All posts by Schools Liaison

Save the Date! Modern Languages Open Day

We’re delighted to announce that our annual Modern Languages Open Day will be taking place on Saturday 11th May, once again in the Examination Schools in Oxford city centre. Save the date! Mark it in your calendars!

The Examination Schools, Oxford
Modern Languages Open Day 2022
photo (c) John Cairns

Bookings are not yet open but you will be able to reserve your place soon via our open days webpage.

This event, which runs from 10.30am-4pm, is a fantastic opportunity for students who are interested in learning more about our language courses, or who are still considering their options, as this Open Day will cover ALL of our languages: French, German*, Spanish, Italian*, Russian*, Portuguese*, Modern Greek*, Czech*, and Polish*. Most of our Joint School degree subjects will also be represented at the event.

*All of these languages can be studied here at Oxford from beginners’ level. 

Modern Languages Open Day 2022
photo (c) John Cairns

Our Modern Languages Open Day is aimed primarily at Year 12 students and their parents/ guardians/ teachers, but Year 11 students who are starting to think about university study are equally welcome to attend. The Open Day will offer an overview of our Modern Languages courses and a general Q&A for prospective students in the morning, with individual language sessions and a parents’/guardians’/teachers’ Q&A session occurring in the afternoon.

You can view the provisional event programme here.

OXFORD GERMAN OLYMPIAD 2024

The Oxford German Network have launched the 12th edition of its annual Olympiad Competition! The competition will run between now and March 2024 with winners being announced in June.

2024 theme: Kafkaesque Kreatures

This year’s competition is all about animals – but from perspectives with a difference. The tasks take inspiration from the animal stories by Franz Kafka (1883-1924), who gave the German and English languages the word kafkaesk / Kafkaesque to describe a weird, disturbing experience. Imagine waking up one morning and finding you’ve turned into a beetle. Or that you’re an animal living in a burrow, worrying about your animal enemies up above. But the animal perspectives aren’t all about weirdness – Kafka was a vegetarian. And his story about the ape Rotpeter shows deep concerns about how humans treat animals.

The Competition Tasks

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 drawing and painting to writing stories and planning conferences, there’s something for everyone! Take a look at the Olympiad website for more details.

You should:

Please note:

  • All entries must be submitted via the online entry form
  • Each participant may only enter for one task within their age group as an individual entrant. We will only accept group entries (2-4 participants) for the “Open Competition for Groups” category. 
  • We require a consent form for under-13 participants. Click here to download the form.

Note to teachers: Teachers will be able to submit their students´ entries in bulk. Please contact olympiad@mod-langs.ox.ac.uk for instructions.

Further resources & information

Click here for some thoughts and ideas about this year’s tasks. You can also find the Kafka texts and creatures mentioned in the tasks here.

The closing date for all entries is Thursday, 7 March 2024 at 12 noon.

Results will be announced on the Oxford German Network website in June 2024. Winners will be contacted by e-mail.

Any questions? Please email the OGN Coordinator.

French A-level texts

During our Teachers’ Conference at the end of September, Professor Simon Kemp delivered a wonderful presentation about a common French A-level text, Joseph Joffo’s 1973 novel, Un sac de billes.

Prof. Simon Kemp presenting on Un sac de billes for our A-level Literature Circus session at our Teachers’ Conference in September 2023.

As well as looking at the symbolic imagery that the marbles provide in within the first few pages, and touching on themes of brotherly love and the cyclical nature of history, Simon highlighted a series of old blog posts about French A-level texts which we thought we would resurface and draw your attention to this week.

The series of articles all address a pertinent but perhaps unexpected question about common texts on the French A-level curricula.

If you have just started or are part way through your French A-level course, or if you just enjoy dabbling in French literature, then these articles will be perfect for you!

Have a read via the links below:

No et moi

Candide

L’étranger

Un sac de billes

If you’re hoping to apply to study French at university, reading these kinds of articles is a perfect way to kick-start your super-curricular exploration of the French language and culture! Why not read more about the themes addressed in the blog posts, or dip into one of the other texts that sound intriguing to you…

Report on our 2023 Teachers’ Conference

On Friday 29th September, the MML Schools Liaison team welcomed 53 MFL teachers from across the independent (33) and state (20) sectors to St Anne’s College for the Faculty’s annual two-day Language Teachers’ Conference. Although numbers were slightly lower than last year, our geographical reach was just as wide, with teachers joining us from all the way from Maidstone to Belfast! The event was also just as lively thanks to a newly re-jigged conference programme and some very enthusiastic delegates, who included academics and staff from across the Faculty.

