Category Archives: Events and Competitions

Events and Competitions, French

French Flash Fiction Competition 2020 – Results!

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Image by Pezibear from Pixabay

The French Flash Fiction Competition launched in December and ran until the end of March. During that time, we received more than four hundred entries across the two age categories. A huge well done to every who submitted a story to us – we were blown away by the imagination and linguistic inventiveness on display. We’re pleased to announce the winners today, and we’ll be featuring some of the runners up, highly commended, and commended stories on this blog in the coming weeks.

In the Years 7-11 category the winner is Yohann Godinho, in Year 10, and the runners up are Dexter Speed, in Year 8, and Ben Whiting in Year 10. The judges highly commended eleven entries: Davina Balakumar, Year 9; Georgia Clarke, Year 10; Isaac Timms, Year 9; Jamilya Bertram, Year 11; Joanna Kazantzidi, Year 7; Katy Marsh, Year 11; Megan Beach, Year 11; Ruby Watts, Year 10; Toby Greenwood, Year 8; Tom Clapham, Year 10; and Yuvraj Kambo, Year 9. A further eleven entries were commended: Aiden Politiek, Year 10; Carla Lubin, Year 7; Clémence Buffelard, Year 9; Hannah Uddin, Year 9; Harriet Preston, Year 9; Jonathan Stockill, Year 7; Kairav Singh, Year 9; Lara Hardy-Smith, Year 11; Riya Mistry, Year 9; Ryan Kwarteng, Year 7; and Silvia Rossi, Year 10.

The judges said: “In the younger age category we were absolutely spoilt for choice. So many of the stories demonstrated narrative flair and ingenuity, from the intertextual tales that offered a new take on familiar stories to the historical narratives, from quiet reflections on the state of the world to hard-hitting insights into the climate crisis. In the end, the winning story was one which married a refreshing stylistic simplicity with a moving sense of comfort and reassurance, perfectly encapsulating the current moment.”

In the Years 12-13 category, the winner is Zoe Prokopiou, in Year 12, and the runner up is Ella Hartley, in Year 12. Highly commended are: Allegra Stirling, Year 12; Bethan Mapes, Year 13; Blessing Verrall, Year 12; Emily Bell, Year 12; Harriet Townhill, Year 12; Ketsia-Patience Kasongo, Year 13; Lily Bamber, Year 12; and Nikita Jain, Year 13.

The judge said: “There were so many outstanding flash fiction entries in our Years 12-13 category this year. It was a pleasure to read them, and a real challenge to pick the best. I was very heartened by the amazing creativity and enthusiasm to express yourselves in a second language, conjuring up vivid feelings, colourful characters and sometimes whole worlds in just a few lines of text. In picking the winners I’ve paid more attention to the imagination on show than the strict grammatical accuracy, although the quality of French was very high throughout. I’ve also leaned a little more towards those entries that somehow managed in that tiny space to tell a whole story over those that were a little more like an essay or character portrait. And in choosing the overall winner, I was definitely influenced a bit by the fact that it managed to bring a tear to my eye in only ninety-four words. You’ll see why.”

Congratulations to all the winners, runners up, highly commended and commended entrants! The selection process was a tough one because so many of the stories we received had merit: we would like to underline the fact that writing a short story in another language is far from easy and that everyone who entered deserves to feel proud of their efforts.

Here are the two winning stories, and more entries will be featured over the weeks and months ahead…

Yohann’s story:

Je me suis réveillé. Je suis descendu les escaliers et ouvrit le frigo. Le frigo était vide. Je n’avais plus de lait ! Je suis parti de ma maison. Le soleil se a leva doucement au-dessus de l’horizon. Les trottoirs étaient déjà chauds, de prélasser à ses rayons. La brise tranquille a fait tiède. L’herbe a émis son parfum fraîchement coupé. Les arbres ont bruissé pendant que leurs résidents ailés se ont bavardé. C’était tous les signes d’espoir, qu’aujourd’hui serait un jour meilleur, plein de lait somptueux. Je suis entré dans le magasin. J’ai vu le lait.

