Year 3 Boys Test Out the School’s New 3D Printer

Year 3 boys were the first in the Junior Boys’ school to design and print objects on the new 3D printer. The pupils used software within the Purple Mash website to create a vehicle of their choice. The boys then had to successfully save their work in the correct area before it was printed on the new Ultimaker 2+ 3D printer over half term.

The boys are very excited about seeing their creations being made in front of them and the possibilities of objects to create are endless. Pupils across all year groups will be using the printer at some time soon so watch this space for more creations soon.

MTBS History Teacher Discusses the Partition of India on BBC Radio Asian Network

This year, the BBC has been marking 70 years since the Partition of British India, through a series of documentaries, debates and interviews, intended to evaluate the impact of this incredible event in British, Indian, and Pakistani history. On the 18th August 2017, Mr D. O’Malley, a history teacher of Merchant Taylors’ Boys’ School, was pleased to be invited to participate in an exciting debate discussing the teaching of Partition, together with fellow teachers Hasnain Naqvi from India, and Fatima Sajjad from Pakistan. To listen to the full BBC Radio Asian Network debate please click here

Below is Mr O’Malley’s account of the experience:

“As a teacher at Merchant Taylors’ Boys’ School (MTBS), it was exciting to discuss how Partition, and other historical events, are taught in different countries, and how the curriculum here in the UK is shifting to take account of our shared imperial history. During the course of the debate, we discussed the various focuses of teaching history today, whether such a powerful topic as Partition still holds any relevance to pupils, and how we can best approach such contentious topics. All in all, it was an incredible opportunity to discuss the experiences of colleagues from India and Pakistan, and inspirational to hear how they approach such an event with their pupils. It was also interesting to hear the strong views of members of the public, who rang in to contribute to the debate. Listening to the recording of the debate below, and the rather spirited discussion which took place, I’m sure you will agree too!

Perhaps at this point, it’s important for us to take a step back, and reflect on what Partition was, and what it involved. In very simple terms, Partition came about in 1947, as Britain saw its empire fracture after the events of the Second World War. Controlling large parts of India for over 200 years, through a mixture of conquest, the manipulation of Princely States, and direct rule, Britain faced an overwhelming demand for its withdrawal from India. Figures such as Gandhi, Nehru and Jinnah, were leading the way in this drive for independence, and the British Government was reluctantly forced to accept that Britain could no longer hold on to control.

The decision that India would be divided when Britain withdrew (into the independent states of Pakistan and India), was founded in the idea of majority rule by specific groups. Pakistan would be established with a Muslim majority, and India would gain independence with a predominantly Hindu majority. However, the fact that most communities across India contained a vibrant mix of different ethnic and religious groups, was not recognised in the final borders drawn up by Cyril Radcliffe. This meant that, when the transfer of power was eventually announced, over 10 million people suddenly found themselves on the “wrong” side of the new borders. As a result, many people were forced, or felt compelled, to migrate across the sub-continent. During this migration, which was the largest in human history, over 1 million people were tragically killed in riots and violence, perpetrated by both sides. The impact of Partition is still felt today, by individuals, families, and nations alike.

At this point, some may argue that such a challenging and contentious issue as Partition is simply too overwhelming, both in scope and content, for young men to consider. While such an approach may be chosen by some, in our debate, we all found that such an approach may neglect many incredible opportunities for us to learn from history, and the experiences of our parents and ancestors. As we have seen on the BBC this year, many historians and celebrities are finding that a wealth of first-hand accounts of Partition are emerging from within their own families. Many pupils at MTBS will have had parents, grandparents, or great-grandparents who were caught up, or even killed in the chaos of partition. Some survived, only to find that their families, homes, or even their whole community, had been destroyed, leaving them to seek a life far away from where they were born. We all agreed that one of the best ways we can develop a love of history in our students, is to encourage them to discuss such topics with relatives, to ask them about their experiences, and see what they think about key topics. We want them to realise that History is a living subject, made up of people “just like us”. Living as we do today, in a multicultural, vibrant, and diverse country, it is therefore incumbent on us all to learn lessons from the past, while teaching pupils the importance of inclusion and mutual respect. By doing so, we can also develop a real love of historical study, and also develop the great analytical and debating skills, which leave those with history qualifications in such consistently high-demand from employers.

