Embedded Files
University Lectures and Projects at St Michael's
Summer 2025
King Jul 25 6.pdfWorld Famous Art Historian and Friend of St Michael's visits Year 12 Again!
St Michael's was delighted to welcome celebrated author and art historian, Dr Ross King, back to St Michael's for a lecture on revolutionary art. Dr King was not only able to evaluate and analyse the role of public art in the collapse of the ancien regime but was also able to draw parallels with the politics and motifs of the 21st century. Dr King has now even managed to inspire some of our Year 12 students to receive offers to study The History of Art at Cambridge University!
King Jul 25 1.pdfKing Jul 25 2.pdfKing Jul 25 3.pdfKing Jul 25 5.pdf
World Famous Professor and Friend of St Michael's Visits Year 12 Again!
Professor William Doyle loves coming to St Michael's for stimulating intellectual sparring on the origins of the French Revolution and its varied legacies for the world today. As ever, the students were captivated by the opportunity to learn from and question one of the world's leading authorities on this period of History.
Spring 2025
The Anti-Caste System Struggle
Dr Bhosale, SOAS, University of London delivers impassioned session on the ongoing injustices in modern-day Indian society and draws parallels to French Revolutionary History
Please find the thoughts of Nathan Ofei-Asseo, 12MA, below:
In this lecture, Dr Abhishek Bhosale from the University of London visited our school to enlighten us about the caste system in India, its origins and it affected his own life, as well as how it lingers on to this day. He explained how the Caste System and Hinduism, the primary religion in India are intertwined and how it partially forms the backbone of Indian society. One moment of poignance which I distinctly remember was his description of the system as “a building without stairs”. What he implied was the rigidness of the construct and how birth into a certain position would determine the path of one’s life and all the privileges they would receive or lack. We learned how this societal structure continues to shape lives and instigate inequalities across all walks of life within India, including his own. He shared with us his own experiences and how his friends and family had to endure the injustices of this system.
He recounted the stark realities of grievances he, his friends and millions of people in India have been burdened with. His testimonies laid bare the rather degrading and upsetting practices that have occurred in the past and still continue to this day. One of which was the revelation that a friend of his was barred from purchasing a house, due to his surname and the connotations it had with “dalits”, the supposed “untouchables” and “outcasts” in the caste system. Another one that particularly shocked myself was the omission of lower caste people, primarily the dalits, from even touching public water sources due to perceived “impurities”. To prevent another person from a basic human necessity due to intangible beliefs of purity demonstrates the issues with this system, one which discriminates against people, purely based on their birth. Furthermore, Dr Bhosale spoke of the deep ingrained segregation within religious life. One would think religion would hold no tolerance for supposed apartheid and separation based on societal premises, however it can be seen how even spiritual life and the most sacred spaces have been impacted by the caste system. He informed us about the exclusion of certain people from worshipping in the temples, again due to “impurities” and proximity to Brahmin priests. Both these instances of discrimination were a dark showcase of how deeply entrenched caste-based prejudice seeps into Indian culture.
Dr Abhishek Bhosale's presentation was a truly in-depth learning experience, particularly for us sixth form students and secondary school students trying to make sense of the more globalised, socially conscious world that we live in. Understanding the intricacy of a deeply ingrained system like the caste system allows us to participate more perceptively in international debates regarding inequality, forming well-informed and morally grounded beliefs. Bhosale's poignant lessons highlighted the urgent necessity of overcoming age-old prejudices to open the way to a more just and fairer society. His powerful insights provide a much-needed guide to considering challenging social issues thoughtfully and boldly asserting and maintaining ideals of justice and human dignity in an ever-changing global context.
St Michael's Stands Together - All are Welcome
Diversity Week Success!
St Michael's celebrated our diverse and inclusive community with a series of lectures, workshops and cultural events. The theme was "intersectionality", with a focus on both our complex individuality and the commonalities that bind us together.
This is the second year of this programme and the response of students across the college has been outstanding. Throughout the week, events, lectures and workshops were delivered to packed audiences and our guests were moved by the depth of thought put into the questions asked by our students as well as the degree of empathy and Salesian values on display in their engagement with both new and familiar concepts . This year we were delighted to welcome speakers and workshops on Black British History, LGBTQ+ inclusivity, Neurodiversity and the concept of "normality", Migration, Media and the Law, Women's Rights and "everyday sexism." Students were also excited to explore a special week of cuisine from all the inhabited continents of the world and an extremely well-attended cultural fashion show at the end of the week, where the heritage of all of our students was celebrated. We are proud of all of our students and the inclusive, Salesian, compassionate and precious community that they have created.
Strength through unity. All are welcome.
Diversity Week! Timetable Final.pdf
01-03-2025_2.MP4
Cultural Fashion Show!
Diversity Week finished with an outstanding crescendo. Students from across year groups took the opportunity to present their cultural heritage to a packed and enthusiastic audience. St Michael's stands together!
Please find the reflections of selected Year 7 students below:
“It was magical and full of fun,”- Neriah B (7SA)
“The fashion show was filled with beautiful and magical outfits,”- Jaiden K (7RU)
The Diversity Week fashion show was an opportunity to show the unique diverse cultures of the St Michael's community through clothing, the fashion show was one of the most attended events during diversity week, with piles and piles of students lining up to see the different cultures unfold upon the runway.