Zoe’s story:

Elle a fermé la porte derrière elle et elle a respiré profondément. L’air frais a coulé dans ses poumons pour la première fois depuis un certain temps. Le ciel était bleu clair, peint avec des nuages blancs, et le soleil brillait. En commençant à marcher, elle a remarqué que le manque de gens dans la rue et le silence auxquels elle s’était habituée, avaient été remplacés par un nouveau bruit. Les trottoirs étaient pleins de gens qui souriaient. Elle pouvait sentir le soulagement commun de chaque personne que le monde revenait à la normale.

Events and Competitions, Spanish

Spanish Flash Fiction Results 2020

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Late last year we launched our annual Spanish Flash Fiction Competition, which closed in March. The competition was open to students in Years 7 to 13, who were tasked with writing a short story of no more than 100 words in Spanish. We had a terrific response, with entries coming in from across the UK and beyond, and in total we had nearly four hundred submissions.

The judges commented on how difficult the selection process was, given the high standard of so many of the stories submitted. We would like to thank everyone who entered the competition and say well done to you all for your hard work and creativity in writing a piece of fiction in a different language – it’s no easy feat and you should be proud of yourselves!

We are pleased to say we are now in a position to announce the winning entries. So, without further ado, here are the winners of the 2020 Spanish Flash Fiction contest …

In the Years 7-11 category, the winner is Haneen Ali in Year 11. The runners up were Honor Reynolds in Year 11 and Alec Muller in Year 9. The judges also highly commended Maia Delin in Year 7, and Elizabeth Brawn in Year 9, and they commended Flora Moayed and Martha Pearce, both in Year 10.

In the Years 12-13 category, the winner is Caspar Pullen-Freilich in Year 12. The runners up were Nina Goodland in Year 12 and Hugo Brady in Year 12. The judges also highly commended Siena Cheli in Year 12, and Antonia Veary in Year 12, and they commended Luca Lombardo in Year 13 and Martha Wells in Year 12.

¡ Felicidades! You’ll be receiving your certificates in the post soon.

And if anyone is curious to read the winning entries, here are the top stories from each category. Some of the other stories will be featured on this blog in the months to come.

Haneen’s story:

La sustancia roja espesa goteaba de mi cuchillo. Acababa de hacer la sopa de tomate. Una mezcla confeccionada con cuidado, me hicieron falta sangre, sudor y lágrimas para perfeccionarla- pero al fin y al cabo, valió la pena. Antes el tono pálido de fresas verdes, ahora brillaba al rojo vivo, como sangre saliendo a borbotones de una herida recién cortada. Su olor, ligeramente dulce, un poco salado, me recordaba a la última brisa suave de la playa; el último soplo antes de que se murió el verano.
Borré la sustancia roja espesa de mi cuchillo, satisfecho con mi creación.

Image by Security from Pixabay

Caspar’s story:

El Hallazgo

1529.  Caminamos incansablemente por el laberinto de cedros y helechos salpicados de ranas punta de flecha. Las copas de los árboles se estremecían por la disonancia de los monos aulladores que oscilaban de liana en liana. Los quetzales enjoyados despegaron de la copa de los cedros como si fuesen guerreros mayas en fuga. Su plumaje verde esmeralda relució en el sol veteado. Atravesamos un barranco casi asfixiado por el peso de la hojarasca y poco después, atisbamos el contorno de una conurbación imponente de ciudadelas estucadas y estelas jeroglíficas. Delirantes y deslumbrados nos preguntamos: “¿Será esto un espejismo?”

