All posts by Schools Liaison

A summer internship in Mauritius

On the blog this week, second year French and History student, Eleanor, talks about her internship in Mauritius!

This summer, I completed an internship on the beautiful island Mauritius – a wonderful melting pot of different languages and cultures. During Trinity term (the final term of the Oxford year), I, like many other students, was scrolling through Oxford’s careers website to find a meaningful way to spend my summer. At Oxford, we’re really lucky to have access to hundreds of summer internship opportunities, and a supportive careers service who want to help build your professional skills. I came across an advertisement for a children’s NGO, M-Kids Association, who were looking for Humanitarian Interns to come and help with the management of the charity. The advertisement specified that French-speakers were desirable, which also motivated me to apply. As a French student, I am always on the lookout for any chance to use and improve my language skills – especially in a non-European environment. Also having years of experience working with children and volunteering under my belt, I decided to apply. 

After receiving my offer, I contacted the Oxford careers service to discuss funding options. Flights, accommodation, travel to the airport…Mauritius was not going to be cheap. However, I am very fortunate to be a receiver of Oxford’s Crankstart scholarship – a bursary which awards up to £3,200 to low-income students for unpaid or poorly paid internships. Oxford’s generous funding made this internship possible, which I am deeply grateful for.

I was initially really worried about travelling so far. I’d never been out of Europe alone, so a long-haul flight with a layover felt daunting. To calm my nerves, I spoke to members of staff at the airport, and asked them for help with checking in my bags correctly, finding the departure lounges and finding my seats on the planes. They were all more than happy to help me, which made me feel a lot more comfortable.

The charity is located near Port Louis, the capital of the country. Upon my arrival, I was instantly struck by the use of different languages. Officially, three languages are spoken in Mauritius: Créole (the most widespread), French and English. Out of French and English, my colleagues and the children I worked with tended to be most comfortable in French. 

I was given my work tasks the day after arriving. I would be working with another Oxford intern to research the Mauritian curriculum and attainment levels to design a new programme of remedial classes for children in the local area. The other intern and I decided to focus on teaching maths and English, and we created engaging games to keep the children interested. We focussed on reinforcing the foundations of these subjects, such as common vocabulary in English and basic multiplication in maths. 

The first twelve weeks of our programme would be a trial period to assess whether our games were working well. This included ‘maths hopscotch’ and drawing pictures to match up with English words. I taught mainly in French, but also encouraged some of the older children to speak English. This meant that my lessons were often a Franglais mix!

Any language learner would find working in Mauritius absolutely fascinating. My colleagues at the charity taught me basic phrases in Créole, such as ‘Ki manyèr ?’, which means ‘how are you?’. Tracking the developments in Mauritian Créole from French (for example, the phrase ‘Ki manyèr’ has developed from the French phrase ‘de quelle manière ?’) made me fully appreciate just how complex language can be. Language is always changing, and the way that languages are used today has been formed through historical events, such as colonisation

One of the key projects of the association is their ‘Share a Meal’ programme, in which they give free, hot and healthy meals to local children from low-income households. I really enjoyed taking part in this programme, as I felt fully integrated into Mauritian culture. The adults and children all prayed and ate together, and we carried out the Sunnah practice of sitting down to eat. I felt really lucky to be part of such a welcoming community and enjoyed learning from the children about their religious practices.

All religions exist in harmony in Mauritius. I visited Hindu temples, cathedrals and mosques whilst there. The colleagues at the charity were primarily Muslim, but they were still excited to show us other important places of worship. I really admired the respect between religions and how this makes up such a bright and interesting culture.

The experiences I’ve described make up only a fraction of my time in Mauritius – participating in an MMA lesson in Créole, meeting the British High-Commissioner to Mauritius and travelling widely were also highlights. My time here was one I will never forget, and my understanding of and love for other languages and cultures has grown significantly.

Anthea Bell Prize for Young Translators

The 2025-26 edition of the Anthea Bell for Young Translators has commenced!

The Queen’s College Translation Exchange launched the Anthea Bell Prize for Young Translators in 2020. The competition is inspired by the life and work of the great translator Anthea Bell. It aims to promote language learning across the UK and to inspire creativity in the classroom. By providing teachers with the tools they need to bring translation to life, they hope to motivate more pupils to study modern foreign languages throughout their time at school and beyond.