There where all sorts of countries and cultures all in one room and the outfits themselves were just stunning - there were all sorts of engaging outfits, floral patterns, artistic dresses, gorgeous flags, unique shawls, elegant colours, even the way they carried themselves across the runway was perfectly put together.
Each time a pupil walked onto the runway the crowd erupted in a cheer so loud it could have been heard from outside of the second building.
Lily Reynold (7RU)
International Women's Day marked with important lecture on "Everyday Sexism"
We were delighted to welcome celebrated author and Civil Rights activist, Elizabeth Olulari, to St Michael's to discuss intersectionality and the dangers of day to day prejudice and discrimination. Please find the thoughts of Evie H (13MA) below:
What I enjoyed the most about Elizabeth Olulari's lecture on everyday sexism was the comfortable and welcoming atmosphere she created towards such a difficult topic. She greeted everyone as equals and made the space one where it was purely educational; any answer or question was welcomed and unjudged. The way she presented not only herself but her family as such successful and giving people was inspirational, and her open attitude towards other people's experiences as well as her own was both comforting and empowering. It both scares and angers me that modern day issues of sexism are so commonly disregarded and yet so embedded into society that they have become a norm. However, the lecture offered me reassurance that in the end there will always be someone to turn to and get help to fix the problem in any environment - whether it be in relationships, school, or the workplace. Furthermore, her inclusion of theorists such as Bell Hooks and studies on intersectionality were insightful. Lastly, her encouragement when I informed her that I studied these theorists in Media Studies was motivational, reminding me of the importance of highlighting marginalised experiences in education.
Would recommend to a friend,
Evie Hanscombe (13MA)
Normality and Neurodiversity Feb 25.pdf
What is "Normal"?
Dr Chris Bailey visits St Michael's as part of Diversity Week to discuss the origins and legacies of "normality"
(Slideshow available above)
On the 12th of February, both 7S and Sixth form attended a marvellous lecture about neurodiversity, presented to us by Dr Chris Bailey (Senior Lecturer in Education (Autism, Disability and SEN) at Sheffield Hallam University. He started by questioning what “normal” means (a term used to describe something expected or average). We learned that this term came from mathematics and was used by scientists in the 1800s to measure intelligence, height, health and such. Adolphe Quetelet later formed the idea of an “average man”. He did this by collecting data from a certain number of people, and taking the average. The problem was however, that anyone who wasn’t “average” was broken or flawed. By using the word “normal” or “average” when describing a person, you exclude those who are different or not “normal” which is a way of discriminating against a person's unique and special characteristics. Neurodiversity is the description of the natural variation of human minds. Essentially, it describes how people are different, particularly in relation to the way their bodies co-operate with their brains. Neurotypical, on the other hand, meant that a person was not neurodiverse. However, in this lecture, we learnt that everyone is neurodivergent in their own special way. This is because everyone has their own needs and boundaries and different people function differently in contrasting environments. When complementing our school that both recognises and appreciates diversity, with events such as Diversity Week, Dr Bailey told us how important it is for schools to be inclusive of all cultures and neurodiversity. He shared both his experiences before he was diagnosed with Autism (he was diagnosed as an adult) and the experience of his children, who were neurodivergent as well. He explained to us how his children’s special schools allow them to learn what is needed in their own time and their own way, which allows them to gain confidence throughout further life. This lecture was an amazing experience for both Year 7 and Sixth Form, and it was a fantastic opportunity to learn how each of our brains work, and how we all are different from each other.
Janka P, 7RU
There Is No Such Thing as Normal: Embracing Neurodiversity in a World Obsessed with Conformity
by Cyprian K, 12RU
What is normal? The idea of being normal has not only been the tool to harm and isolate groups of people but also to belittle and dehumanize as a means to uphold the majority in society and make them feel superior, however in reality as Dr Chris Bailey —a Senior Lecturer in Education specializing in autism, disability, and SEN— states, that the root and idea of the meaning normal is flawed in the context of human beings and is a deeply harming term to those who are called abnormal or otherwise.
In his work, Bailey challenges this construct, advocating instead for a neurodiversity-affirming worldview that celebrates difference rather than pathologizing it. Coming from his lived experience as an adult with autism and ADHD with neurodivergent children, Bailey overthrows the status quo of “normality”. His insights, grounded in both personal narrative and academic research, reveal how embracing neurodiversity can foster inclusion, equity, and authenticity.
The concept of “normal” emerged in the 19th century from the fields of mathematics and statistics, this means that it was not initially even invented for the idea of a “normal” person. Belgian scientist Adolphe Quetelet introduced the idea of the average man, framing deviations from this average as deficiencies which can already be seen as a negative outlook on physical differences as it does not affect the value of a person yet it is labelled as a deficit outcome. Francis Galton expanded this into eugenics, promoting the belief that certain traits were superior and should be cultivated, while others—deemed inferior—should be eradicated. “These ideas weren’t just abstract theories,” Bailey explains. “They fuelled policies that excluded, sterilized, and institutionalized people who didn’t fit the mould.” Even today, the legacy of “normal” persists in educational systems, workplaces, and social attitudes that prioritize conformity over diversity.