Huge congratulations to all the winners, and many thanks to everyone who entered the competition. If you’re also interested in the French competition, keep an eye on this blog for the results in the next couple of weeks…

Applying to study modern languages, Events and Competitions, Studying at Oxford

An Overview of Modern Languages at Oxford

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Last Saturday would have been our main open day for Medieval and Modern Languages at Oxford. It’s an event we normally look forward to delivering because it’s an exciting chance to meet lots of prospective students and share with them our passion for studying languages and cultures, as well as introducing them to what it’s like to be a student at Oxford. We’re sad not to have been able to host that open day this year but the happy news is that we are creating some online content to replicate what we would have said, had the event gone ahead as planned.

First up, our Co-Director of Outreach and Schools Liaison Officer for French, Dr Simon Kemp, has recorded an overview of Modern Languages at Oxford: the different courses that are available, what they entail, and why Oxford is unique.

If you were thinking about coming along to the May open day, or to the open days in July (which have also, unfortunately, been cancelled), do check out the presentation below. We would also recommend checking out the video introduction to the course here. We’ll be posting more open day material on here in the coming weeks and we sincerely hope to meet you one day!

Applying to study modern languages, Events and Competitions, Studying at Oxford

Open Days – what to expect

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Last month, we brought you news that our open days are coming up in the next few weeks and months. As a reminder the dates are:

You need to book a place for all the open days above in February, March, and May, but you do not need to book for the July and September dates. You can make a booking here.

But you might be wondering what can I expect from an open day? How can I make the most out of my day? Which kind of open day is right for me?

Summer Open Days

Last year, we gave a detailed overview of the university-wide open days in the summer, which you can read here. Most of this advice will also pertain to the 2020 open days in July and September (although note that the dates are different from last year!). This is the right open day for you if you want to explore a few different colleges in one day, or if you’re not sure which subject you’re interested in, as most colleges and departments will be open on these dates. There’s a real buzz around these events but we highly recommend planning your day in advance as the city gets very busy!

Alex, who is currently in his second year of a degree in French and History, has this piece of advice for students coming to the summer open days: ” One piece of advice I have for prospective joint schools applicants would be to research which colleges do not offer your preferred combination before you attend a university-wide open day. That way, you’ll be able to prioritise visiting just the colleges which offer your degree, saving time on the open day and hugely simplifying the daunting college selection process!”

Language-specific open days

However, the Modern Languages-specific open days in the spring are a little different…

First, they include more academic content than a wider open day: because the smaller open days are so focussed in their scope, they can spend more time exploring a subject in depth. So, for example, on the German open day you can have an introduction to German film, linguistics, or different types of literature. On the Spanish and Portuguese open day, you can explore women’s writing in both languages, as well as begin to explore other peninsular languages like Catalan and Galician. The Italian open day will introduce you to one of Italian literature’s biggest names, Dante, and on the Slavonic languages open day you can learn about Czech pop stars!

While the bigger open days will provide a wealth of information about the courses we offer, as well as offer a fantastic opportunity to meet our students and tutors, the sheer scale of these bigger events limits the time and space we have to get stuck in academically. That’s why, if you already know you’re interested in a particualr language, we would encourage you to come along to a language-specific event if you can, as it will really give you a flavour of what it’s actually like to study at Oxford.

Second, the pace of the smaller open days is a little slower. While on the big summer open days you might find yourself rushing around the city, trying to fit in visits to three or four colleges and a couple of departments, the smaller open days are more measured and you will be escorted from one venue to the next. This gives you the time to have in-depth conversations with current undergraduates and tutors and to take in your surroundings.

Nadia, a current student, says: “I went on a Modern Languages Open Day. I found it very useful in giving me useful information on the course structure for both single and joint honours and helpful towards giving advice for the Oxbridge process for the admissions testing and courage to take my subject beyond the classroom. It was useful to also have taster sessions, which I found really enjoyable. It is an encouraging experience, so I would tell students on edge on whether to apply to go to these days as it will give you a gist whether the course and the place is the ‘best place’ for you.”