The Anthea Bell Prize is free to enter and open to pupils aged 11-18 at all schools across the UK. The Prize currently offers French (into Welsh and English), German, Italian, Mandarin, Russian and Spanish.

The Translation Exchange wanted to make sure that this wasn’t a one-off event, but something that could be integrated into the year’s teaching. Before entering the competition, we invite you to prepare your students using their free teaching resources. Registered teachers receive teaching packs throughout the year, in the build up to the competition.

Register here to receive updates about the Prize, as well as access to free creative translation teaching resources.

The 2025-2026 Prize launched on 19 September 2025, in time for European Day of Languages (26 September) and International Translation Day (30 September). The 2025-2026 competition will run from 2 February to 27 March 2026. You can find the names of the 2024-2025 competition winners, runners-up and commendees here.

Information about the Anthea Bell Prize for Schools in Wales is also available in Welsh.

The Anthea Bell Prize left me wanting to delve further into the world of translation and the possibilities that come with it.

– Year 12 student participant, 2024 competition

Find more information and resources via the Translation Exchange website here.

FREE Christmas Lectures for Year 13s

The Langton Language Centre, based at Simon Langton Girls’ Grammar School in Canterbury, is running an exciting series of online lectures aimed at Year 13 languages students.

These are a great opportunity to get a taste of studying languages at university and see if it’s for you!

These lectures are taking place from 8th to 19th December and are completely free. All lectures will take place in the evening, either from 18:00-19:00 or 19:00-20:00.

The programme of lectures can be found here. Lectures cover varied topics, from the French Revolution to Japanese films.

Students need to sign up individually via this form with just their school name. No personal details required!

For safeguarding reasons, microphones and cameras will be muted but students and lecturers will be able to interact via the chat. 

Please email David Stalley (dstalley@langton.kent.sch.uk) with any questions.

GCHQ Christmas Challenge 2025

It’s back! Get ready to solve the latest GCHQ puzzles and brainteasers, as the Christmas Challenge returns on Wednesday 10 December!

Photo by Eyestetix Studio on Unsplash

The Christmas Challenge is designed by GCHQ’s own codebreakers to give your brain a festive workout. Packed with fiendish puzzles and brainteasers, the Challenge inspires school students aged 11-18 to think creatively, work together, and discover the skills they might need to become a spy.  

The puzzles aren’t meant to be solved alone – students will need to work together, each bringing their unique perspective to the challenge. At GCHQ, we believe the right mix of minds means we can solve seemingly impossible problems. 

Schools can sign up from now using the GCHQ Christmas Challenge sign up form.

Teachers who sign up early will get: 

  • Exclusive access to the challenge the day before the public launch 
  • Bonus lesson planning materials, to help their pupils prepare and learn more about GCHQ. 

The challenge goes live to the public on Wednesday 10 December.

Reckon you’ve got what it takes? 

The Oxford Linguist

Oxford’s first multilingual, digital student magazine

On the blog this week, current finalist Amélie tells us all about The Oxford Linguist – a very special student-led publication that showcases students’ creative writing and demonstrates the kinds of unique experiences that students can have whilst studying at Oxford/university.

Trinity (Summer) Term 2024 saw the launch of The Oxford Linguist, Oxford University’s first multilingual, digital student magazine. Dedicated to showcasing and celebrating the talent of foreign language speakers and learners across the University, it offers the unique opportunity for students to submit their work in any language — no translation required. In just four issues, the magazine has published more than 70 contributions in over 15 languages, ranging from French, Spanish, and German to Singlish, Welsh, and even Esperanto!

The Oxford Linguist was conceived with the aim of fostering a University-wide exchange among language enthusiasts. When I looked to publish my own French writing, I found that existing student magazines often, understandably, requested an English translation (a task ill-suited to poetry!). Therefore, myself and a group of fellow Modern Languages students got together in the Taylorian Common Room to sketch out an initial concept for a multilingual magazine. Then, thanks to a few posters, a dedicated website, and support from a couple of tutors, we assembled a team of 15 editors, and, a few weeks later, released our inaugural 80-page edition in June 2024.

