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A seven-strong team from Harrisons’ House won a Year 9 careers competition with their carefully thought-through design for a ‘smart’ water bottle that would use UV light to kill bacteria, viruses and fungi.

Team 4’s Water UVC bottle could thus benefit many millions across the developing world without access to safe drinking water, the boys explained in their richly illustrated, 31-page PowerPoint presentation. They even included an option for the UV lamp to be solar-powered to make the bottle viable for people who could not afford mains electricity.

The aim of the activity was to encourage boys both to develop their entrepreneurial skills and to make use of Science, Mathematics and Technology as they prepare to make their subject option choices.

The teams were given a choice of four briefs to work on, with Team 4 choosing the fourth  – “design and make a ‘smart’ water bottle that has at least one other function”.

Making the announcement that Team 4 had won, Assistant Head (Pupil Progress) Sarah Westcott said: “During last term’s lockdown, our usual face-to-face careers activities for Year 9 in this important period of their School careers had to be reimagined. We amended our plans so that boys could work from home, while still developing important work-related skills such as creativity, teamwork, independence and the ability to communicate their ideas.”

Dr Westcott judged the entries together with Head of Year 9 Sean Kelly, who is a Technology teacher.

“Both Mr Kelly and I loved the creativity and simplicity behind the winning design: all members of the team worked equally to realise the design brief and develop the marketing materials – which included a website!”

The boys’ PowerPoint presentation featured hand-drawn illustrations, as well as photography and computer graphics.

After an introduction, the presentation set out the whole process of turning the stainless steel bottle into a mass-produced product, with major sections entitled Design and Creativity, Manufacturing, Marketing and Pecuniary Matters (finance).

• Team 4 comprised: Shivam Vyas; Rohan Varia; Jenarth Thavapalan; Manthan Thakkar; Shrey Tater; Abyan Shah and Shreyaas Sandeep.

QE’s University Convention may have gone online this year because of Covid-19, but the alumni still turned out in numbers to support current Year 12 boys.

Well over 50 Old Elizabethans – mostly those who left the School last summer – took part in the video convention for Year 12 pupils considering their university options.

With 19 sessions on 14 subjects delivered over seven days, the virtual event was a major organisational and technological feat.

Michael Feven, Assistant Head (Pupil Development) said: “We were determined to ensure that the current Year 12 did not miss out on opportunities and I am tremendously grateful to our former pupils who supported us. Their participation means that the University Convention was this year once again one of the biggest examples of alumni participation at the School.

“The event allowed boys to find out more about quite a wide range of university options and, of course, to discover how our alumni’s university student experiences have been affected by Covid. All Year 12 boys were free to drop in as they chose, and the sessions proved popular, provoking plenty of discussion afterwards.”

In normal years, OEs visit the School together for the convention, which therefore also becomes a reunion for them after their first two terms at university.

This year, however, their contributions were given on Zoom in a series of lunchtime sessions over the seven days.

The alumni spoke on 14 subjects in the first four days, from Architecture to Computer Science, Law to Medicine & Dentistry, and from Geography to Languages.

The final three days involved sessions structured around topics such as the year spent in industry during Engineering degrees and the different types of universities available, with sessions including Campus vs City, Oxbridge, International and London.

To ensure full coverage of the planned topics, the first-year alumni were joined by a number of OEs from earlier years , such as Nik Ward (2003–2010) and Danny Martin (2010–2017) speaking on studying Architecture, and Rhys Bowden (1996–2003) and Simon Purdy (2009–2016) on Music.

Year 12 pupils have thrown themselves into work experience placements this term, determined not to allow coronavirus restrictions to rob them of valuable opportunities.

Many boys have completed placements during the half-term holiday and since – either in the workplace or as virtual placements online – often building on previous work experience undertaken during the summer holidays.

The Year 12 boys have also taken advantage of special career-related programmes, such as the EtonX Critical Thinking course, one of the programme of online self-study courses currently being offered free of charge to state schools by Eton College and the cyber security courses devised by the Government’s National Cyber Security Centre (NCSC).