The general Modern Languages open day

If you’re interested in more than one language, or in studying a language in combination with another subject, you might consider coming to our general Modern Languages open day in May. The advantage of this event is that it offers both a wide overview of Modern Languages at Oxford in the morning, witha chance to ask questions about admissions, and plenty of time to speak to tutors from each language in the afternoon. You can therefore be exposed to more than one language but avoid the time pressures that can sometimes affect the summer open days.

So, if you would like to know more about several languages but you’re not able to attend more than one language-specific open day, this event will be a good opportunity for you to explore different options. There is also a separate Q&A especially for parents.

Fred, who is in his first year studying French and Linguistics, says: “I attended the Modern Languages open day in the May before I applied. I found it useful to understand how the individual subjects that interested me fit into the faculty as a whole, and how the faculty fit into the wider university. As someone applying for a more obscure subject (linguistics), the open day was a good opportunity to find out about the specifics of the course (how the teaching works, what module choices are available in second year) and meet the tutors in a more intimate environment.”

We hope that has given you a sense of which kind of open day might be best for you. Our top tips for any open day are:

  • plan your day in advance, particularly your route to and around Oxford. The city is not very car-friendly and open days can be congested so you will want to research transport options well in advance.
  • research the degrees ahead of time. The University outlines its courses online. Come to an open day with a list of questions to make best use of your time spent with the tutors.
  • talk to our current students. They have been in your shoes in the last couple of years and they remember what it’s like to be making a big decision about your future. Their advice will be friendly, honest and a fair reflection of what it’s really like to study at Oxford.
  • Don’t be afraid to ask questions. The tutors are very happy to talk to you about the degree, the way they teach, and how to apply. If something is worrying you or you’re not sure, we would much rather you ask for clarification or advice. As always, we’re happy to answer any questions about the degree(s) we offer and the admissions process if you email schools.liaison@mod-langs.ox.ac.uk

Hope to see some of you at one of our open days very soon!

Events and Competitions, German life

Oxford German Olympiad – Round 2 launches

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Readers of the blog may remember that Round 1 of the ever-popular Oxford German Network’s Olympiad opened in September, this year on the theme of ‘Natur und Technik‘. We are now pleased to announce that Round 2 has now launched, with a further set of competitions for students in Year 10 upwards. The deadline is 24 April 2020. Read on to find out more about Round 2, and remember – Round 1 remains open until 13 March 2020.

Task 1 – for students in Years 10-13

Ludwig van Beethoven. Prize: £100

Task:
Ludwig van Beethoven (1770–1827) is reckoned to be the most widely performed composer in the world. Contribute to his 250th anniversary!

Write a blog post (max. 350 words) or create a video (max. 4 minutes) on one of the following topics, or invent your own:

  • Der taube Komponist
  • Beethoven und die Französische Revolution
  • Rock mit Beethoven

Alternatively write a review of a real or fictional Beethoven concert (max. 350 words).

For full details of the competition, download the entry guidelines. Enter using the online form.

Task 2 – for students in Years 12-13

White Rose Project:

In 1943 five students and a professor at the University of Munich were arrested, interrogated, tried, and executed. They were members of The White Rose (Die Weiße Rose), a group that secretly wrote and distributed leaflets calling on the Germans to resist Hitler. The White Rose Project is a research and outreach initiative at the University of Oxford telling the story of the White Rose (Weiße Rose) resistance group in the UK. It currently works in collaboration with the Munich-based Weiße Rose Stiftung, whose mission is to uphold the resistance group’s memory and ‘to contribute to civic courage and individual responsibility and to promote democratic consciousness’.
 

The White Rose Project Writing Competition. Prize: £100. The winning essay will also be featured on the White Rose Project website.

Find out about the White Rose resistance group (die Weiße Rose) and write an essay in German (max. 350 words):
„Was können wir heute noch von der Weißen Rose lernen?“

You can find out more about the group here and on the White Rose Project website.

For full details of the competition, download the entry guidelines. Enter using the online form. 