What society deems “normal” is neither static nor universal. Consider left-handedness: once stigmatized as hereditary and wrong but now it is understood as natural variation. “Normal is a moving target,” Bailey notes. “When we weaponize it to judge human worth, we risk alienating anyone who diverges from arbitrary ideals.” This is particularly true for neurodivergent individuals—those with autism, ADHD, dyslexia, or other neurological differences—who are often pressured to mask their authentic selves to fit in or worse ignored and dehumanized in some societies.
Therefore in order to prevent neurodivergent people from being outcast and framed abnormal society needs to adapt to be able to coexist with all people, Bailey’s research highlights how embracing neurodiversity can transform classrooms: Flexible Learning Environments-
Allowing sensory accommodations, asynchronous communication, and interest-based learning.
Strength-Based Approaches: Recognizing talents in pattern recognition, creativity, or deep focus often seen in neurodivergent students.
Challenging Stereotypes: Moving beyond myths (e.g., “autistic people dislike fiction”) to meet students as individuals.
“Education shouldn’t be about fixing children,” Bailey argues. “It’s about adapting systems to honour their unique ways of being.”
The pursuit of “normal” has caused immeasurable harm, marginalizing those who diverge from societal expectations. Yet, as Bailey’s work demonstrates, neurodiversity offers a path forward—one where difference is not merely tolerated but cherished.
“Imagine a world where we stop asking, ‘Is this normal?’ and instead ask, ‘Is this fair? Is this kind?’” Bailey reflects. “That’s the world we’re fighting for: one where every mind belongs.”
Black British Civil Rights History
Dr Whitburn visited St Michael's to ask "Why do we know more about American civil rights campaigns than the ones in our own country?"
Professor Whitburn’s lecture on Black British History was incredibly engaging and thought-provoking. His words not only informed but also inspired many in the room to take action and make a difference.
He began the lecture by showing us images of famous figures from the American civil rights movement, asking us to name them. Without hesitation, we recognized Martin Luther King Jr., Rosa Parks, and Malcolm X. However, when he presented images of different historical figures and asked us to identify them, the room fell silent. These were British civil rights activists—yet none of us could name them. This raised an important question: Why is the British civil rights movement not as widely discussed as its American counterpart?
Professor Whitburn then introduced four key British civil rights activists, one of whom was Paul Stephenson. A leading figure in the fight against racial discrimination in the 1950s, Stephenson played a pivotal role in the Bristol Bus Boycott. When the city’s bus companies refused to hire Black or Asian workers, Stephenson led a boycott that lasted for months, ultimately forcing the company to change its racist hiring policies.
However, unlike the American civil rights movement—which tackled issues of race, class, gender, and broader social injustices—Stephenson’s activism was primarily focused on race. Some argue that if he had taken a more intersectional approach, he could have built alliances with other movements, leading to a larger and more impactful campaign. Others critique his movement for being too centred on public acts of discrimination, rather than addressing deeper systemic inequalities, which may have limited its overall impact.
In my view, Paul Stephenson’s work reflects the broader British civil rights movement—impactful, yet lacking the scale and national visibility of the American movement. This, perhaps, is why it remains underrepresented in historical discussions today.
Overall, Professor Whitburn’s lecture was enlightening and inspiring. He reminded us that as the future generation, we have the power to create change. With hard work and determination, we too can make a difference in society and contribute to building a more just and inclusive world.
Uyiosa I (12SA)
Diversity Role Model Workshops
The workshops were a huge success!!
It was fascinating to hear the personal stories of members of the LGBT community. We learnt about Diversity, the Law and protected characteristics. It was very fitting for Diversity Week.
We acknowledged what different journeys everyone can go through and how we need to understand and celebrate our differences. We also got to voice our own opinions. It felt a safe space, and nobody was judging us.
Overall, this workshop helped us all in different ways and we all benefited from it.
Enara Ajanlekoko Gomendio (8RU) & Minerva Maepa (8MA)
Migration is Not a Crime!
Liberty Melly from the National Migration Museum opens Diversity Week 2025 with an important lecture
During this lecture, two representatives from the migration museum came to our school to talk to the pupils about migrations and the realities behind it. They talked about the differences between migration, immigration and emigration. A key misconception is that immigration is illegal migration. However, they explained what it really means to migrate IN to a country. The two young women also helped us understand the dangers and difficulties of the language we use towards migration. We must talk about this subject with care as it sets the standard in which people deal with it. For example, we must understand that we should not call unauthorised immigration “illegal” as it dehumanises these people who are seeking a better life. People do not make the choice to move countries without authorisation lightly and we should understand the weight of their decisions instead of scrutinising them for it. The representatives also touched on how the power of your passport makes a very big difference to how your life may go and how easy it is to get a visa. This opened our eyes to how the countries who need access to travel/escape the most do not have access to it through no fault of their own.
This lecture was a very important lesson to the sixth formers and secondary school students who attended especially in the climate we are in now as it is becoming an ever pressing topic of conversation in our world. Being as educated on the subject as possible helps us go into the world with open eyes and more of an understanding of the things going on around us as well as to establish and defend our beliefs. The migration museum is also working on developing a permanent base of operation very close to our school and are looking for ideas and migration stories from the students as this would help them broaden their exhibitions. It would also give a chance for students to get directly involved in the museum as well as become more educated on the topic of migration.