Head of Year Simon Walker said: “Many of the placements that our Year 12 students worked hard to organise in the previous academic year had to be cancelled due to the lockdown; online work experience has therefore been an important alternative means of enabling them to develop their understanding of workplaces and workplace skills.

“Students have often had to show perseverance and resilience in order to organise and undertake work experience placements successfully – so the process itself has also been valuable, as it has helped students to develop vital soft skills.

“We are grateful to a number of organisations who, during the first lockdown and since, swiftly developed online versions of, or alternatives to, the in-person work experience programmes they usually run or facilitate – organisations like Young Professionals, S4S [Speakers for Schools] and InvestIN have not only equipped many of our students with valuable knowledge and skills, but have also given a boost to their morale at an especially welcome time.”

Mark Markov was among a number of Year 12 boys who had placements in the medical sphere: he spent four days of his half-term break on virtual work experience with the William Harvey Research Institute (pictured top), partnered with Barts Hospital, and was one of around approximately 20 other sixth-formers selected from over 200 applicants.

“It was an eye-opening experience into the careers which follow on from a study of biomedical sciences in the world of clinical research, with talks from distinguished professors, consultants and PhD students about their career journey and motivations. These included internationally recognised expert in nephrology Prof Magdi Yaqoob, senior lecturer and consultant cardiologist Dr Vikas Kapil, and Dr Shafaq Sikandar, performing postdoctoral research into neuropharmacology – to name just a few.”

On other days, he was part of smaller groups learning about laboratory skills and mechanisms from a researcher at the institute. “The interactive nature of this made it some of the most enlightening laboratory work experience I have done,” said Mark. The picture here shows a slide used to explain the theory behind some of the laboratory work.

On the third day of the work experience, he was individually responsible for questioning and preparing a real clinical trials candidate, including taking a medical and personal history. “This was an extraordinary experience, and … taught me a lot about bedside manner, patient confidentiality, and proper conversation in a medical setting.”

He heard talks from current PhD students and more senior researchers on their work and on new medical tools that are currently being adopted nationally. “These specialist talks also allowed me to affirm the theoretical knowledge I will need to progress in my studies past my A-Levels.”

Siddhant Kansal spent a weekend on a placement with InvestIN, a London-based organisation aiming to provide young people with an experience of some of the world’s most competitive industries.

“We received talks from experts in their fields who told us about the different types of Medicine, the different postgraduate degrees available and how to get into universities to study Medicine. Digitally, we were led through a series of computer simulations of different dilemmas encountered in the medical field, as well as what to do when we first approach a patient. We also had the chance to do some group discussions on the ethical concerns in Medicine, such as legalisation of recreational drugs which may have unexplored medical benefits.

“I enjoyed the weekend, as it was a fully immersive experience, despite the fact that it was done over Zoom. The people delivering the talks were also all highly qualified and accomplished doctors and professors in their fields, and so it was great to see where each career path could take you.”

Angath Makan physically attended his work experience during the half-term holiday at a GP’s surgery. “This was allowed as we weren’t in quarantine,” he said. He shadowed both the doctor and a nurse, watching the nurse complete blood tests and syringing patients’ ears. “I also watched the GP take calls and also saw how a GP worked and how they interacted with patients.”

Angath also undertook some online career training. This was in a very different field – the NCSC’s CyberFirst Futures course, which introduces participants to advanced practical features of cyber security by developing their understanding of cyber-attacks through exploring the reasoning and motivation of common attacks. By completing the course successfully, Angath earned an accreditation with the Scottish Qualifications Authority.

“I just found it interesting and wanted to see what a computer job would look like,” said Angath. “We would join a Zoom call every day and go through PowerPoints and small tests and quizzes.”

While coronavirus restrictions have forced the cancellation of the School’s normal Year 11 Careers Convention, QE has ensured boys do not miss out in this challenging time by giving them opportunities to join a series of internal and external special events.