Task 3

For undergraduates (second year and above) and postgraduates of German studying at a British or Irish university.
Prize: £100. The winning translation will also be featured on the White Rose Project website.

Writing Resistance – ‘Flugblattentwurf von Christoph Probst’ (1943)
(Please download the draft of the leaflet here.)
Each submission should consist of two parts:

  1. Produce a translation into English of the draft leaflet written by Christoph Probst in January 1943. Had it been completed and printed, it would have been the seventh leaflet produced by the White Rose group.
  2. Write a commentary on the text (max. 400 words), in English or German,
    referring both to the leaflet itself (its style and historical references) and your approach to translating it.

The competition will be judged by members of The White Rose Project. The judges’ decision is final and no correspondence will be entered into.

For full details of the competition, download the entry guidelines. Enter using the online form. 

Task 4: Camden House Book Proposal
Competition open to postgraduates and early-career researchers at a UK or Irish university
Prize: £250 and consideration for publication with Camden House.

Task:
Submit a book proposal for a book that would fit the profile established by Camden House in German studies. In association with Camden House.

For full details of the competition, download the entry guidelines. Enter using the online form. 

If you have any questions about the Olympiad, please contact the coordinator at olympiad@mod-langs.ox.ac.uk.
We hope to see lots of entries to both rounds of the German Olympiad. And to all the Germanists out there – viel Glück!

Applying to study modern languages, Events and Competitions, Studying at Oxford

Oxford is open!

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If you’re considering your university choices, one of the best ways to get a feel for different universities is to visit them. To that end, we offer a number of open days for propspective students – a chance for you to meet current students and tutors, look around the facilities, find out about the course and the lifestyle, and get a taster of what it’s like to study a particular subject at that university.

In the Medieval and Modern Languages Faculty at Oxford, we organise several different kinds of open day: some are small open days for individual languages, where you can attend sample lectures and immerse yourself in a specific language; we also run a big open day in May which covers all of our languages in one day, offering an overview of Modern Languages at Oxford and Q&A sessions for the different languages and joint degrees; and finally, there are University-wide open days in the summer when most of the departments and colleges are open so that you can get a sense of the University as a whole.

Below you will find the dates of our 2020 open days. You need to book a place on the language-specific open days and on the main Modern Languages open day, but you do not need to book for the university-wide summer open days. You can book here.

  • German, Saturday 29 February
  • Spanish and Portuguese, Friday 6 March
  • Russian and other Slavonic Languages, Saturday 7 March
  • Italian, Saturday 14 March
  • General Modern Languages (all languages we offer and joint schools), Saturday 2 May
  • University-wide open days, Weds 1 and Thurs 2 July, Friday 20 September

Programmes for each of these open days are available here. Please note that there is no specific open day for French: students interested in French should attend the open day in May or one of the open days in July or September.

Stay tuned for more posts about open days – what to expect and how to prepare – but, in the meantime, if you’d like to meet us in person do book a place on one of these events. If you have any questions please get in touch at schools.liaison@mod-langs.ox.ac.uk and we look forward to meeting you later in the year!

Events and Competitions, French, Spanish

Flash Fiction Competitions Launch

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It’s the time of year again when we launch our annual competitions in French and Spanish! If you are learning French and/or Spanish in Years 7-13, you are invited to send us a very short story to be in with a chance of winning up to £100. Read on to find out more…

What is Flash Fiction?

We’re looking for a complete story, written in French or Spanish, using NO MORE THAN 100 WORDS.

How short can it be?

Well, candidates for the World’s Shortest Story include a six-word story in English by Ernest Hemingway:

‘For sale: baby shoes, never worn.’

Or a seven-word story in Spanish by Augusto Monterroso, called El dinosaurio:

‘Cuando despertó, el dinosaurio todavía estaba allí.’

You don’t have to be as brief as that, but anything from six to a hundred words will do. Just not a single word more.

Photo by Florian Klauer on Unsplash

What are the judges looking for?

