the receiving end of said stress coming from the leaders and the heads of department.
It was all terribly exhausting but, in the end, each of us felt very proud of what we’d achieved, even if some of us felt that we didn’t get the credit we deserved. For example, I spent many an hour designing a complex laboratory, only for the presenter to say “this is the lab” and completely skip my work.
Ieuan Underdown, from the Automation department, says “All in all, pretty good; sleep deprived, but glad for the win. Also, I got 6 packets of custard cream biscuits that fell from the back of a truck.”
Kimi Wong, who also worked in the Automation department, added, “I was very excited for this weekend as I knew that it was going to test my limits. I had lots of fun meeting like-minded people. Ignoring the walking dead vibe I had walking into school, it was really rewarding and I made some good friends along the way too.”
Despite the stress, there were some hilarious moments too.
For example, just before the competition began, Cara accidentally flushed her airpods down a toilet. Perhaps it was a foretelling of our victory - the airpods representing our competitors, of course.
The victory felt amazing; there are few feelings better than being carried home by a minibus as you look down on the people you just defeated. Both our teammates and competitors were fair players, and when defeated they still congratulated us and shook hands.
A sentiment common among the Stanwell participants is the pride we feel at being one of the few state schools in the competition - and winning as one. Overall, I think that we can all say that this was a very eventful competition that has definitely helped us to grow as people.
Below are the names of the participants from Stanwell School, as well as the number of hours of sleep they had:
Robert Antonesei: 0 hours
Ella Barree: 3 hours
Jan Kwiatkowski: 0 hours
Samuel Oakey: 6 hours
Elliott Rabaiotti: 0 hours
Conor Salmon: 7 hours
Lara Steed: 0 hours
Ieuan Underdown: 0 hours
Nicholas Whalley: 0 hours
Cara Williams: 30 minutes (passed out on a couch)
Kimi Wong: 0 hours
And myself, Angharad Bridges: 5 hours.
Stanwell Success;
Stanwell Success;
the re-accreditation of the Healthy Schools Award
the re-accreditation of the Healthy Schools Award
By Olivia Goodman
To be healthy may look and sound like you drink 8 cups of water a day, but it's far greater than just that. It's the environment we grow in, the ways in which we are taught, the food that we eat, the people we talk to and safety support. Undeniably, Stanwell diligently encompasses these features into our everyday school lives and this is visible through the huge achievement awarded to our school.
On 12 July 2019, Stanwell School achieved the National Quality Award (NQA) for its excellence in implementing the seven initiatives created by The Welsh Network of Healthy Schools Scheme. Incredibly, Stanwell School became, ‘one of only two schools in the Vale of Glamorgan to have reached this level’.
The programme aims to ‘promote and protect the physical, emotional and social health and well being of children and young people in The Vale of Glamorgan’.
The award is assigned to schools who demonstrate a high level of application within seven key areas, including; Food and Fitness, Mental and Emotional Health and Well Being, Environment, Safety, Hygiene, Substance Misuse and Personal Development and Relationships.
If a school is awarded with this accolade, a re-assessment must be applied after 2 years. Duly, on 22nd November 2022, two members from the Healthy Schools Board visited our school.
A group of dedicated individuals provided an insight into what Stanwell offers to its students and where the seven areas have been applied.The purpose of the visit was to determine whether Stanwell could secure the award again. With much delight, Stanwell triumphed again and the NQA was re-accredited.
Mr Brown, the headteacher at Stanwell School, said that he is ‘enormously proud of Stanwell School’s achievement’ and that it was ‘very much a reflection of the hard work and dedication of everyone involved in the process.’
Two out of the seven key topic areas include Environment, as well as Mental and Emotional Health and Well Being. In the Environment section, the report identified that, ‘the school shows good evidence of linking its eco work into other areas of school life, e.g. catering, active travel to school and gardening.’ In addition to this, the latter component emphasized that ‘Well Being has always been a high priority for the school, even more so since the pandemic.’