Crystel Gerges, 12DA
Stephanie Chukwuma (11VI)
Migration was a lecture I really never wanted to attend, even though I usually find lectures quite interesting, whether they are sociological, historical, or maybe a combination of the two. It was not because I didn't find it engaging or significant, but rather because I believed that something so commonplace shouldn't require so much attention—after all, there are over 11 million people who have immigrated to the UK alone. To me, it made it seem like something new, something unheard of, or something that isn't mentioned enough in our daily lives when time is taken to speak so analytically about it. And that's simply not true.
We hear topics on migration almost every single day. Some of us have families that are solely founded on migration, like myself. To me, it was an aspect of life I knew well—too well to attend a lecture about it. Or so I thought.
But after being convinced to attend, I learned something that I have only truly considered briefly: the power of language and perception. The narratives we create from words and subjects can completely alter their true meaning and the way in which they influence people. I decided to test what I had learnt from this lecture here through etymology.
The word "migration" originates in the Latin verb "migrare," which means "to move from one place to another." The word "immigration" is likewise derived from Latin and means "movement." -ma' is presumably the Greek equivalent of the French/Latin suffix '-ment'. It is appended to a verb stem to create a noun that denotes an occurrence of the activity the verb indicates. Thus, "kinein" means "to move," and "kinema" means "movement." Kinetic energy, which is focused on movement, reflects this. Additionally, emigration stems from the Latin ēmīgrātus, which means "moved away." They all have individual difference, such as internal and external movement, but essentially, they are all very similar.
But say for example, a very ignorant person made statement such as "a certain group of people that have moved to the UK are criminals and invaders”,
The words that have been used to describe these people in the UK connote problems and negativity and both words are synonymous with law beakers and people who are not peaceful.
This then causes a chain reaction; all the words in relation to movement lose their definition and individuality; it becomes a symbol of problems. What the words originally equated to morphs into something else, and it’s original meaning is lost. The ladies from the Migration Museum made a very important point that I feel really resonates in our society. They explained that how we use words is very important. but also how we don’t use them. Some people easily conform to how those who appear more intelligent and educated use words, but when they are used incorrectly, everyone becomes incredibly wrong, and then the classification of people begins.
Therefore, it is reasonable to hope that respectable leaders, policymakers, experts, and the media will avoid using toxic analogies, dehumanizing rhetoric or language that incites fear when discussing migration. Our behaviour and thought processes are influenced by language. The public will view migration as such the more it is portrayed in the media and public discourse as something to be feared, as unmanageable, and as an issue that needs to be resolved. This creates a vicious cycle of increasing political hysteria and ad hoc acts, preventing a more rational conversation as more and more voters find politicians with strong (negative) views on migration appealing. This prevents the development of more logical, compassionate, astute, and all-encompassing approaches to migration.
More often than not, we put so much effort into the words we want to say that we fail to give them any real thought and, therefore, what is said is completely baseless. This was why I studied the word “migration” and its origins both explicitly and generally because despite its straightforward definition, individuals continue to use it incorrectly and associate it with ideas it has no correlation to.
Exhibit A: At an alarming rate, the current US administration has implemented new immigration laws, some of which destroy decades-old initiatives that provided pathways to safety for those escaping persecution and conflict. The refugees, migrants, asylum seekers, their families, and communities are all directly impacted by these policies. However, there will also be a wide-ranging effect because the US sets an example that will probably lead other nations to abandon those escaping for their lives. Proclamation of "Alien Invasion," Border Sealing, and Prohibition of Asylum on US Territory.
The noun "aliens" is simply dehumanizing, and invasion is typically linked with dangerous behaviour and negative activities. However, as painfully unfortunate as this is, the Oxford English dictionary states that "emigrant" is a synonym for "alien." Naturally, these words shouldn't even be used together, yet here we are.
The representatives from the Migration Museum were truly intelligent women, and spending the day there as part of a History trip the following week, truly made me appreciate the various experiences and struggles that people have faced moving and being moved to different places. I only hope that the concept of migration itself will be better understood and accepted in our society.
Everyday Sexism March 2025.pptx
“Speaking Truth to Power”
Chief Counsel for UK's largest Media Group Discusses Politics, Law, Journalism and Life with Students
Nikki Schroeder, Chief Lawyer at Reach PLC, was an inspiring figure who motivated me and many other lecture attendees to pursue law, either by embarking on a legal career or by exploring the subject further to determine if it was the right fit.
Nikki Schoder started the lecture by explaining her life. Abandoned as a baby in a hospital and later adopted by a loving family, her journey from humble beginnings to becoming a chief lawyer, allowed us to really relate to her. Despite describing herself as an average student, Nikki's life took a transformative turn when a teacher recognized her potential and coached her to gain entry to Cambridge University. She explained to us she was initially hesitant, yet went in blind and since then she explained to us that she never regrets it. She emphasised that any door that opens up we should walk through, and if we don’t like the end result, we can always walk back out. We should always dive into opportunities.
Regarding the study of Law, Nikki emphasized that the field is diverse, encompassing numerous types. She stressed the importance of understanding the different areas of Law to determine which path fits most with your interests. Nikki also explained that while a direct degree in Law is one route, conversion courses also make it possible to become a lawyer. She strongly advocated for universities, an excellent environment to develop your interests.