We’ll be looking for imagination and narrative flair, as well as your ability to write in French or Spanish. Your use of French or Spanish will be considered in the context of your age and year group: in other words, we will not expect younger pupils to compete against older pupils linguistically. For inspiration, you can read some of last year’s winning entries and runners up for French here, or for Spanish here.

What do I win?

There are two categories: Years 7-11 and Years 12-13. A first prize of £100 will be awarded to the winning entry in each category, with runner-up prizes of £25. The winning entries will be published on our this blog, if you give us permission to do so.

How do I enter?

The deadline for submissions is noon on Tuesday 31st March 2020.

If you would like to submit a story in French please do so via our online sumission portal here.

If you would like to submit a story in Spanish please do so here.

You may only submit one story per language but you are welcome to submit one story in French AND one story in Spanish if you would like to. Your submission should be uploaded as a Word document or pdf.

The online page will ask you to fill in some details, which are used for the purpose of administering our outreach activity. To understand how your data is used for this purpose, please read the Privacy Policy. Please note that, because of GDPR, teachers cannot enter on their students’ behalf: students must submit their entries themselves.
If this is the first time you have entered a competition with us, you will be sent an automated email (check your spam folder if you can’t find this), which will include a link to verify your email address. Please click this link, which will take you to the Modern Languages Faculty website (you will be given an option to sign up to the newsletter. You do not have to sign up to the newsletter in order to enter the competition, although you are welcome to do so). Once you have clicked the confirmation link in the email, your entry has been submitted.
If you have entered this competition before you won’t receive an automated email as it is simply to check that the email address you’ve submitted works so that we can email you the results.

If you have any questions, please email us at schools.liaison@mod-langs.ox.ac.uk

Good luck! Bonne chance! ¡ Mucha suerte!

Events and Competitions, German life

2020 German Olympiad: NATUR UND TECHNIK

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The Oxford German Olympiad 2020 launched on 26 September 2019, the European Day of Languages! The topic is NATUR UND TECHNIK (Nature and Technology). There are tasks for learners of German in Year 5 to Year 13, tasks for group entries, and even some tasks for complete beginners.  The deadline for entries is noon on Friday 13 March 2020. You can find the full competition and submission guidelines here. Read on to see an outline of this year’s tasks…

Years 5 and 6 (age 9-11):

  • Design a robot and label its parts, and write what it can do.
  • Draw a picture of your home city, town or village from a Vogelperspektive – bird’s eye view. Label the things the bird is most interested in.
  • You’re going to set up a community on Mars – draw your spaceship and the fifteen most important things to take, and label them.

Years 7 to 9 (age 11-14):

  • Create a poster explaining Klimawandel.
  • Find out about Ötzi, the Tyrolean Iceman. What technical invention would he choose to take back to his community if he could time-travel? Draw Ötzi with a speech bubble explaining his choice, and illustrate and describe the invention.
  • Create a blogpost on a topic of your choice, with 3-5 photos taken by yourself, for a German-language online conservation magazine.

Years 10 and 11 (age 14-16):

  • “Ein Tag ohne Technik” – Write a story or create a video or website on this theme.
  • Paint or draw a landscape in the style of Caspar David Friedrich and write about the work of art that inspired it.
  • “Machen wir unsere Erde unbewohnbar?” Write a dialogue between two people who disagree about the answer.

Years 12 and 13 (age 16-18):

  • “Klimawandel – was können Jugendliche tun?” Plan a conference for 16-18 year olds including the advertisement and programme with keynote lectures and topics for roundtable discussion.
  • “Vorsprung durch Technik – Rückschritt für die Natur?” Write a blogpost or create a video with this title.
  • Record yourself giving a presentation on “Fahrerloser Verkehr – Utopie oder künftige Wirklichkeit?” or “Techno-Pop – Typisch deutsch?” .