I spoke to Mrs Crowter, who is the ‘‘Healthy schools coordinator.’ One of many roles which Mrs Crowter undertook was to ‘audit the areas into the pastoral system to enhance the seven areas within the school.’ Although there are ‘considerable brilliant features within each section’, Mrs Crowter said that some significant proposals which Stanwell has implemented includes, ‘Well Being’, where there is ‘school-based counseling’ and also, the ‘food facilitates’ which ensures that ‘a wide range of healthy food is always visible to students.’
In the reassessment report, it is highlighted that ‘health and well-being is central to life at Stanwell’ and one of the assessors said that, ‘the connections between different areas of health, and how they all influence well-being is excellent.’ The full report will be published in detail at a later date.
Eleeza Khan, a student in year 12, told The Archer Eye that her role was to talk to the visitors, showcasing the new and improved facilities within our school including the ‘sensory room’ and the ‘food tech rooms.’
Dedication and diligence underpins this School and this award is apt to highlight this. With the plaque presentation imminent, Stanwell can now celebrate aplenty. Congratulations to our school on its incredible success and achievement, and thank you to those whose hard work continues to make this school flourish.
How to get a job;
How to get a job;
by Someone Who Doesn't Have a Job
by Someone Who Doesn't Have a Job
by Angharad Bridges
Unsure about how to get a job? Look no further. This (sort of) comprehensive guide/advice about acquiring a job is sure to give you an idea of whether a job is right for you.
CV’s should generally be 1-2 pages long (actually, CV’s are a long and detailed work history, whereas resumes are a concise summary, but no-one wants to read 2 pages about some programme you partook in, so 1-2 pages will be fine).
At the top of a good CV is the ‘objective’ section, where you outline your ‘goals’ - very specific, I know - and apparently, you’re supposed to tailor the objective to the job you’re applying for. A good formula for the objective is to name a skill, and then link it to the job. For example, “looking to develop communication skills in a people-focused retail environment”. (This advice is coming from a jobless individual. Use at your own risk).
CV’s also contain; an educational history, key skills (be concise - one to two lines!), awards and certifications, and finally, a reference. Pro tip, make sure the person you put as your reference actually likes you.
Unless you - *cough cough* - know a few people, your first job probably won’t be your first choice. As the ‘previous job experience’ section of your CV lies desolate, you’ll be applying to the jobs that require no experience and are, therefore, most competitive.
As they say, beggars can’t be choosers - unless you’ve already had a job before, then you’re at a distinct advantage - so the best way to get a job quickly is to apply to all the jobs that somewhat vaguely apply to you and fit in your schedule. Despite what the job description tells you, you’re not going to get a response in the next two weeks. Sit tight, and your rejection email from KFC will come at a timely five months later, (true story).
After applying to and getting rejected from McDonalds, Burger King, Card Factory, Tesco, One Stop, Boots, and every WHSmith in a ten-mile radius, (every highstreet store in Barry has my CV, and every single one has rejected me), you’re left with but one option - resort to nepotism.
Utilising nepotism to find a first job is so common. If your dad is the CEO of Microsoft, or your mum is best mates with the manager at your local Lidl, you're in a Lidl bit of luck! (I’ll never do that again, I promise). Oh, if you don’t already know what nepotism is, it’s using your - *cough cough* familial connections - to get a job.
Nepotism tends to be frowned upon because you’re taking away opportunities that others could have had. However, if the opportunity itself was not available to the wider public, but only to the family of the employer, then it’s fair game, right?
Should students get a job?
Nicole Yarwood, year 12, says that “I don’t have a job, but I’d like to and I’m actively looking for one on Indeed.” In terms of balancing school and work, she suggests “I’d say it’s pretty difficult to balance school and work, because a lot of jobs aren’t flexible and there’s other things to be getting on with, such as volunteering and, soon, personal statements.” Finally, Nicole argued that students should have jobs because “it can alleviate financial stress when starting university.”