Just over a year on, the editorial team has grown to around thirty members, now including dedicated Creative and Communications teams. The magazine has built a social media following of more than 800 and each issue attracts over 500 reads on average. We have also expanded into in-person events: last year students enjoyed a Multilingual Translation Workshop, a Multilingual Poetry Night, and, in February, a Valentine’s Day workshop exploring linguistic conceptualisations of love across cultures.

The Oxford Linguist’s reception has been overwhelmingly positive in its first year, revealing students’ remarkable enthusiasm for language learning and exploration of foreign culture. With the uptake of undergraduate Languages studies steadily on the decline, and courses now being scrapped altogether in some major universities, showing that young people’s passion for languages is ‘alive and kicking’ has never been more important.

We believe that interests such as these often arise before university, which is why the magazine is looking to engage younger students by opening up submissions to Sixth Formers. As of September 2025, we will be working with the Modern Languages Schools Liaison to incorporate The Oxford Linguist into the department’s Outreach efforts. The work of young linguists – including prize winners from previous Outreach competition initiatives, as well as independent submissions –  will be published alongside contributions from current Oxford students. We hope this will be an exciting opportunity for young students to indulge in their passion for languages outside of their curriculum, and engage with the University’s community of linguists, too!

To find out more about The Oxford Linguist, please consult our website. For those interested in finding out more or getting involved, please contact us at: hello.theoxfordlinguist@gmail.com.

– Amélie Chung

The challenges and excitement of year abroad preparation

This week’s blog post was written by third year French & Philosophy student, Laurence, who talks us through the process of preparing for the Modern Languages year abroad…

As I prepare for my year abroad, it is worth reflecting on some of the challenges (and opportunities) I have faced along the way. I set off for Brussels, Belgium in September for a communications and advocacy internship at an environmental NGO. Here I’ll detail some of the key steps I’ve had to take to make sure I’m year abroad ready. Of course, these will vary quite a bit from person-to-person, but I hope reading about my experience will be useful for those who would like a little bit more detail on what the year abroad could entail. I certainly wish I’d had this blog when I was in sixth form!

Sunset at Mont des Arts – Brussels, Belgium | Photo by Najib Samatar on Unsplash

1. Find an activity

      Many people choose to study on their year abroad (as I myself will do in a semester in Lyon from after Christmas). This is a fairly intuitive choice, insofar as we’re all students already and campus life offers a ready-made environment to make new friends and discover a new culture. Another popular option is to become a British Council language assistant in a school, and a third is to find an internship with a company based in a country that speaks your target language. It was the latter option that I decided to take for the first few months of my travels.

      Finding an internship is not easy and takes diligent research, often outside of traditional avenues. Don’t wait for something to fall into your lap: a careers advisor told me to message fourth year Oxford linguists on social media to ask about how they found their work experience. They were all more than happy to help me out by telling me about their own experiences, and it was through this method that I found my work placement in Belgium.

      2. Find somewhere to live

      A scary but exciting prospect! Brussels has a competitive housing market, so I had to get creative. Facebook groups are used by landlords and groups of friends to look for house shares (“colocations” in French, or “colocs” for short). I had several video tours of different properties and was eventually able to seal the deal in a house of 7 with other interns from Belgium, France, and Germany. In this search, my French was incredibly useful in communicating about potential rentals: I’ve certainly developed my housing-related vocabulary! There are English-speaking house shares as well, but they are generally harder to find. Being a French speaker despite being British definitely helped me stand out from the crowd as it impressed a fair few people.

      3. Visas…

      This really will vary from person to person depending on whether you have British citizenship, are an EU citizen, or hail from elsewhere. What is key is to get in the know about what documents you will need for your stay as soon as possible. In the case of Belgium and France, visa services are currently subcontracted to a third party company which manages every stage of the application. They can be a bit slow to reply, but you can contact them by email with specific questions. Don’t leave this till the last minute! If you are doing an internship, you may also need a work permit. It’s best to make your nationality clear to your employer quite early on, so that they can help you get together all the required documents.

      While the year abroad will feel a long way away at present, it can be interesting to get a behind-the-scenes look at some of the more logistical elements, as well as the dreamy travel snaps and new lingo learned. As you can probably tell, the year abroad will undoubtedly make you a better planner, a more fluent communicator, and if you play your cards right, a more employable future graduate!