Open Competition for Groups or Classes (4+ participants)

  • Create a film or PowerPoint presentation with the title “Amazonas in Gefahr”.
  • Write and illustrate a short book for children about a migrating bird.
  • “Ein Roboter in der Schule!” – Create a video or song about a robot designed for helping with practical tasks in your school.

Discover German – Taster Competition (1-3 participants with no prior experience of studying German)

  • Years 7 to 9: Find 10 inventions from German-speaking countries and the German word for each invention. Film yourself saying the German and the English word for each of your 10 examples.
  • Years 10 and 11: Rewrite (in English) the Grimm Brothers’ story of “The Frog Prince” (Der Froschkönig) with the title “The Robot Prince”, setting it in a real modern German-speaking city and including 15 German compound nouns (like Frosch+König).
  • Years 12 and 13: Write a blogpost on the topic “Will machine translation make human translators obsolete?” and support your argument with examples from German.

 

Events and Competitions, French

FRENCH FLASH FICTION: THE SIXTH-FORMERS

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Our final post from the 2019 French Flash Fiction competition: here are some of the highly commended stories from our Year 12 and Year 13 entrants. As well as some excellent command of the French language, you’ll see some extraordinary creative imagination here, all expressed in a hundred words or fewer. Congratulations to all the writers featured here, and we hope you enjoy their stories.

La Pianiste

Là, dans la presque noirceur, je me sens vivante. La pianiste caresse le clavier et les notes tombent- un filet de bulles en verre qui semblent flotter dans l’air avant de se fracasser en éclats scintillants qui transpercent mon coeur. Deux mains, dix doigts; des centaines de notes qui m’entourent. Les mélodies se mélangent; les ruisseaux qui deviennent les fleuves qui deviennent les vagues- déferlant sur ma tête et me laissant trempée avec des larmes et de l’extase.
Les doigts du pianiste s’immobilisent. Elle a perdu ses eaux, et je suis renée.

— Jemima, Year 12, The Henrietta Barnett School

Photo by Kai Dahms on Unsplash

Connaissez-vous les nuits glacées? Ces nuits qui font mourir les feux et font danser les fantômes au-dessus des lacs glacés? Les nuits qui peuvent faire frissonner le diable, les nuits tellement silencieuses qu’on peut entendre les morts soupirer?
C’était dans une telle nuit que j’ai rencontré mon amante. Elle s’est tenue au milieu d’un champ enneigé, avec un visage gelé et des cheveux stalactites.
Elle m’a tendu sa main bleue et noire et elle a soufflé: Ne sais-tu pas qu’il fait trop froid pour les vivants? Viens. Danse avec moi.

— Hannah, Year 12, Bryanston School

 

Être Libre

D’ici, le monde en dessous semble petit. J’observe les humains et j’essaie de les comprendre. Mais ce n’est pas facile. Avec mes vastes ailes de plumes noires, qui reflètent la brillance du soleil et me font glisser dans l’air, je surveille la ville chaotique. Je n’aime pas trop m’approcher. Il y a des oiseaux qui s’installent sur les lampadaires, et même des moineaux qui flottent entre la jungle de pieds, pour qu’ils puissent trouver à manger. Mais moi je suis libre et sauvage, entre les nuages. Les enfants me montrent du doigt, mais ils ne me toucheront jamais.

— Juliette, Year 12, St Helen’s School

 

Il s’est rendu compte de la chaleur cette journée-là, comme dans une ruche agitée. Tous portaient des grandes lunettes de soleil, pour cacher leurs yeux bulbeux.
En regardant autours de lui, il a entrevu des milliers de corps errants, des milliers de cages thoraciques, piégeantes les torses comme des exosquelettes.  
Il a essayé d’ignorer tout, mais le fredonnement du lot s’est transformé en bourdonnement violent à telle enseigne qu’il ne pouvait plus le bloquer.
Sur son bras, une abeille mourante était assise, sa piqûre enfoncée dans la chair. L’abeille le suivait avec ses yeux d’insecte, ses grandes lunettes de soleil.