Issy Owen, another year 12 student, has recently finished her contract at M&S. She said that she had an 8 hour contract on Saturdays, but would take another 16 extra hours each month. In terms of balancing school and work, she says “I completed homework in my free periods, so balancing the two was never extremely difficult.” She even describes that work was a break from school!
When asked whether students should seek jobs, her response was “if you haven’t got the spare time, it isn’t worth it - having a social life is important also.” (Issy is doing three AS levels, so has more free periods than others). She also added, “I wouldn’t focus too much on the job pay, but on the job type, because you won’t want to stay there long if you don’t enjoy the job, or if you’re not getting anything out of it. However, I was pretty lucky with both pay and the actual work I had to do.”
It should be noted that jobs actually make a difference in university applications. For example, medical schools appreciate students who have worked, because it demonstrates independence, a skill that is sometimes discussed in MMIs, (Multiple Mini Interviews, the most common type of medical school interview).
However, the obvious drawbacks of being a student is that you could become stressed by working and lose focus on the importance of education; it's beneficial to you to find a healthy balance.
Teacher of the Term:
Teacher of the Term:
Miss Clements
Miss Clements
By Olivia Lyons
Miss Clements, (who was herself a student at Stanwell School), teaches History, Sociology, Government and Politics, loves the environment within her own classroom and enjoys teaching pupils a diverse range of subjects, with her favourite being American politics.
The ‘lovely students’, (in Miss Clements' words), are Stanwell's greatest asset, but she also values the school's structure and rules which ensures that the pupils study in a calm and stimulating setting.
A-Level Government and Politics and Sociology are the subjects Miss Clements feels most passionate about, because of their evolving, fast-paced nature and relevance to today’s society. In particular, Miss Clements is interested in comparing and contrasting the British and American political systems, which she explores in detail through Government and Politics A-Level.
Moreover, as a historian, Miss Clements would have loved to experience the 1960’s era in Britain when society witnessed an enormous social revolution, with events such as the rise of feminism, the birth of British pop music and massive changes in fashion.
When it comes to inspirational figures, Nelson Mandela is a key figure to Miss Clements. He fought against apartheid, which was the institutionalised racial segregation which existed in Southern Africa for over 40 years.
As Miss Clements has South African descent, she particularly admires Mandela’s efforts in guaranteeing equal rights in South Africa, as well as uniting the country. Miss Clements is a strong advocate for self-motivation and the importance of self-worth and one of her favourite quotes is from RuPaul; “If you can't love yourself how in the hell are you gonna love somebody else?”
Interestingly, India is the country where Miss Clements really wants to travel, due its vibrant and captivating culture, which she would love to experience. Also, the novel Shantaram, which vividly portrays Bombay, has further inspired Miss Clements’ desire to visit India.
Intriguingly, if Miss Clements hadn’t pursued teaching as a profession, she believes she would be working with ‘forklifts-for-hire’, where she worked for six years before she became a teacher.
In terms of exam success, Miss Clements feels the best way to attain excellent exam results is through lots of preparation, as well as exploring various different revision techniques and finding out what works best for you personally.
However, Miss Clements strongly believes that exam grades are just one measure of success and they should not define an individual. Furthermore, Miss Clements suggests that Stanwell’s sixth form could develop stronger links with organisations associated with vocational careers to offer more guidance for pupils interested in those sectors, rather than focusing on applying to further education courses which may not suit them.
In her spare time, Miss Clements relishes spending time with her young son Atticus, along with reading books and takes delight in going out for walks with her dog. When it comes to food, Italian is a firm favourite for Miss Clements and she enjoys eating a variety of Italian dishes, especially pasta!
Listening to music is another favourite pastime and the singer-songwriter Beyonce is the artist Miss Clements would most like to see perform live! Lastly, the Disney film “Coco” is Miss Clements’ best-loved film; she adores the music as well as the strong message conveyed throughout the film.