      OXFORD GERMAN OLYMPIAD 2026

      The Oxford German Network have launched the 13th edition of its annual German Olympiad! The competition will run between now and March 2026 with winners being announced in the summer.

      This year’s topic is “Immer unterwegs – Mobilität und Reiselust“. 

      There are a variety of different challenges aimed at pupils in Years 5 and 6 all the way to Years 12 and 13. Some are for individuals to enter, others are aimed at groups. There is even a taster competition for pupils who have never studied German before! From creating maps and cartoons, to recording a podcast, there’s something for everyone!

      Take a look at the Olympiad website for further practical information and more details about the tasks.

      The closing date for all entries is Thursday 12 March 2026. Any questions can be directed to the Olympiad Coordinator, Eva, at: olympiad@mod-langs-ox.ac.uk

      We are looking forward to receiving lots of entries!

      GCHQ events and activities for schools

      Our friends at GCHQ have lots of exciting events and activities planned for schools over the next couple of months… more details below!

      GCHQ Language Outreach Virtual Session

      Date: Tuesday 21 October, 10:30-11:30

      Registration link: GCHQ Virtual Language Outreach Autumn 2025: Session dates and times

      Description: Aimed at Year 9 students, during these one-hour sessions pupils will hear about the importance of languages, GCHQ, and the work our Language Analysts do, and will be given the opportunity to ask questions. They will then move on to a scenario challenge in a language they are currently studying (French, German or Spanish).

      GCHQ National Language Competition

      Date: 17-21 November 2025

      Registration link: The GCHQ National Language Competition – GCHQ.GOV.UK

      Description: We are pleased to announce the National Language Competition (NLC) will be returning in November this year. The NLC is open to Year 9 [England/Wales] / Year 10 [Northern Ireland] / S2 [Scotland] students, competing in teams of up to four. There is no maximum number of team entries per school. The NLC challenges vary in difficulty, require no prior language knowledge, and are worth varying amounts of points. We have an exciting new interactive format for your students to take on this year as well.

      You can read all about the NLC 2024 winners visit to GCHQ Cheltenham on the GCHQ website.

      ****

      Questions about both opportunities should be directed to languageoutreach@gchq.gov.uk.

      SPANISH FLASH FICTION 2025: THE HIGHLY COMMENDED ENTRIES (Y12-13)

      Following the publication of the winning and runner up entries, we are excited to present the highly commended entries for the Year 12-13 category of this year’s Spanish Flash Fiction competition!

      A huge well done to all of our highly commended entrants!

      ****

      El tren estremeció, y un trozo de pintura se desprende del muro; cae lentamente, revelando una capa más antigua, pintada hace años por empresarios entusiastas. Un hombre cruza el andén y pisa el fragmento. Se deshace al instante, dejando solo polvo y una mancha desnuda. Otro tren pasa rápidamente, desprendiendo más. Pronto, esta estación desaparecerá, y nadie recordará sus paredes blancas. Los ladrillos rojos resurgirán tras décadas para contar historias olvidadas, mientras la pintura blanca se desprende, capa por capa. Por ahora, un hombre camina hacia la salida, con un pedazo del pasado pegado a la suela de su zapato.

      – Heloise Morel, Year 12

      ¿Sabes como el cuerpo humano elimina los virus que nos matan?

      Con una fiebre.

      El cuerpo se calienta, lentamente matando, deformando y destruyendo los patógenos que nos afecta. El calor abrasador lo limpia de la basura tóxica y odiosa. Es el ultimo sistema desperado de defensa del cuerpo, y si no funciona, morimos.           

      ¿Y ahora te pregunto, porque nuestro planeta se calienta?

      – Mahi Sainani, Year 12

      Cuando los ábroles bailaron

      Ese día, conocí el sol. Debajo de las acacias que bordeaban el camino a mi escuela. El cielo bostezó, anunciando también que la guerra terminó. Los aplausos del pueblo cayeron en una comunión armónica con la canción del cálao decorado.