We continue to explore challenging issues when teaching History at MTBS, as indeed we do in many other subjects across the school. Over the past few years, the History Department has worked incredibly hard on devising our Year 7-9 textbooks, which reflect an incredible range of historical periods, and which reflect our shared passion for the topic. Furthermore, in GTX this term, pupils in Years 7, 8 and 9 are currently analysing the film “Viceroy’s House”, directed by the renowned filmmaker Gurinder Chadha. Released this year, the film explores the events leading up to Partition, through an engaging and thought-provoking portrayal of the actions of Louis Mountbatten, the last Viceroy of India. This film depicts many of the tragic events of this period, including the deaths of thousands forced from their homes, or killed in the violence. It has already been fascinating to see pupils from all backgrounds use this film to discuss their views on Partition, what they might have done differently, and how Partition still affects the world in which we live today.

As I mentioned during this fascinating debate back in August, historians of any age or background have a duty to approach such issues with objectivity, and maturity. At MTBS, we firmly believe in the importance of debating, analysing, and facing up to a range of dramatic events like those of Partition, so that we can prepare pupils for the challenges of an increasingly globalised world. It was a delight to discuss this fascinating topic with my colleagues from India and Pakistan. I look forward to continuing similarly spirited discussions with pupils, and colleagues, in the weeks and months to come!”



Mountbatten 4 August 1947

Sailing Success for Oliver

Oliver from Year 4 has recently had some fantastic sailing success in the North West Zone Championships on the 23rd and 24th of September.

Over the weekend there were 7 races in total, with approximately 100 competitors. These races where for the selection of the Northern region zone squad and children from all over the North West and North East compete for the weekend to decide who will represent the North.

Zone squad is the first stage of the ladder for children of up to 15 to start sailing competitively around the country. These sailors then progress to the intermediate squad and then the National squad before Olympic selection.

Oliver races an Optimist which is a small, single-handed sailing dinghy. Optimists also have a national sail number, using the Olympic abbreviation of their country (e.g. GBR) and a sequential numbers.

Here is Oliver’s boat

Oliver is by far the youngest competitor in the main fleet, and raced 6 of the 7 races that weekend. Oliver is not hoping to qualify this year, it was just a bit of practice. Oliver did however win the Regatta Fleet race and came away with a medal and an RYA hat, a much sought after prize!

Oliver has thrived due to his outstanding levels of dedication and hard work and we hope to see more great successes from him in the near future. Well done Oliver!




Head Girls 2017-18

We are delighted to introduce our new Head Girl Team 2017-18. Welcome Catherine Magennis (Head Girl), Sarah Tobin (Deputy Head Girl), Saoirse McGeown (Deputy Head Girl), Ellen Murgatroyd (Sports Captain) Ellie Morris (Deputy Sports Captain) and Sophie Ellis (Music Captain). We wish you all the very best in your new roles!


From left: Sophie Ellis (Music Captain), Ellen Murgatroyd (Sports Captain), Saoirse McGeown (Deputy Head Girl), Catherine Magennis (Head Girl), Sarah Tobin (Deputy Head Girl), Ellie Morris (Vice Sports Captain).


“E Safety for Parents” Deana Puccio and Allison Havey: Tuesday 12th September 2017

Come and join us for our E Safety for Parents talk on the 12th September. Deana and Allison co-founded the Raising Awareness and Prevention (RAP) Project to raise awareness to pre-teens, teenagers, young adults, teachers and parents about personal safety issues on and off line. This E-Safety presentation helps parents to understand what their kids are doing online. It will focus on the dangers of careless use of the internet, sexting, cyber bullying, grooming, indiscretion, and how one’s reputation on the internet cannot be ‘deleted’. Most importantly, Deana and Allison work on how to try and control what your child is exposed to and how to influence what they choose to expose themselves to.