Nikki further delved into the day-to-day of her legal career. She described the role of a lawyer as one that requires both great attention to detail and the ability to see the “big picture”. Her own experience in the profession was filled with challenge and enjoyment, which she encouraged us to seek out in our future careers. Moreover, she explained the tiered structure of law firms, classified as Gold, Silver, and Bronze—with Gold representing the most prestigious firms that demand long hours and high commitment. This discussion helped demystify the profession, offering a realistic glimpse into the dedication required at the highest levels of legal practice.
Overall, Nikki Schoder’s lecture was a compelling call to action. Her life story and professional insights not only demonstrated that success in law is attainable regardless of our backgrounds, but also inspired us to pursue our ambitions with determination and courage.
Paul Bindje, 12BC
Big Ideas Poster Spring 2025.pptxAutumn 2024
Famous TV Professor Delivers Christmas Lecture - How to Find Aliens!
This December, we were lucky enough to be joined by Professor Chris Lintott from Oxford University and presenter of BBC's The Sky at Night. Professor Lintott’s lecture was entitled How to Find Aliens. As the talk developed, he made it clear that finding aliens may not be the most accurate way to define it, and that we should think more broadly about different possible life ‘forms’ in our solar system! He shared fascinating details about the work that he and other astrophysicists across the world are researching, including sharing a new study about a potential planet discovered this week! We also learnt about some of the explorations taking place including data from Europa that is attempting to explore how far the ocean is below the ice surface, and that a telescope has picked up sound signals from the star, Proxima Centauri (approximately 4.25 light years away).
There were some brilliant questions from the captivated audience of SSLP students. These included: What is the importance of magnetic fields? What would happen when – or if - we find aliens? Where do the funds come from for space exploration? Having heard all that Professor Lintott had shared, a student was also led to ask the question: what if there are no aliens? However, this was followed up by the final question of the event that asked Professor Lintott if he thought that life forms in space would be discovered in space in our lifetimes, to which he shared a more hopeful response!
Please find an article below by Franklin Okpalanwolu, 12BC, inspired by this lecture:
Are We Alone?
The question of whether or not extra-terrestrial life is active in our universe is an intriguing one at that, and a heavily debated topic. Whilst there’s no definitive answer to this specific question, science has revealed a flurry of observations which suggests this possibility.
THE OBSERVABLE UNIVERSE
The universe is home to approximately 200 billion-2 trillion galaxies which all contain their own atmospheres, planetary systems as well as dierent compositions of elements that construct the planets. So far, scientists and astronomers have discovered over 5000 exoplanets, which are in the habitable zones of their stars, which have the potential to support life by potentially having liquid water, or is that what they actually consume?
THE THEORY OF EVOLUTION
The theory proposed by Charles Darwin, was formulated in 1859, in the book “On the Origin of Species”, primarily stating that organisms evolve over generations through the inheritance of physical and behavioural traits. As the fundamental theory as to how human life has evolved, this adaptation to the environment isn’t only a niche for this planet, but can apply as we extrapolate principles from Earth’s biology, allowing us to hypothesize their potential forms. As examples, planets with thicker atmospheres may stimulate the evolution of organisms that have the enzymes necessary to process these gases, or low-gravity environments leading to species having elongated bodies. On this planet, dierent species have evolved traits to solve issues lying in their habitats suggesting that alien evolution could potentially undergo the same thing. However, what if we narrow our senses and pay attention the life that could be on this planet?
EXTREMOPHILES AND OCTOPI
As life on this planet is quite varied in terms of genus and species, why can’t we take into consideration “foreign” life here, as some species have evolved to thrive in harsh environments, allowing us to take into consideration other species that could evolve in those same harsh environments, but on different planets? As well as strange organisms to take into consideration, octopi? Octopi, compared to any earthly organism, are often described as “alien” due to their unique physiology, allowing them to function as a model for alien life.
ARE THEY REAL? IF THEY ARE, IS THAT GOOD?
If extra-terrestrial life did exist, how do we know they’d want to cooperate with our policies, and what more, the state they could be in? What sort of technology could they possess? We don’t know whether they may be violent or have very advanced technology. “Aliens are alien. If they exist at all, we cannot assume they're like us.” Stephen Hawking The assumption that they are even human-shaped is even potentially absurd. There are way too many different possibilities and hypotheses to properly formulate whether or not they are real, but as the universe if infinite, there’s a high possibility that they do exist. However, there’s too little evidence that they do, but more observations are being discovered at a frequent basis.
Astrophysicist and Ex-St. Michael's Student Explains "Dark Matter"
We were absolutely delighted to welcome back St Michael's alumnus (class of 2018), Jed Young, to share his research on Dark Matter. Please find the thoughts of Noah Yonas (11SA) below:
Jed Young was an excellent presenter. He was able to provide an impressive first impression , through his many successes throughout his career as an astrophysicist. Young had structured his presentation clearly and effectively. The first half would be all about what dark matter is, and the next half was based on advice on how to spend your time effectively as we move towards university, then into the real world, as well as transferable skills we should work on.