Building Bridges Roundtable: Schools and Universities Working Together

After a welcome lunch, the main event kicked off with an impassioned and wide-ranging round-table discussion about the challenges and opportunities that currently exist in the world of language learning and teaching. This set the scene well, allowing us to focus the rest of the afternoon on the more positive developments and accounts surrounding language study at Oxford. Through various sessions, we highlighted the success of our beginners’ languages courses, heard from Lindsay Johns – successful writer and broadcaster – about how his French and Italian degree at Oxford had bolstered his personal and professional life, and indulged in a taster lecture on Spanish Golden Age theatre from Prof. Jonathan Thacker, Chair of the Faculty. This was all followed by a drinks reception and formal dinner, offering delegates the chance to network informally and socialise together.

Keynote speaker, writer and broadcaster Lindsay Johns, discussing his experiences of studying Modern Languages at Oxford and how his degree and language learning have shaped his personal and professional life.

Saturday’s programme focused on the practical with our annual A-level Literature Circus and Admissions sessions, both designed to support MFL teaching practices and enhance teachers’ specialist knowledge. The former invites academics in French, German, and Spanish to discuss the ways in which an area of language teaching can be used as a starting point for literary analysis in a selection of texts on the A Level syllabus. The latter provides an introduction to the Oxford application process as well as a mock interview with a current undergraduate.

A mock interview between Prof. Helen Swift and current French & Linguistics student, Amelie, for our Admissions 101 session.
Led by Dr Charlotte Ryland, our closing session “In the spotlight: Oxford outreach for Key Stage 3 learners” provided an insight into outreach projects occurring across the university which are supporting KS3 MFL
pupils.

The conference closed, very appropriately, with a presentation from Dr Charlotte Ryland which highlighted the exciting MFL outreach work that is currently occurring across Oxford for Key Stage 3 language learners; from the Queen’s Translation Exchange, to the Oxford German Network, to our very own schools liaison work here in the Faculty.

The feedback we have received about the conference organisation and content has been overwhelmingly positive. So far, 100% of respondents to our feedback form would recommend the conference to a colleague. One teacher from a non-selective state school in Hounslow commented:

I really enjoyed the conference – the programme was excellent and will provide invaluable material and ideas for lesson planning and promoting languages at school.

We are looking forward to acquiring more feedback over the coming weeks and collating any suggestions for next year’s event.

If you’re an MFL teacher who would be interested in attending next year’s conference, please send Nicola an email at schools.liaison@mod-langs.ox.ac.uk to be added to our mailing list.

SUPER-curricular resources

The Oxford application process can look very complicated at first. Unlike other universities, we collect a lot of different information about applicants so that our admissions tutors can make informed decisions about who will be best suited to our courses. We recommend that prospective applicants familiarise themselves with the Oxford admissions timeline and what each step entails – the earlier the better!

As our degrees are so competitive, one of the things that we get asked most often is how can I stand out against other applicants? The simple and honest answer is that in your personal statement and during your interview, our modern languages admissions tutors are most interested in reading/hearing about:

  • why prospective students love the subject(s) for which they are applying;
  • what it is that they find particularly engaging and exciting about the subject(s); and,
  • how they have furthered these interests through super-curricular activities.
What does ‘super-curricular’ mean?

‘Super-curricular’ activities are educational activities which go above and beyond the school curriculum to expand your knowledge and understanding of the subjects you are studying. This can be anything from podcasts, documentaries, trips to a museum, books, magazines, online programmes and more. 

If you’re not sure where to start, don’t panic! We recommend talking to your teachers or your school librarian about finding additional reading, but we’ve also included some resources below that might also be useful for furthering your interest in language and cultural studies.

Podcasts

  • Linguamania podcast
    Produced by researchers from Oxford University-led Creative Multilingualism, the series explores some fascinating perspectives on languages and language learning, asking: Do we really need human translators? Why do we use metaphors and what do they teach us about other languages and cultures? Can languages help protect the natural environment? And so much more… So stop what you’re doing and start exploring the wonderful world of multilingualism!
  • Les Liaisons dangereuses podcast
    Choderlos de Laclos’s eighteenth-century epistolary novel, Les Liaisons dangereuses, has been intriguing audiences since 1782, and has been adapted into different media many times. It is also one of the core texts studied by students of French in their first year of an Oxford degree. In this podcast series, Prof. Catriona Seth, Marshal Foch Professor of French Literature at All Souls College, and Catriona Oliphant, founder of Chrome Radio, delve into the text, covering a variety of topics.
  • Oxford Spanish Literature Podcast
    Listen in on our conversations with Spanish tutors at Oxford to find out what’s so fascinating about the literature they teach, why they love teaching it, and why they think you might love it too.