Film Reviews:
Film Reviews:
Written by Catrin Edwards. In this edition, Catrin has chosen to write two film reviews, including Gentlemen Prefer Blondes by Howard Hawks and The Princess Bride, directed by Rob Reiner.
The Princess Bride
The Princess Bride
Film rating: ⭐⭐⭐⭐⭐
Film rating: ⭐⭐⭐⭐⭐
This adventure film is a ‘hat’s off’ to all classical swashbuckling adventures in Old Hollywood.
Romance, Comedy, Adventure and Action are prominent themes throughout this beautiful, heartwarming story. If you’re looking for something casual to watch on a Sunday evening with a hot drink, then this is the film for you.
Cary Elwes plays the impossibly handsome farmhand Westley, who is devoted to the beautiful, headstrong young noblewoman who capriciously bosses him about on her country estate. This is the whimsically named Buttercup, played by Robin Wright.
This film is filled with witty dialogue alongside a sweet love story between Elwes and Wright that could melt the coldest of hearts.
There isn’t the gender stereotyping found in stories pitched today. Buttercup is not engulfed in lonely monologues, and there is no great interest in how she feels. What counts is her bold and resourceful action.
I would definitely recommend this masterpiece to anyone.
AGE RATING: PG
Gentlemen Prefer Blondes
Gentlemen Prefer Blondes
Film rating: ⭐⭐⭐⭐⭐
This is about two women who are in control of the male dominated world.
It’s a wonderful Technicolor extravaganza with delicious one-liners and an iconic Marilyn Monroe performance, alongside her companion, Jane Russell.
Both leads carry with them a real sense of power. They adore their bodies and how they fashion themselves. They know they can control a room with just a look or a glance, and their beauty overpowers every man in sight.
This is most apparent in the "Ain't There Anyone Here for Love?" sequence, where an entire Olympic gymnasium full of men are ogled and dance for her pleasure. This is the other side of the binary on male gaze, and it's beautiful, because we don't see this often.
Gentlemen Prefer Blondes is also one of the best films I've seen about female friendship. Russell and Monroe have excellent chemistry and they appear more like one half of the other than just friends, and that's always the best kind of relationship to see women involved with in cinema.
It also helps that this is just an extremely funny picture with incredible musical sequences. I already mentioned the scene in the gymnasium, but the most famous moment here is probably "Diamonds are a Girl's Best Friend.”
This movie makes femininity seem like the most wonderful thing in the world. Even better than that, it makes being a woman seem like the greatest thing a person can be, and really it kinda is.
AGE RATING: PG
Extra-Curricular with Eleeza
Extra-Curricular with Eleeza
By Eleeza Khan
Hello and welcome back to extra-curriculars with Eleeza!
Last issue we covered the debate club, charity committee and eco club and I hope you gained a new insight into the ins and outs of the clubs and even considered joining/attending them! This term I'm back with a new set of clubs to inform you all about and hopefully convince you to join! So sit back and enjoy the detour into footnotes and boys basketball.
So footnotes, where to begin?
This English-themed club is the perfect place for all the book nerds out there, or if you just want to learn more about some of the literature classics of the world. Each term a theme of books or sometimes just a singular book is chosen for students to explore and look into more deeply.
Once the book(s) have been read and the themes have been explored then the fun can begin. Games and various different activities are played and take place surrounding the book, for a chance to further investigate the history and culture behind the book, as well as bond with your fellow footnotes attendees.
If a book or theme has specific games, then these are played for an even deeper understanding into the contextual elements of the book. Games that would have been played at the time of publishing are also played.
Footnotes gives you the opportunity to explore different genres of literature that you may have never considered, as well as different authors. It is the perfect place for you if you would like to increase your book knowledge, or just read more books in general. If there is a particular book or genre that you are interested in and feel that the rest of the students would also find it insightful, there is also an opportunity to suggest something to the wonderful Mr Laidlore who, I’m sure, will take all suggestions enthusiastically.