The centrepiece of the careers programme was a day-long virtual convention for Year 11 in their form groups, with six video sessions featuring speakers on topics ranging from entrepreneurship to cyber-technology.

Assistant Head (Pupil Progress) Sarah Westcott said: “We tried to replicate the experience students usually get at the Careers Convention, where they meet representatives of different professions one to one, albeit this year it had to be done virtually. The aim was for them to hear not only about the sectors these professionals work in, but also about the challenges faced by young people entering the work place and the need to be flexible in terms of outlook and skills.

“It is important that QE students take the opportunity to develop their personal attributes as well as their academic ones in order to be as attractive to employers as possible. The Covid crisis has highlighted the fragile nature of some employment sectors, and it is important we equip our students with all the skills they will need in the future,” added Dr Westcott.

Organisations represented during the day included Google, KPMG, Cass Business School and Rakuten, the electronic commerce and online retailing company. The speaker for the final session, on engineering, was Old Elizabethan Karan Dewnani (2006–2013), who has enjoyed a successful career as a civil engineer after graduating with a Master’s degree in Civil and Structural Engineering from Sheffield in 2017. Karan, who is pictured, top, on the big screen, recently took up a post with global professional services consultancy, WSP.

Reflecting on all the sessions afterwards, Dr Westcott said: “The overwhelming take-home message from all of our speakers has been: ‘Do what you love, and a fulfilling career will follow!’”

The virtual convention was preceded by another careers event for Year 11 – a virtual assembly given by ASK (the Apprenticeship Support and Knowledge for Schools and Colleges programme), a Government-supported body whose focus is promoting alternative routes to degrees through work.

These programmes mean a student gets a degree paid for by an employer, on-the-job experience and a boost to their career from the moment they finish their A-levels.

“The aim of the virtual assembly was to demystify what an ‘apprenticeship’ is and explain to the boys how they can access on-the-job degree programmes with a diverse range of companies and organisations, such as PWC, EY, the NHS, Ministry of Defence, BBC, BAE, Army, Cisco and KPMG,” said Dr Westcott.

There was also a special careers initiative offered to a limited number of sixth-formers, which began with a Careers Accelerator virtual assembly fed into all the Year 12 classrooms using Zoom. Career Accelerator was established in 2017 by social entrepreneur Mayur Gupta, who says: “My goal is to help shape a world where hard-working young people from diverse backgrounds are empowered to realise their full potential and become the future leaders of society.”

Dr Westcott said: “This is a mentoring initiative for Year 12 students with companies from across the digital sector – a brilliant opportunity to expose them to professions they may not have considered within the digital sector and get work experience in companies such as Google, Vodafone, Just Eat, Cisco and LinkedIn, alongside exciting tech start-ups. They will also benefit from advice on CVs, interviews and networking. The programme aims to level the playing field, opening up such careers to young people from all walks of life.”

Following the assembly, boys completed competitive applications to secure one of around 20 places available to QE on the programme in the Spring Term.

Those who successfully secure places will take part in at least three one-hour virtual mentoring sessions to help them prepare for their future careers.

With coronavirus restrictions precluding a repeat of last year’s inaugural University Mock Interview Evening at the School, QE’s old boys and supporters have instead been turning out in force online to make sure current pupils don’t miss out.

Using the School’s QE Connect social media platform, Assistant Head (Pupil Development) Michael Feven paired up Year 13 boys with Old Elizabethans happy to conduct virtual interviews via Zoom and Skype.

“Whilst we are disappointed not to be able to hold our Mock Interview Evening in person this year, the value of these interviews in supporting boys with their university applications cannot be overstated,” said Mr Feven.

The Autumn Term is a busy time for Year 13 boys, with UCAS applications due in, university admissions tests taking place for Oxbridge places and for degree subjects such as Law and Medicine, and with Oxbridge interviews being held in the run-up to Christmas. Mock interviews constitute an important element of the detailed programme of support that the School provides to help senior pupils secure places on the best courses and at leading universities.