In Our Time
Radio 4’s flagship series, In Our Time, hosted since the beginning by author, TV presenter and critic Melvyn Bragg, has become the BBC’s most downloaded weekly podcast globally, as well as one of the most popular for people under the age of 35.

The winning formula is a recorded conversation, over 45 minutes, in which Bragg quizzes academic specialists about almost any subject of interest in human life, including history, science, philosophy, religion and the arts. 

In terms of modern languages and cultures, here are some episodes (featuring our very own academics) that we would recommend (not that we’re biased!):

  • This episode on Olympe de Gouges, advocate for women’s rights during the French Revolution, featuring Professor Catriona Seth;
  • This episode on the great Portuguese poet Fernando Pessoa, featuring Professor Cláudia Pazos-Alonso;
  • This episode on eclectic German philosopher and cultural critic, Walter Benjamin, featuring Professor Carolin Duttlinger.

Videos

Each year, the Faculty runs a Literary Masterclass for local state sixth formers studying French, Spanish and German, designed to support them with reading and critically analysing literature in the target language. During the pandemic, this event was delivered online, and the pre-recorded videos are still available to view on our YouTube channel here.

The Oxford German Network runs an annual essay prize for sixth formers on a classic work of German literature. In the past, they have often created and collected a series of videos connected to the work in question. Click here for a playlist about Goethe’s Fausthere for a playlist about Schiller’s Maria Stuart, and here for a playlist about Hoffmann’s ‘Der Sandmann’.

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We hope these resources are helpful and provide a good starting point for you to develop your academic interests – don’t forget the importance of super-curricular activities for your UCAS application!

Please note: If you’re in Year 13 or equivalent, there’s still time to apply for Oxford! You need to make sure you have registered for your admissions test by 29th September (this Friday!) and have submitted your UCAS application (which includes your personal statement) by 6pm on 16th October.

If you’re in Year 12 or equivalent, the resources above will hopefully complement and develop your A-level/IB/Advanced Highers MFL studies and provide some excellent for your future personal statement.

Anthea Bell Prize for Young Translators

The Anthea Bell Prize for Young Translators is a creative translation competition for students aged 11-18 studying French, German, Italian, Mandarin and Spanish. The competition also runs from French into Welsh. The Prize is free to enter and open to all schools across the UK. 

The 2023-24 prize launches today (20 September), when creative translation teaching packs will be shared with teachers in time for European Day of Languages on 26 September and International Translation Day on 30 September. These teaching packs are designed to help teachers bring creative translation into the MFL classroom as well as to help students prepare for the competition task.

Don’t worry if you have not yet registered! There is still plenty of time for teachers to do so as the competition itself will run over several weeks from 5 February to 28 March 2024. Area and national winners will be announced in May or June 2023. They will receive certificates and national winners will receive book prizes.

Over 15,000 students participated in the competition in 2023: see the list of winners and commendations in 2023.  For those registered, teaching packs for poetry translation will be circulated today, fiction will follow after October half term, and non-fiction will be released in early January.  Register to receive these resources and for updates about the competition task, click here

There are a number of related activities run by the Queen’s Translation Exchange that teachers and pupils can participate in, details of which can be found here.

If you have any queries regarding the competition, please contact the Translation Exchange team at translation.exchange@queens.ox.ac.uk.

GCHQ’s National Language Competition

GCHQ, one of the UK’s intelligence agencies, is running a National Language Competition in November aimed at pupils in Year 9 in England and Wales, Year 10 in Northern Ireland, and S3 in Scotland. After the success of the first NLC in 2022, GCHQ is running a second iteration of the competition this year, with the aim of promoting language learning in schools and encouraging the uptake of languages at GCSE/N5.

The competition will be a week-long event from 6th-10th November 2023. Schools will be able to sign up to the event beforehand and enter teams of up to four Year 9 (and equivalents) pupils to take part. A school will be able to submit as many teams of four as they wish. Teams will then be able to log in to the platform during that week (at lunchtimes under teacher supervision or in their own time in the evening) to have a go at the puzzles on the platform.

Pupils will tackle a range of language-related puzzles, ranging from easy to difficult, including European languages and others from around the world, and even made-up languages. Over a period of five days, they will capture flags to earn points on their language journey which will total up at the end of the week and affect their ranking on a national leaderboard. The team with the most points at the end of the week wins!