      “Tumeona mkono ya Bwana! Imba!Imba!” Cantaron…

      Corrí hacia Mama. Corrí a casa. Corriendo. Corriendo, sonriendo, orando y llorando  a través los muchos morados de los jacarandás; porque las explosiones ya no paralizaron mis extremidades. Ese fue el día –

      Ese será el día que el viento ordenará a los ábroles bailar.

      – Melissa Muthama, Year 12

      La Búsqueda (The Search)

      Buscamos respuestas en un mar insondable de palabras. Cada interrogante nos hunde más, pero seguimos avanzando, anhelando algo que ni siquiera sabemos nombrar. “A mal tiempo, buena cara,” me enseñó mi abuela, y ahora lo comprendo. La fe es como un río que nunca para de fluir, siempre presente, inquebrantable, un faro de luz en medio de la tormenta. Es la estructura que nunca cae, la esperanza que ilumina el alma. En ella encontramos la verdadera alegría, una alegría que otros anhelan, pero que solo la fe puede otorgar.

      – Monica Singh, Year 12

      Gato de la Tempestad

      Se dice que eres bendito si lo has conocido. Todos oyen hablar de él, sienten su cola de viento gélido, ven su pelaje de nubes tupidas. Cuando llega la tempestad, llega la mirada dorada del gato. La luna se parte en dos. Dos ojos te contemplan. Parpadean una vez. Despacio, lánguidamente. La niebla que te rodea estrecha su abrazo y sientes cómo el aire húmedo se convierte en suave pelaje. Sin aviso, el cielo se llena de luz blanco, rociando como azúcar derramado sobre una encimera. Rayos! No te das cuenta de que se va hasta que es demasiado tarde.

      – Thea Spackman, Year 12

      El mundo ha sido infectado con una extraña enfermedad, una plaga que nos ha adormecido a todos. Nuestros oídos permanecen, pero son sordos a los gritos de los que sufren. No oímos más que el ruido de nuestra indiferencia. Nuestros ojos existen, pero son ciegos a la agonía grabada en las calles. Nuestros corazones laten, pero han olvidado cómo sentirse. La esperanza se marchita bajo la sombra de la apatía. Sin embargo, en medio del silencio, se eleva una voz – desafía a los sordos a escuchar, a los ciegos a mirar y a los desalmados a sentir una vez más.

      – Yuet Ching Gabrielle Kam, Year12

      Reflejo

      A la niña se le cae el peluche. Lo recojo meticulosamente, concienzuda de que lo que para mí es un muñeco banal, impasible, para ella es un confidente sin igual. Al acercarle el amiguito, nuestros dedos se entrelazan, y observo cómo acaricia el pelaje del animalejo, irreconocible de tantos mimos, concediendo libremente el cariño que aprendí a mantener bajo llave. Me ofrece un gesto de oreja a oreja, y me avergüenzo al devolver una mueca mecánica, ensayada. Pero por un segundo, viendo mis ojos vacíos de preocupación alguna, se me escapa una sonrisa que aprendí a contener cuando era niña.

      – Samiah Iqbal Kausar, Year 12

      La muerte es una cosa intangible, 

      la tuya incluso más incomprehensible. 

      En los pasillos de un convento francés, 

      me imagino por un momento que puedo oír 

      tu risa,

      esta alegría infecciosa que tenés— 

      pero cuando volteo veo solo 

      el viento, 

                                          una cortina blanca que susurra,

      me doy cuenta de que tenés es 

      tenías.

      Tu sonrisa es una cosa de fantasías 

      y tus pasos solo ecos, cosas que oigo 

      solo en los picos secos de Argentina, 

      los que mirabas con maravilla 

      cuando eras una chica; 

      ahora nada más que un fantasma 

      rondando las tumbas galeses, 

      una ausencia que nada explica.

      – Luke Roberts, Year 13

      La Matasteis
      Quiero volver a casa, pero no existe. Me la quitaron, me sacaron mientras se empujaban hacia adentro. Ahora soy fantasma, floto fuera de mi cuerpo. Sigo encadenada a la Tierra; sus manos son raíces que envuelven los tobillos y me arrastran bajo el magma. Quemaron mi piel. Me hicieron negra, lo hicieron porque era negra. Además yo era mujer.
      Fue por eso también. Traté de gritar; tiraron de la cuerda roja de mi voz. Cuelga en el aire, sangrienta y magullada como el cuerpo que ya no es mi hogar. ¿Por qué me odian cuando sangro como ellos? Cuando sangré.