Unfortunately due to some of the books and genres covered, footnotes are only accessible for those in year 11,12 and 13.
If you are younger, then I guess it’s something to look forward to when you get older!
If you would like to attend footnotes and are within the age bracket, it is held every Friday from 3-4PM in Mr Laidlores classroom (F10).
Next up, boys basketball.
Open to boys from year 7 all the way to year 10, boys basketball is the perfect place for all the wannabe Lebron James’ among us and for all you NBA fans. Or, maybe you just want to try a new sport.
In that case, basketball is also the perfect place to be. Open to all experience and skill levels, (from the Steph Curry’s to the ‘I’ve never played basketball before’), Stanwell’s basketball club will teach you everything you need to know in order to kick-start a career in basketball (or not!).
The basic basketball skills taught here may be enough to convince you to even join the team and get involved in playing some competitive basketball, which in the long-term can help boost your playing-confidence and your general physical health. Also, universities love an extra-curricular sport activity, so that’s that crossed off the list!
Maybe you’re just looking for a throw-around of your favourite orange ball, in which case this is the perfect club for you.
If you want to attend boys basketball and are between year 7 and 10, come down to the PE department (with your kit!) every Wednesday, from 3-4PM, (no signup is required for initial interest).
Stanwell's Student Leadership
Stanwell's Student Leadership
by Amara Neale
Student leadership is something that is embedded within the culture at Stanwell, giving students the opportunity to voice their own opinions, and feedback on how certain parts of the school are run.
The Archer Eye is an amazing example of a student-led organisation in Stanwell; a small team of students dedicated to showing Stanwell life from the perspective of students.
It is so important in this day and age for students to be more involved in school bodies and for schools to give students a proper voice.
There are so many ways to get involved and to be part of student leadership at Stanwell. You can start a club with the help of a teacher or voice your ideas to the many Prefects at Stanwell School. Prefects are a group of year 13 students who have been carefully selected to carry out certain responsibilities and duties in the interest of the school and pupils. Below is a list of emails of year 13 Prefects who would be happy to listen to your concerns
Wellbeing Prefects:
Key Stage Prefects:
Equality and Diversity Prefects:
Not only can we appreciate our School Prefects, but it is also a fantastic way to get involved with the school! When talking to Joe Edwards who is the Prefect of Film Studies, he stated that “it's a great opportunity to be involved with the school. Not only do I get to help people extend their knowledge, but I also get to listen to their opinions on the subject and try to improve the lessons.”
After talking, he heavily recommended for students all the way from Year 7 to Year 12, to get involved with leadership within the school. Even if that's becoming form representative, it still shows resilience and passion for making the school a better environment to study.
As you can see, Prefects are just one way for students to allow their voices to be heard. There are a range of opportunities for students to get involved with improving the school, helping others and ultimately, connecting with hard-working Prefects.
What's outside
What's outside
the building?
the building?
By Alice Shields
After the last edition of “What’s New in the Building?” The Archer Eye is venturing into the great outdoors to show readers what else is new but, this time, outside of the building!
Over the summer we were very privileged to have our outdoor facilities improved and new equipment installed.
The pictures below present the new outdoor gym, refurbished sports court and sets of benches around site for pupils to spend their lunchtimes on a sunny day:
The Gym:
Stanwell’s new outdoor gym is located by our netball/tennis courts and can be used by pupils during PE lessons, extra curricular activities or at break/lunch times, when permitted on the field.
It includes a range of equipment for working both upper and lower body and has been installed with the intention of helping pupils to train for various sports by gaining muscle and improving general fitness and stamina. Although many may be familiar with some of the equipment, instructions are provided on each machine to ensure one is able to maintain the correct form and receive as much exercise as the machine is able to provide, in order to progress.
Personally, I have grown to love the gym and now willingly attend on a regular basis. Its’ benefits for me have been evidently positive, both physically and mentally; (a factor I used to overlook), therefore I couldn’t recommend it enough.