All pupils will be able to take part, no prior knowledge is required, only a keenness for languages. The winning team with the most points at the end of the competition will be invited to GCHQ’s Headquarters in Cheltenham and will be presented with their trophy!

To take part, schools can email nlc@gchq.gov.uk. We will add you to our mailing list and bring you more news of the competition over the coming months, including information on how to sign up in September!

2023 Teachers’ Conference – Places Still Available

MFL Teachers – there’s still time to sign up for our Language Teachers’ Conference!

This year’s Conference will be held at St Anne’s College, Oxford on Friday 29th and Saturday 30th September and will welcome teachers from across the country for an exciting couple of days involving roundtable discussions, learning on all sides, and networking opportunities!

Since our last post about the Conference, we have been liaising with speakers from within and outside of the University and firming up the event programme, the updated version of which can be found here.

We are delighted to welcome Lindsay Johns, writer and broadcaster (and Oxford MML alumnus), who will be joining us as our keynote speaker to talk about his experiences of studying languages at Oxford and how language learning has shaped his personal and professional life. Likewise, we look forward to an exciting taster lecture from Prof. Jonathan Thacker, King Alfonso XIII Professor of Spanish Studies, as well as hearing from a range of wonderful academics from the Faculty across the two-day event.

Online bookings are still open until Wednesday 13th September, and can be found here.

Photo taken at last year’s Conference, during our fascinating keynote speech from Major-General John Moore-Bick

Please don’t hesitate to contact Nicola at schools.liaison@mod-langs.ox.ac.uk with any questions. We look forward to meeting you at the end of the month!

SPANISH FLASH FICTION 2023: 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 our highly commended entrants! Without further ado, ¡venga, vamos!

La Mujer

La estatua está sola en el patio de un palacio, suspendida en piedra para siempre. Su expresión es apacible y sonriente, con los brazos extendidos, su vestido que fluye. La Mujer la llaman, por no tenía nombre. Un símbolo perfecto de la feminidad, de silencio, de los oprimidos.

Antes era diferente. En vida estaba una fuerza de la naturaleza, con los ojosbrillantes de desafío, sus dientes al descubierto de furia incalificable. Sus uñas se hincaron en las palmas, dejaron semilunas en sus estelas; vestido rasgado, ensangrentado. La Bruja la llamaban y la evitaban.

– Romilly De Silva, Year 12

«Tenemos que decirte algo, cariño».

En esta fracción de segundo, mi vida se ha puesto patas arriba. Me senté, chocada por esta revelación. Millones de pensamientos daban vueltas en mi cabeza, y unas lágrimas corrían por mi rostro, como un océano de dolor.

Todo lo que pensé que sabía era una mentira.

Es sorprendente que nunca lo haya adivinado. Los secretos, los papeles ocultos, la falta de fotos de mi infancia. Hubiera debido saber que me escondian algo. Pero nunca en mis sueños me pude imaginar que estaban guardando semejante secreto. El secreto de mi existencia.

Soy un niño robado.

– Meghan Henderson, Year 12

Hay una voz en mi cabeza. Te prometo que no estoy loca- se llama ‘inglés’. A veces ojalá no viviera aquí. Quiero correr de él, pero estamos atrapados juntos. Mientras escribo esto, inglés’ traduce y temo que siempre lo haga. Mi corazón quiere creer que entiendo las palabras y en principio sé lo que significan, pero no las siento. Son un concepto y no una realidad. Son un revoltijo de letras y sonidos que me han dicho que significan algo para alguien, hacen que alguien se sienta algo. Ojalá yo fuera ese alguien pero ‘inglés’ siempre será en mi cabeza.

– Martha Burdon, Year 12

La sopa es una comida complicada. Hay personas que dicen que la sopa tiene todas las respuestas. Dicen que si la miras atentamente, encontrarás las soluciones – ni demasiado cortas, ni demasiado largas. Dicen que la sopa tiene todas las informaciones necesarias. Si necesitas suerte, alegría, esperanza – puedes encontrarlas. Pero en mi sopa solo veo las verduras. No sé qué estoy haciendo mal.

Cada vez que voy al supermercado, busco por todas partes la sopa especial. Encuentro sopa de tomate, sopa de pollo – ¡incluso el gazpacho! Pero no sé dónde encontrar la sopa que necesito. La sopa de letras.

– Lara Horsley, Year 13

¿Ustedes aún han oído?