OEs have been helping out sixth-formers with interview practice for many years, but last year’s dedicated mock interview evening at the School, which was attended by nearly 40 alumni and supporters of QE, was the first of its kind. This year, dozens of online-only mock interviews are instead being held; they continue throughout November.

Among those paired together for the mock interviews were Zac Howlett-Davies (OE 2006–2013, pictured) and Year 13’s Zeke Essex, who is applying to read Modern Languages at Corpus Christi, Cambridge. Zac, who read Modern Languages at Durham, uses his French and German on a daily basis in his role in European copyright licensing for printed music publisher Hal Leonard Europe.

“Mr Howlett-Davies gave excellent feedback based on his own experiences and it was great practice before the real thing. He was very knowledgeable and was very easy to have a conversation with,” said Zeke.

Sai Bodanapu, who is among QE’s aspiring medics, pointed out that the specific benefit of meeting his interviewer via Zoom in this pandemic year: “My mock interview helped me as it gave an actual representation of how online interviews will take place.” Sai was interviewed by Andleeb Ahmed, who is an NHS GP and mentor; her son, Fozy Ahmed, who left QE this year, is studying Medicine at Gonville & Caius, Cambridge.

“I am hugely grateful to the longstanding support from our Old Elizabethan community and from other Friends of the School who each year so generously give up their time to support our Year 13 students in this way,” Mr Feven added.

Year 9 pupils not only found out about careers in STEM and had lots of fun on a special three-day course, but also gained a new qualification, too.

All five boys who attended the Engineering Development Trust’s Routes into STEM (Science, Technology, Engineering and Mathematics) course in London, prior to social distancing measures, qualified as EDT Bronze Industrial Cadets.

Assistant Head Sarah Westcott said: “This was a valuable opportunity for these boys to discover the breadth of STEM careers open to high-calibre candidates and to find out about pathways such as apprenticeships. The organisers successfully inspired them and made it an enjoyable experience by devoting time to some exciting and creative aspects of STEM.”

The five boys were: Aadi Goel; Ajand Sasikumar; Laksh Sharma; Paras Mehrotra and Pranav Jayakumar.

Over the three days, they attended sessions which included computer science activities, a presentation skills workshop and groups looking at film-making, coding and forensic science.

The Engineering Development Trust, a national charity with more than 30 years’ experience, offers young people learning experiences in STEM-related careers. Its Industrial Cadets framework, with levels from Challenger up to Platinum, allows participants to demonstrate experience and progress in STEM activities.

After the course, the boys produced short reviews of the three days.

Paras wrote: “Overall I found this course to be a very enjoyable experience, as it was a perfect balance between learning and having fun, which was evident in all three days. For example, on the first day at New City College [in Tower Hamlets], we practised drawing on Photoshop and also learnt how to do HTML coding.

“Moreover, on the second day we played many VR games, but also learnt how to make them, teaching me that there is a creative side to STEM jobs. One key thing which I learnt was the variety of jobs that come under STEM, such as the many career options within engineering, including mechanical and software engineering, inspiring me to be open… the possibilities are endless.”

Pranav likewise found that the course gave him fresh insight into the many options available to him. These included apprenticeships: he confessed to not having previously considered these because his understanding of them had been “blurred”.

“The course helped me comprehend the wide range of jobs just in one sector,” he said, adding that it had been a “fantastic experience” which he would highly recommend to others.

Similarly, Aadi acclaimed the course as “an extremely fun experience”, praising the wide variety of activities in which he was able to participate. “My favourite one was the virtual reality experience and the game-coding using the Unreal game engine, because it was fun and also interesting to see the level of work that goes into designing the games we play regularly. Another interesting activity was learning how forensic science works and the different techniques that police officers use, such as heating water and superglue to show any residual fingerprints.”

Aadi particularly appreciated the information and guidance on finding an appropriate apprenticeship.

“All in all, the Routes into STEM course is one that I would definitely recommend for others as it was an interesting and eye-opening experience,” he concluded.