      – Gagani Katugampala, Year 12

      Palabras preciosas

      No sé qué escribir. Es como si mi mente fuera un guion de pensamientos constantes. Cada decisión que tomo, una voz al fondo, haciéndome dudar de mí misma.

      ¿Qué tal si no es lo suficiente creativo, si parece una tontería?

      ¿Cómo puedo elegir las palabras adecuadas, cuando hay tantas, como granos de arena, cada una única? La marea sigue subiendo para llevármelas, fuera de mi alcance.

      ¿Qué tal si simplemente no intentas buscar, por si las moscas?

      Pero el mundo es tan vasto; podría haber algunos diamantes, escondidos en alguna playa, esperando a que alguien los encuentre.

      Empiezo a escribir…

      – Amelie Pugsley, Year 12

      FRENCH FLASH FICTION 2025: THE HIGHLY COMMENDED ENTRIES (Y12-13)

      Following the publication of the winning and runner up entries, we are excited to present the highly commended entries for the Year 12-13 categories of this year’s French Flash Fiction competition!

      A huge well done to all of our highly commended entrants!

      ****

      La bise

      La panique fleurit dans mon estomac. J’essayais désespérément de me souvenir de ce que Madame avait dit ; il fallait que je paraisse français. Était-ce la gauche ou la droite d’abord ? Deux, trois ou quatre ? Je frappai à la porte, chaque bruit sourd étant un glas qui exacerbait ma peur.
      « Bonjour ! Il était tout ensoleillé et souriant. J’ai respiré, soulagée, et je me suis penchée, tout irait bien enfin…
      Un silence vide. Un rire gênant. Il a tendu la main. Oh, mon Dieu. La France et ses salutations incompréhensibles. La bise n’est pas une blague.

      – Sofia McAllister, Year 12

      Le petit fifre

      L’oiseau regarde d’en haut, il s’envole au-dessus des troupes en marche. L’armée sur le terrain défile en cadence, chaque pas avec le battement d’un tambour. Le petit fifre joue en tête de la bande, l’esprit fixé sur ses doigts. Son rythme agile erre à travers la foule, soulevant la botte de chaque soldat un peu plus haut. Le petit fifre heurte une pierre, sa jambe se dérobe et son fifre échappe à son emprise – mais la mélodie du fifre sautille encore dans l’air. Elle sonne aux oreilles des soldats et danse vers le haut pour rejoindre l’oiseau en vol.

      – Dominica Kay-Shuttleworth, Year 12

      Dans les ruelles sinueuses de Montreval, une brume spectrale s’élevait, tissant des filaments d’ombre entre les pavés moussus. Léandre, un antiquaire aux mains tâchées d’encre, découvrit un grimoire scellé d’un sceau d’obsidienne. Intrigué, il brisa le cachet d’un geste fébrile.

       À peine eut-il murmuré les premières lignes que la pièce se métamorphosa : les murs suintèrent un encre abyssale, et une silhouette éthérée s’extirpa des pages, murmurant des secrets interdits. Trop tard. Le livre ne contenait pas un savoir ancien, mais une malédiction séculaire. Un cri déchira la nuit, et Montreval sombra dans l’oubli.

      – Eddie Henderson, Year 12

      Les derniers moments à la mort d’un cygne

      La harpe étincelante m’entoure, la mélodie du violoncelle tournoyant par-dessus ma peau comme de l’eau, alors que mes bras tourbillonnent en haut, en bas. Une arabesque. J’imagine que la musique soit la seule chose qui me soutient, qui permet à mon cœur de continuer. Je baisse la tête, et-

      ‘Excusez-moi Madame, il ne faut pas être ici.’

      Je lève les yeux. Je vois la salle de concert vacante, les chaises poussiéreuses. Toute-seule. Mes derniers souffles résonnent sous forme de la mélodie ; la mort de mon cygne.

      ‘Pardon’, je réponds, ‘j’ai dû me perdre.’