¿No?, les diré la leyenda de la mujer gitana que conjuró a la luna hasta la madrugada. La gitana rogó a la luna por un hombre gitano hasta que le enviara un cíngaro a condición de que se rindiera su primer hijo, que el gitano engendre, a la luna. Sin embargo, de un padre de piel morena, nació un niño blanco como la nieve fría.

El gitano, al creerse deshonrado, se enfrentó a su  mujer y la hirió de muerte con su cuchillo, en las montañas, rindió al niño albino a la luna de plata blanca.

– Charlie Crookes, Year 12

Sancocho

Cuba es un corazón que late, ritmos sincopados de tumbadoras que te llaman a refrescarte en el río que se arremolina en torno a las raíces de tus antepasados.

Los vendedores, gritando sus negocios a través de brillantes olas de calor. Vestigios de nuestra historia, las calles de Camagüey son un respiro mientras todo lo demás se mueve a su alrededor.

Acuno a mi primo mientras se desangra, un agujero en el pecho, su hermano escogió la pelea equivocada.

Aromas de sangre y humo de cigarro, con tintes de cilantro. La sangre caliente empapa la única camisa que tenía, y recuerdo que su madre estaba haciendo sancocho hoy.

– Edith Scott, Year 12

El Caudillo.

Por las calles de Madrid, nos caza. Cruza las playas de Andalucía, nos persigue. En las montañas vascas, nos silencia. Terror, vestido de blanco, nos agarra por la garganta y mientras morimos, por nuestros respiros finales, un último sabor de libertad, su agarre solo se hace más fuerte hasta que todo lo que queda son cadáveres ambulatorios.

Cadáveres desprovistos de autonomía, que sonríen, vistiendo el pretexto de una España en su antiguo esplendor. 

– Jack Hussey, Year 12

El orgullo es el diablo

Puede apoderarse de cualquiera. Se acerca sigilosamente como la Serpiente del Edén, susurrándote palabras venenosas al oído. Si lo consigue, uno puede ahogarse en un abismo de aislamiento, para no ser visto nunca más. el sentimiento en el que te deja es la peor parte; una presión brutal como un maremoto que nos traga enteros, y algunos se ahogan en su abrazo. ¿Se ha apoderado de ti el orgullo? ¿Se ha acercado a ti como una llama silenciosa hasta que te encontraste luchando contra un fuego furioso? un fuego que te rodea y te separa del mundo.

– Josiane Kammani, Year 12

La sombra del tiempo perdido

Las temporadas se disipan, de entrada y salida- un tarareo dulce. La madre Tierra es la titiritera controlando cómo crece y mengua la luna; su mano compasiva cuidando la naturaleza. Ya sea el viento invernal, azotando con fuerza hercúlea o la melodía tranquila de los pájaros, compartiendo serenata del verano; la metamorfosis sigue. No podemos frenarla ni acelerarla- lo único seguro, un constante en la vida siempre cambiante. Los días son segundos y los meses, horas- quizás las temporadas son una medida de tiempo del mundo, nos prestan claridad y paz infinita; hasta que dejemos que su alma durmiente descanse.

– Eva Murphy, Year 12

¡ Felicidades a todos!

FRENCH FLASH FICTION 2023: 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 French Flash Fiction competition!

A huge well done to all our highly commended entrants! Without further ado, allez, on y va!

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L’horizon

J’entendais l’horizon dans la voix de ma mère, saisissant le bleu d’un lac sous le ciel blanc : elle était l’immensité entre tout cela. La maison effaçait l’éternité brouillée entre la noyade et l’envol.

Une fois, j’ai vu des rivières coulant sur ses joues. Elle avait pour yeux des fontaines tremblantes qui m’ont fait peur. Plus tard, j’ai appris à craindre les ténèbres et l’inconnu.

C’est d’elle que j’avais appris le mot « fort », et tous les mots pour la peine. Ce jour-là, il n’y en avait aucun.

Aujourd’hui, l’horizon est disparu. C’est trop tard pour des paroles.

– Sophie Shen, Year 12

IEl

« Iel » ai-je dit.

Ce n’est pas offensif, mais il me regarde comme saleté sombre , comme des épées dégoûtants  , qui pénètrent son corps propre .

« Vous-Voulez dire…il »

« Non. »

Le silence. J’ai détesté le silence. C’est plus facile d’être silencieux et j’ai souffert des conséquences.

J’ai été ancré par mon propre désir d’être accepté par les gens qui m’accueillent comme un chien. Je voulais encore l’amour; un amour doux qui me mettrait au lit et me tiendrait délicatement.