The topic of Dark Matter itself is something quite confusing to grasp our knowledge on, and it is a hard topic for scientists to dig deeper into, as dark matter does not interact with light at all, essentially meaning that it is invisible to the human eye. Additionally, we can’t see dark matter through x-rays, radiation levels or any other instruments. This is different to something being very dark, like a black chair. The black chair absorbs a lot of the different colours on the spectrum, making it harder to see, unlike a bright red chair. However, dark matter does not absorb the light, nor does it reflect it. The only reason scientists believe dark matter exists is because of an unknown force that is allowing for the universe to expand, and for planets and galaxies to keep in place like a gravitational force. Jed Young had also shown us a table of all the energy in the universe and what percentage came from what. The table shows that 4.9% of mass-energy comes from ordinary matter such as protons and neutrons. 26.8% of mass-energy comes from dark matter and 68.3% comes from dark energy. Additionally, dark matter is expected to be making up 84.5% of the total matter in the universe. Just to summarise; scientists believe that dark matter makes up a large portion of the universe. We cannot see dark matter, and we do not have any tools to be able to see it. We only know of its existence through its effect on gravity.
Young had much enthusiasm for this topic and was open to as many questions as possible from us. He would make sure that we followed along with what he was talking about, as he attempted to make topics and ideas studied by top scientists into digestible, smaller pieces. Jed Young had also presented very useful tools and skills that we could use in these next few years. He had highly recommended EPQ’s and its importance, as it shows to employers that you were able to do your own research into topics that you are truly interested in.
Overall, Jed Young had presented a very interesting and meaningful presentation, that I would highly recommend for people to attend.
Noah Yonas, 11SA
Year 9 Recruited for Public Art and Geology Project
Digging Into Creativity: Where Rocks and Brushes Collide!
On the 28th of November, 9B took part in an Art and Geology workshop with award winning artist Gail Dickerson. Within this workshop 9B was given the opportunity to learn about the layers of earth from the local area through a certain type of art that only used samples from the shaft site in Chambers wharf. Some of these materials were millions of years old and the chalk that we used was over 100 million years old. Gail Dickerson worked with 9B in the designing of a geology, archeology and history interpretation panel to be installed on the embankment near fountain stairs or by the river near the former Chambers Wharf Tideway shaft site. During this workshop 9B was able to make their own artwork out of colour pigments extracted from rocks and soil from the Chambers Wharf site that Gail Dickerson herself collected from construction staff on site. This also included using clay, paints made from samples. These were all extracted from the Chambers Wharf tideway shaft.
Anuoluwa stated, “In the geology workshop I discovered that there are different approaches to creating art, and that it is not all about how beautiful of realistic the work is, but the meaning behind it is what makes it special and unique. Gail Dickensen was able to share her thoughtful pieces of work exploring the geology of London - it was an eye-opening experience, and I was able to see different meanings to art.”
We look forward to seeing the final boards in situ.
Oliver R, 9BC
Big Ideas Poster Autumn 2024.pptx
Advocacy and Criminal Law with King's Counsel
St Michael's 6th Form students were captivated by an extended workshop on criminal law led by renowned Barrister Catherine Collins KC. Not only were the students guided through the demands of the profession but were also able to strategise the presentation of two separate real life cases. Watch this space for the Mock Bar Trial competition 2024-25!
Summer 2024
Exploring Neurodiversity
Workshop with Year 7
We were delighted to welcome back Dr Chris Bailey from Sheffield Hallam University, to run a workshop on neurodiversity with Year 7 students. Dr Bailey is one of the leading researchers in neurodiversity and education in the UK and the students were thrilled to explore the workings of their own minds and to consider the variance in human perception and experience.
Enara AG, 7RU, shares her thoughts below:
I really enjoyed the workshop on neurodiversity and found it really thought-provoking. I feel that every time I learn something new about the different ways the brain can work, many new doors are opened for me to explore. For example, the fact that there is a difference between a physical disability to a mental disability - it amazes me how big the whole umbrella of it all is. Even though there are so many people inhabiting the earth, no one is the same as no one thinks the same thoughts or even has the same perspective on a situation, despite the similarities other people might think they have.
Changing Perspectives: Antisemitism and Film
Workshop with Year 9
Last week, my peers and I were fortunate enough to participate in an insightful workshop delivered by UK Jewish Film. It was focused on the idea of changing people’s perspectives on Jewish identity as well as promoting British values of tolerance through showcasing a series of unique films. The workshop was very informative, fostering an environment where we were exposed to the diversity of Jewish life. This allowed us to learn more about antisemitism and not only about how to recognise it but also how to challenge it.
One of the films we were shown was titled ‘Blewey’ and it was an animation which explored the life of a young, Black Jewish boy. Growing up, he would always feel like he didn’t belong in the Jewish community due to being surrounded by ideologies which only saw Jewish people as White and Eastern European. However, this idea was later challenged as Blewey began to realise that there were more people who were like him in the Jewish diaspora. This film not only highlighted the diversity among the Jewish community but also revealed and challenged one of the many misconceptions about Jewish identity: all Jews are White.
I really enjoyed this workshop and engaging with films detailing the complexity of Jewish life and identity. It also made me think about complexity of my own identity and sense of belonging in the UK. Ultimately, the workshop was very useful and informative, offering ways film can be used to highlight as well as to combat antisemitism, and it most definitely achieved its aim of changing perspectives.
Mirabel M, 9DA
World Famous Professor and Friend of St Michael's Visits Year 12 Again!
Professor William Doyle loves coming to St Michael's for stimulating intellectual sparring on the origins of the French Revolution and its varied legacies for the world today. As ever, the students were captivated by the opportunity to learn from and question one of the world's leading authorities on this period of History. Professor Doyle was also most pleased to show off his favourite mug whilst relaxing at home under an antique portrait of Louis XIV!