— Camille, Year 12, The Latymer School

 

Sous le ciel nocturne de juillet, le chaos se déroule. Le rouge, le blanc et le bleu du drapeau de notre nation sont partout ; ce sentiment d’espoir est tangible. La Bastille autrefois si puissante- se mit à genoux face à la foule qui marque l’histoire. Coups de feu ! Fumée ! Des soldats à perte de vue ! Personne ne comprend la signification de cette journée. Personne ne se rend compte que cette attaque sur la Bastille marquera le reste de la Révolution Français –
Un coup de fusil !
Ma vie prend fin… la révolution commence.

— Katie, Year 12, Skipton Girls’ High School

 

“Prends-le, ça ne vous fera pas de mal”, murmura-t-il dans mon oreille de sa voix douce. Je plaçai la substance bienheureuse sur ma langue et fermai les yeux. La terre tournait dix fois plus vite sous mes pas; j’ai ressenti de la chaleur, mais je tremblais de froid en même temps. Il y avait des teintes magnifiques dans tout ce que je voyais et la ténèbre était absente de le bonheur dans mon esprit. C’est tout ce dont je pourrais me souvenir avant mon réveil: les lumières crues de l’hôpital m’éblouissant de leur regard.

— Vikita, Year 12, St Olave’s and St Saviour’s Grammar School

 

Assis sous un cerisier, on voit la vie en rose. L’ébène de l’arbre est derrière soi – on est incapable de broyer du noir. Tout est bleui, bleuâtre, mais on n’est ni triste ni solitaire. Les nuages veloutés d’azur s’enroulent comme des feuilles couvertes de givre. Le ciel bleu lavande, presque violet, se consomme. On n’a nulle part où être mais ici. On respire et le paysage soupire aussi. Les pétales rougissants, crémeux, caressent le visage, comme pour dire, « Tout va bien. Tout ira bien. On n’a pas besoin de s’inquiéter. » Et on ne s’inquiète pas.

— Ella, Year 13, South Hampstead High School

Events and Competitions, Spanish

Spanish Flash Fiction: the sixth formers

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Last month we showcased the runners up in the Years 7-11 category of the Spanish Flash Fiction competition. Now we are delighted to feature the runners up in the older category, Years 12-13. Congratulations to Salome, Year 12, The College of Richard Collyer, and Alexandra, Year 13, Bradfield College.
Huge thanks to everyone who entered the competition this year and made the task of judging both enjoyable and difficult. We hope the winning stories have given you some inspiration and that you will consider entering the contest again in 2020. ¡ Muchas gracias!

La gente vivía enredada entre la destrucción, casi todos aceptando su destino injusto. El caos dejó almas perdidas y los escombros sofocaron la cuidad. Todo consecuencia de la guerra.
Había un hombre con un niño a cada lado, ambos agarrando la mano de su padre. Mire al edificio al que iban: ‘El colegio de Al-Amin’. De repente, los rebeldes, pioneros de la destrucción dispararon, primero a un niño y luego al otro recordándonos donde estábamos. Cayeron como hojas y el padre poco después, reconociendo la poda de su árbol de familia. Al padre lo perdonaron, no porque se sentían culpables, sino porque querían cosechar su perdida.

— Salome, Year 12, The College of Richard Collyer

Su pecadillo letal

Con una golondrina, se libera de sus inhibiciones; se escapa a un mundo de euforia temporal. La sustancia se desliza por su garganta y desencadena una serie de reacciones químicas internas, invisibles a simple vista, que hacen que la realidad parezca absurda. Pero era una serie de reacciones químicas que su cuerpo no podía comprender ni aguantar. Con una sola golondrina, cayó en las garras fatales de una sustancia desconocida. Su estado de euforia se disipó rápidamente, pero gastó todo su dinero en una fantasía, era demasiado tarde para comprar un billete de vuelta a la realidad.

— Alexandra, Year 13, Bradfield College