      – Eva Saunders, Year 12

      Je me souviens d’être assis devant le grand écran, me cachant de ma mère quand j’étais enfant. Et comment je me faufilais dans le cinéma avec les quelques francs que je pouvais rassembler chez nous, glissant devant le guichet comme une ombre. La lumière vacillait sur nos visages juvéniles tandis que la voix d’Arletty résonnait dans nos têtes, tissant des rêves d’un monde au-delà de la guerre. Dans ces salles obscures, nous oublions les rations, les couvre-feux, la peur. C’était notre rébellion. Un acte de défi contre le chaos de la guerre, un moment de magie volée dans un monde brisé.

      – Preona Mohan, Year 12

      L’Océan en Moi

      Les chirurgiens m’ont ouverte.
      Pas de cœur. Pas de poumons. Seulement un océan. Les vagues se brisaient contre mes côtes, un phare clignotait près de ma colonne vertébrale. Un navire voguait entre mes veines.
      « Elle n’est… pas humaine », murmura l’un d’eux.
      Je me suis redressée, les points de suture défaits. La marée montait, déversant de l’eau salée sur le sol.
      « Je vous l’avais dit », ai-je dit, d’une voix résonnant comme une tempête. « Je n’étais pas faite pour ce monde. »
      Puis le courant m’entraîna, au-delà des os, au-delà du souffle, jusqu’à ce que je me dissolve dans les vagues.
      Le navire a poursuivi sa route.

      – Gia Namoa, Year 12

      Jardins crépusculaires, jardins qui rêvent…

      jardins où l’espoir me grimpe à la gorge,

      ta pommette un sacrilège peint en

      lilas aqueux dans la lumière déclinante

      du jour mourant; jardins de chaleur

      essoufflé et tremblant.

      Les étoiles s’affaissent dans

      le ciel cobalt, elles détournent les yeux

      de ce moment qu’elles ont vu avant,

      ce moment où ta main pèse entre nous

      comme une chose morte, tes os étranges

      et spectrales dans les reflections pâles

      des platanes; ce moment où je pense

      que tu vas m’embrasser, 

      que tu vas dire les mots

      que tu ne diras jamais.

      – Luke Roberts, Year 13

      La Notre Dame

      Je vous tois, les meufs et les keums, ils me regardent tous. Ce matin, Paris a le cafard, ça se voit. Elle attend son keum qui lui a posé un lapin – quel dommage. Elle se creuse la tête, elle semble vénère: “Suis-j’ouf ou est-il chelou?” Quand on parle du loup, on ne voit la queue. Un mec apparait, il porte un bouquet. Elle est si heureuse qu’elle a presque tombé dans les pommes. J’en ai vu des cœurs d’artichaut et ces événements font toujours chaud aux pierres.

      – Amelia Richardson, Year 12

      Je la cherche dans les souvenirs, dans les vieux albums qui se cachent, capturés par la poussière.
      Je la vois dans les gens que je rencontre, et quand je vois la femme devant moi, je me souviens de l’infirmière distante qui tenait ma petite main fragile dans la sienne et qui m’emmenait chez nous.
      Elle était une femme forte avec un cœur faible et en difficulté, mais elle a aidé des centaines de nécessiteux, juste pour que, pendant la dernière scène de sa vie bleue, ils disent qu’ils ne pouvaient pas l’aider.
      Son cœur empoisonné, son corps fatigué, ses cheveux dorés qui tombent—tout disparu.
      Et pourtant, je la cherche.

      – Andreea-Denisa Taranu, Year 12

      Jouant ses gammes

      Initialement, ses gammes sont ternes, plates; ses doigts, raides et rigides. Bien qu’elle lutte pour les contrôler, ils accomplissent leurs mutineries mesquines. Les notes ricochent sur les murs. Le métronome marche sans cesse. Après mille et un tics et encore plus d’erreurs, elle commence à se perdre dans la monotonie apaisante de frapper les touches encore et encore.

      Do majeur, un collier éclatant de perles, comme le sourire qu’elle montre le monde. Fa♯ mineur, legato, tombant délicatement comme les larmes qu’elle ne versera pas. En les jouant, elle ressent un plaisir simple. Une gamme, au moins, est facile à fixer.

      – Annabelle Lavin, Year 12