World Famous Art Historian and Friend of St Michael's visits Year 12 Again!
St Michael's was delighted to welcome celebrated author and art historian, Dr Ross King, back to St Michael's for a lecture on revolutionary art. Dr King was not only able to evaluate and analyse the role of public art in the collapse of the ancien regime but was also able to draw parallels with the politics and motifs of the 21st century. Dr King has now even managed to inspire some of our Year 12 students to apply for Art History degrees at Oxford and Cambridge!
From DNA to Depression
Exploring the genetics of mental health
St Michael’s Catholic College were overjoyed to welcome Dr Jacob Knyspel to the college for an informative lecture on the relations between mental health issues and genetics. As someone whose knowledge is unmatched in this field, he made sure to explain each point clearly and thoroughly. As a triple science student, I found it both interesting and helpful to be in a lecture that covered a topic that I was studying in detail, but also enjoyed the broadness that came with studying at university level. I particularly enjoyed the case study on the biggest twin study in the UK (Twins UK), which provides a real-life example of how the relatively low genetic variation and, therefore, high exchangeability of identical twins can be used to humanity’s advantage in order to find the causes of certain diseases. Another example used was the company '23 and Me', which had the interesting offer of telling you how likely you were to get a certain disease along with its ancestry test. With the exploration of this company, a great opportunity was capitalised on to bring up the arguments against genetic studies - in this case, that one may not enjoy the idea of finding out that one has a genetically higher likelihood of getting dementia. One more thing that really stood out to me was the use of an analogy at the end that perfectly summed up the relationship between mental health issues, and a person’s genotype. A person with a low genetic chance of getting depression has a close to empty jar. A person with a high chance would have a jar closer to full. The jar will fill up if the person goes through traumatic, disturbing, or stressful events. An overflowing jar shows depression. While some people may be born with empty jars, and some with near full jars, nobody is immune to depression, nor is anybody bound to it from birth, or condemned to it based on an experience.
Gbotemi O, 10DA
St Michael's Celebrates "All Are Welcome"!
St Michael's celebrated "All Are Welcome" in style during June, with a series of thought-provoking lectures from the London Jesuit Centre and the Westminster Pastoral Council. Please see the thoughts of Luiza L, 12DA, below:
As a part of the All Are Welcome celebrations at St Michael’s, many year 12 students attended a talk about transgender and liberation theology led by Dr Nicholete Burbach. The insight that she provided into transgender theology and the idea that all people - no matter their gender identification and orientation - are reflected in Jesus (and in God as a whole), really encapsulated the ideas that pride as well as diversity and inclusion hope to spread, especially in the religious context in which we see it as a Catholic school.
Celebrations also included an LGBTQ+ Karaoke session to a capacity crowd of students in the main hall.
all are welcome lectures Jun 24.pptxPoster - Genetics + Mental Health Lecture June 2024.pptxCopy of Copy of Big Ideas Poster Summer 24.pptxSpring 2024
Celebrated Civil Rights Campaigner, Arthur Torrington, visits St Michael’s
St Michael’s were delighted to welcome Arthur Torrington CBE to the college as part of our commemoration of the 75th anniversary of the arrival of the SS Empire Windrush in 1948. Arthur Torrington CBE is known for his substantial and tireless work researching, collecting, and archiving the histories of Caribbean people in Britain, and his work as Director and Co-Founder of the Windrush Foundation and Equiano Society. Arthur was particularly excited to hear about Ryan B’s publication of an article on ex-mayor of Southwark, Sam King (a good friend of Arthur’s) and Adrian N’s winning entry to the 2023 Black History Month Competition that also drew the attention of current Mayor of Southwark, Michael Situ. As a result of this work, Arthur wanted to come to St Michael’s and speak to our students directly. Ryan and Adrian conducted an incisive and thoughtful interview with Arthur in front of a packed audience in G18. This interview will be published in full in the 2024 edition of The St Michael’s Review. Stay tuned for a fascinating insight into Arthur’s life growing up in British Guiana and his arrival in the UK, his numerous accomplishments as a long standing Windrush champion, a youth leader and radio broadcaster during the 70s and 80s, and, of course, his ground-breaking work with Sam king. Arthur also expanded on his ongoing research and work as a Historian, focusing on the achievements of Black Britons such as Olaudah Equiano and Ignatius Sancho, and his international connections to commemorate special historic figures including a recent visit to Barbados to help establish a monument to the 1816 Bussa rebellion. Arthur also kindly gifted the college new publications of two books: the first a collection of Windrush generation poetry entitled ‘Tallawah’ (meaning strong, fearless and mighty), and the second a focus text on John Richards, one of the passengers on HMT Windrush. These signed copies are now in the 6th Form Library.