Initially, attending the gym may be a nerve-racking thought and often prevents many from joining (including me) but, I promise you, once you immerse yourself in its’ atmosphere of improvement, you’ll soon become accustomed, even addicted!
The Courts:
Our tennis and netball courts have been refurbished! They provide the appropriate markings for both sports and are now much more vibrant, with an earthly blue and green colour palette. They also feel exceptionally restored, holding better grip and spring for players when training and playing in matches against other schools.
Many pupils already choose to spend their break and lunch times on the sports courts and may have made good use of the new facility in PE lessons; however, if you haven’t yet and want to test out our improved courts, look into joining Stanwell’s extra-curricular netball and tennis clubs!
The Benches:
There are now three sets of three wooden benches dotted around our outdoor areas.
These are a perfect place for pupils to get some fresh air with their friends at lunchtimes and break times, or gather for group discussions and outdoor activities in lessons. Two of the benches can be found overlooking the rugby field, whilst the other is next to the long-jump track which pupils will be familiar with from PE lessons.
As a token of gratitude, let's ensure we look after and make the most of our new facilities in Stanwell.
Enjoy!
Sporting Success at Stanwell
Sporting Success at Stanwell
by Nia Jones
Stanwell has yet again had another fantastic term of sporting success!
The PE department offers a wide range of extra-curricular activities for all age groups. There are many different options available, with something to suit everyone.
The timetable below shows all the activities that Stanwell offers.
Taking part in a club of your choice for just one hour each week will have so many benefits. Extra-curricular activities increase your confidence and ability to interact socially with others, extend your social network and provide you with many new skills.
Taking part in a club of your choice for just one hour each week will have so many benefits. Extra-curricular activities increase your confidence and ability to interact socially with others, extend your social network and provide you with many new skills.
Above all, they offer an important space to have fun and relax away from the pressures of school work and exams. Most people are aware of the physical benefits of taking part in sport, but the mental gain is hugely advantageous.
Physical activity stimulates production of endorphins, whilst also reducing the stress hormone cortisol. Endorphins are natural mood lifters that can help keep stress and depression at bay. Endorphins may also leave you feeling more relaxed and optimistic after a hard workout on the field.
The skills you learn from competing in both individual and team sports are invaluable and, don’t forget, they also look great on a personal statement.
For more information surrounding the positive impact of sport and exercise to mental health, see the links below:
https://www.nhs.uk/mental-health/self-help/guides-tools-and-activities/exercise-for-depression/
https://www.helpguide.org/articles/healthy-living/the-mental-health-benefits-of-exercise.htm
Here are just a few examples of the awesome successes and opportunities exhibited over the last few weeks!
Basketball Team:
Basketball Team:
The year 8 and year 10 girls basketball team recently qualified for the Finals of the Welsh Schools basketball Competition. Well done girls!
WRU Girls Rookie Rugby event
WRU Girls Rookie Rugby event
A group of year 7 girls attended the WRU Girls Rookie Rugby event. They had the opportunity to pose questions to the Welsh squad, sing the national anthem pitch-side at the Principality Stadium and to try out lots of rugby activities. Remember, there is a new and exciting girls rugby club on a Friday available for all, so why not go along and give it a go yourself!
Karting Championship
Karting Championship
Conor Kenny, Jacob Equeall and Freddie Farrell competed in the British Schools Karting Championship, with an amazing display of skill and hard-work.
For more sporting updates and achievements at Stanwell School, be sure to follow @StanwellPE on twitter!
For more sporting updates and achievements at Stanwell School, be sure to follow @StanwellPE on twitter!
Games:
Games:
by Beth Lannon
The creative reporter Beth has made her own games for you to conquer. If you are able to complete this creation, don't forget to check the answers right at the bottom of this section. Wait! Stop it! We know you might be tempted. Don't scroll down yet for a cheeky glance at the answers, give it a go and good luck.
-The Archer Eye-
Est. 2022
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