Il me regarde encore une fois. Ses yeux sont morts; son visage gras et opaque. Qu’est-ce qu’on doit  faire  pour apparaître vivant dans ses yeux?

– Niall Slack, Year 12

Il est allé loin, trop loin…

Il a demandait au seigneur, “Seigneur, donnez-moi la force pour que je puisse aller loin, loin d’ici.” Il a priait, rêvant d’ une vie où il ne serait embrassé que par sa tranquillité d’esprit. Il aspirait à la sérénité, il aspirait à l’agrément. Le rouge était la couleur qu’il voyait tous les jours, et le noir était la couleur qu’il voyait quand tous les sons autour s’éloignaient. Il voulait voir des arcs-en-ciel, mais à la fin, il n’a vu que de la lumière blanche, et il réalisa qu’il était allé loin, mais trop loin…

– Ishana Sonnar, Year 13

Jamais je n’ai ressenti une joie authentique. Mais, dans un monde où on met les émotions en bouteille et les vend, un jour j’ai découvert un marché clandestin vendant des émotions les plus rares. J’ai trouvé, acheté une fiole de pur bonheur. En sortant, j’ai entendu une conversation choquante: les émotions étaient récoltées de donneurs non-consentants, dont certains ne survivaient au processus. Je dois faire quoi- révéler la vérité, risquant tout, ou me taire, vivant avec la culpabilité? J’ai pris ma décision. Brisant la fiole, je suis partie. Et, ce-moment-là, j’ai ressenti un sentiment libérateur que je n’avais jamais connu.

– Maliha Uddin, Year 13

Avec mes doigts tremblants, je pose le garni finale, une tige de persil, délicatement sur le filet.
«La recette vient de ma grand-mère, j’espère qu’elle te ferait plaisir,” je dis, avec un gros sourire sur mon visage. Ma voix manque d’air car je suis exaspérée par le travail dur de cuisiner. Le plat est symétrique, avec deux demi-cercles de purée de pommes de terre entourant la viande et la sauce au vin de cerise qui s’accumule avec de la myoglobine.
En face de moi, le cadavre en décomposition de mon copain suinte du sang—un biceps decoupee du bras gauche.

– Alexandra Kozlova, Year 12

Tendre la main

‘Prête?’

Je ferme les yeux et j’acquiesce. La partition bruisse dans sa poigne tremblante. Soudain, les touches du piano s’animent. Les années fondent de ses mains fragiles, maintenant se tendant, pleines d’assurance. Je les saisis. Mon saxophone inonde l’air avec nostalgie. Nous échangeons des notes, tissant nos pensées en débat enjoué. Comme le tonnerre et la pluie, nos mélodies fusionnent et avec un apogée, l’orage éclate.

L’enregistrement se termine. Le silence tombe. J’ouvre les yeux pour voir le couvercle du piano toujours fermé. Je tends la main, tremblant comme lui autrefois. J’appuie sur play à nouveau.

‘Prête?’ Non, pas encore.

– Odette Mead, Year 12

Le Flâneur

C’est moi, le flâneur. C’est moi, que tu vois chaque jour, autour de la ville.

Qui traverse le pont, qui fais le tour du marché, qui rentre dans l’église juste pour en ressortir. Qui dis bonjour au boulanger, à ceux et celle qui passe.

Mais que vois-je ? Je témoins l’antan : les traces de nos empires, nos républiques, nos luttes et nos avances… l’âme incassable de notre ville.

Un jour, je ferais partis de cette histoire. Rien qu’une mémoire, rien qu’un esprit. Mais, un morceau de cette âme, que je ressens avec une telle amour.

– Hugo Sherzer-Facchini, Year 12

Prouvez votre humanité. 

Prouvez votre humanité. 

Je regarde fixement l’écran de l’ordinateur. Le site me demande de prouver mon humanité, mais comment? Et d’ailleurs, c’est quoi, l’humanité – les guerres ou les principes humanistes? Les deux? Ou bien l’indifférence envers eux?

Frustrée, je passe à un autre onglet qui s’avère être celle du ChatGPT. Je lui ai demandé de terminer mon essai sur la poésie d’Emily Dickinson comme un défi pour son temps. Et c’est exactement ce qu’il a fait, cet outil écrivant plus éloquemment que moi et pourtant pas arrogant; impartial mais pas insensible.

Prouvez votre humanité; non, c’est trop ironique. 

– Daria Knurenko, Year 12

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Félicitations tout le monde!