Exploring Neurodivergent Lived Experiences - Dr Chris Bailey Feb 2024.pdfNeurodiversity Academic visits St Michael’s: Identity and Difference
We were delighted to welcome Dr Chris Bailey, an expert in neurodiversity, from Sheffield Hallam University to the college to deliver a talk to students after school as part of the “Big Ideas” lecture series. Dr Bailey generously shared extensive details of his own research into neurodivergent lived experiences as well as examples from his own life. Dr Bailey travelled all the way from Yorkshire just to speak to our students following an invitation from Shania M (13 MA), who had independently studied his ground-breaking research into “Neurodivergent Literacies.” Dr Bailey says of his experience at the college:
“I'm not exaggerating when I say it was one of the best things I have ever done as an academic and it was a genuine honour to meet the students. They listened so intently, made amazing contributions and asked such nuanced and interesting questions - I was taken aback by their generosity to me - thank you! There is a wonderful, welcoming atmosphere in your college.” Dr Chris Bailey, Sheffield Hallam University
Please find Shania’s reflections on the lecture below:
“Having Dr. Bailey share his vast knowledge on the area of Neurodivergence gave me a hugely different perspective on some of the traits surrounding autism. His work on Neurodivergent Literacies, provided thorough explanations on how different neurodivergent people communicate in comparison to how neurotypical people. I am grateful that Dr Bailey was able to come to the college and share his experiences and spread greater awareness around neurodivergence. I found the most interesting aspect of the lecture the deconstruction ideas surrounding “special interests” in relation to autism and their reclassification as “ruling passions” instead. This perspective gave me a wider understanding of autism and helped to break down the stereotypes that are still in place around it today.” Shania M (13 MA)
A copy of Dr Bailey's lecture is available here:
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Poster - Neurodiversity Lecture Feb 2024.pptx
A History of Brixton and Tulse Hill Boys School
During St Michael’s Diversity Week, we were pleased to be presented with the History of Brixton by Robin Whitburn of UCL. The presentation opened with the background of key figures all having involvement with Tulse Hill Boys School, including Muhammad Ali, Linton Kwesi-Johnson, Paul Stephenson and Althea Jones LeCointe. Not far from the school in 1973 police arrested 3 young black men, one of which attended the school, Robin Sterling, on the premise of them fitting the description. All three were charged and sentenced in ‘74 to 3 years in prison. The same year Ali made an appearance at Tulse Hill for free and sparred a student in an unexpected spectacle. Black students from the school also marched for the release of the victims, resulting in the release of two boys the following year, and the final one after that. This allowed the Black community to become more vocal about excessive and violent policing. The Brixton community have a proud tradition of providing light in times of darkness. In the 70’s and 80’s, it was the home of the British Black Panther’s youth collective, and a base for the operations of the British Black Panther movement. The Brockwell 3 case was mirrored in that of Olive Morris, who was sexually harassed and taken into custody by the police at age 17 following an racially aggravated incident between the police and a Nigerian diplomat. Olive died in 1979 and essentially caused the formation of the Brixton Black Women’s group. The History of struggle and protest in Brixton carries on years past this, with, amongst other events, the Battle of Lewisham 1977 and the Brixton Riots and New Cross Fire of 1981, reaching a point today where Brixton is a beacon in London for Black struggle. I found this lecture both moving and empowering and it has encouraged me to conduct further research into local Black History. Looking forward to the next “Big Ideas” lecture series!
Gibson E, 13SA
St Michael’s Students Lead New Exhibition in National Migration Museum
The lecture from the Migration Museum was very interesting. They introduced us to many different museums (such as the Dog Collar Museum and the Pencil Museum), stating that there are over 2000 museums in London. I found it strange that pencils and dog collars got so much attention but migration stories did not. We learnt about the sort of work the museum, which is currently located in Lewisham Shopping Centre, does and why it is important to reflect upon our own migration stories. They also showed us different exhibitions from the museum (such as sections of the Berlin Wall). My favourite part was when we were able to give our own opinions because it made me think about the importance of our history in our lives. I’m really looking forward to researching my family’s history in the History Society on Tuesdays and having our stories exhibited in the museum later this year!
Maya B, 7SA
Autumn 2023
International Research Project Update!
Professor Arthur Chapman, Head of Department for Curriculum, Pedagogy and Assessment at UCL's Institute of Education delivers thanks and updates on his research project with St Michael's Year 8 and Year 9 students below. Early indications are that our students have made significant cognitive leaps during these History interventions and that their efforts will shape History teaching and learning internationally in the years to come!
Well done everbody!
Big Ideas Poster Summer 23.pptx2022
International Research Project at St Michael's
The History Department is delighted to announce that St Michael’s has been chosen to represent the nation taking part in ground-breaking research at UCL, University of London. This project will start in the autumn term with a focus on Key Stage 3 History curriculum. This work will also involve students and universities from The Netherlands and Germany in a pan-European study that will contribute to the development of History teaching globally in the years to come.
Congratulations everybody!
Mr Magnoff
Professor William Doyle Visits St Michael’s
We are delighted to have welcomed back Professor Doyle for his first in-person lecture at St Michael’s since 2020. Professor Doyle is the world’s greatest living authority on the History of The French Revolution one of the most important academics of the last half century. In memorial of American Independence Day on Tuesday 4th July, Doyle delivered a fascinating lecture on “The Desacralisation of the Monarchy and its role in the Collapse of Ancien Regime France.” This session will be of central importance to the Year 12 students in attendance as they complete their History coursework on The Origins of The French Revolution. Professor Doyle deliberately took the time to praise the St Michael’s for their engagement and questioning:
“It was a pleasure to be back at St Michael’s again yesterday. The students, as always, were a delight. The questioning was as tough as I’ve experienced all year! Salut et fraternite, as the French revolutionaries used to say..”
Mr Magnoff
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