Allison and Deana will be signing copies of their new book after their presentation which will be available to buy for £10 (rrp £12.99). This book acknowledges that it is simply not possible to monitor every aspect of a teenager’s online world, and insight into what they might be looking at, advice on how to talk to teens about social media to help keep them safe and the warning signs to look out for.

To book your complimentary places, please email s.maitland@merchanttaylors.com or use the online booking link at www.trybooking.co.uk/CIH.

Click here for further information.

Year 4 Aztec Day – reports by Lucy Edey and Coco Millar

Year 4 Aztec Day!  by Lucy Edey

On Thursday 15th June the Year 4 girls at Stanfield had an Aztec Day at Calmecac Aztec School.  We had to wear a sheet tied over our shoulder with a belt and a t-shirt.

When we got into school we had to write our names backwards on a sticky label so Mrs Richardson would call us our Aztec name.  Mrs Richardson’s name was Arabrab and mine was Ycul.  When we had done that we designed headbands with felt pen.  After we finished Arabrab made it fit on our heads and added a feather.

When everybody had finished, Arabrab prepared some tortillas, peppers, avocado and tomato.  I only got a tortilla and some pepper.  Afterwards, Arabrab poured us a cup of Aztec chocolate milk and we also had Aztec chocolate, I really like it.

Just before break time, Tony the school photographer came in and took some photos.  He did a really cool one and he asked us to slowly move forwards.  He took a lot of pictures very quickly and I think it’s going to look amazing!

After morning break time we had to make a menu for Montezuma.  Montezuma was expecting at least 30 courses but Arabrab said she wanted about 15 courses!  I found out that the Aztecs ate doe, rabbit, frogs and even turtle!  I DEFINITELY will not eat any of them.  We wrote the menu in our GWB.  We also learnt the good manners.  They sound very strict.

Then we had lunch.  After lunch we did some Aztec art.  We made Gods Eyes.  It was quite hard at first but then I got the hang of it.  Arabrab cut us some coloured wool for us to make it with.  We got some twigs and put them in a cross.  We tied the twigs together with a piece of wool.  Different colours of wool mean different things, like blue wool means rain and green wool means the crops growing.

After break time we went straight to the hall to do an Aztec dance.  The other year 4 teacher Haras taught us the dance.  It was really fun.  We had to do a sequence of moves to an Aztec piece of music.

At the end of the day one person from each class got sacrificed.  The person from Haras’s class was Enraef.  Because the Aztecs weren’t very fait we made it fair.  Arabrab cut up some pieces of paper and put a cross on one, whoever got ht epiece of paper with the cross on got sacrificed.

My favourite part of the day was making gods Eyes because it was fun.  I really enjoyed that and I will never forget it.


Aztec Day by Coco Millar

On Thursday 15th June year 4 had Aztec day. We came in authentic costumes and attended Calmacac school. To start off we decorated paper and made hats. A little later we tasted Aztec food. We tried avocado, tortillas, peppers, tomato, a chocolate drink and dark chocolate. Then, we wrote the rules of Calmcac school. Eiddam had been naught and was hung over the chilli fire. We learned more about what the Aztecs lived like and ate. Then we prepared a sixteen course meal for a God. After Lunch, we went to do some dancing in the hall it was great fun! We were split up into four different groups and we made different dances. To finish off the day Eiddam and Enraef were sacrificed by me and Alleb. My favourite part of Aztec day was the food tasting because I got to try new things! Everybody said they really enjoyed the experience and thought it was fun to step back I time.

French Day

French Day at the Boys’ Junior School was a lively affair and brought back memories from a recent trip to Normandy for pupils in Years 5 and 6. The boys and staff dressed for the occasion in french inspired outfits or in red, white and blue. Lunch had a french theme too. It was a memorable day and we were able to experience France without ever leaving Crosby!

(More photos have been posted onto our Facebook page)