The Voice, Sherborne Girls

Subject Focus Un tête-à-tête avec Sophie – an interview with Sophie Blewitt

Curriculum New A Levels for September announced – Flo Corran

Teacher Tips Sport through a female lens an insight by Jayne Dart

The Sherborne Girls Magazine SPRING/SUMMER 2021

FROM THE HEADMISTRESS

IN THIS ISSUE S 01 Positives from the pandemic 02 Sophie A Blewitt interview D 03 Academic News f 04 New sixth form courses for September 05 Boarding 07 The Arts 11 Sport through a female lens 12 Ask Alexa 13 21st century women 15 EPQ explained 18 Community 21 Sports Round-up

POSITIVES FROM THE PANDEMIC

Dr Ruth Sullivan

The pandemic has challenged us all in various ways and yet I am continually impressed by the resilience and positivity shown by our pupils and staff.

The girls are now so adept at connecting via video call, activities such as participation in Sherborne’s Town Council meetings by our Youth Advisors or reconnecting with partner exchange schools in Qatar, happen as a matter of course.

The House staff have come up with numerous ways of keeping the famous House spirit alive with silent discos, ‘prayers in pyjamas’ as well as time devoted to boosting everyone’s mental health with meditation and yoga sessions.

Acknowledgments Cover: original artwork by Louise de Chimay, L6 Image below taken by Emily Sandars, M5

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The VOICE Spring/Summer 2021

The inspired creativity of the Drama Department has meant we can go ahead with a first for SG: a promenade-style performance of Wonderland with L4, U4 and L5 acting in various open-air locations as part of the junior production in June.

But arguably the greatest joy was hearing the sound of girls’ voices carrying across the campus when we returned to onsite learning. Whether it is their enthusiastic support for each other during team sports, or words of encouragement when they are preparing to lead assembly and Prayers or practising for a performance or presentations for EPQs, energy abounds and reflects their genuine happiness at being back amongst friends.

A a deeper understanding and greater Their drive for change – work done by the p Charity Prefects, Eco-Council and Diverse Voices Group being perfect examples which demonstrate a confidence and an authentic desire to voice opinions and raise topics meaningful to them – right from our youngest boarders who regularly take part in ‘Ask the Head’ to the Prefects who set up and lead School Council and co-curricular clubs.

For all the challenges we have faced positive benefits can also be found which in turn have made us reflect, adapt and perhaps accelerated change for the better.

Academic Feature

Having lived in various parts of the world and been educated in a French-speaking school in Montréal for part of my childhood, I went on to study French and Italian with European Studies at the University of Bath.

During and after my degree, I studied and worked in France, Italy and (briefly) Burkina Faso, before turning to MFL and English teaching through which I met my husband, Damian. Soon after this, I completed my PGCE and then MSc in Learning and Teaching at the University of Oxford.

UN TÊTE-À-TÊTE AVEC SOPHIE Sophie Blewitt, appointed as Head of Modern Foreign Languages (MFL) in September 2020, talks about her plans for the Department and why languages are more important than ever.

Our aim: to understand other cultures – not just their language With a department of 13 teachers and increasing numbers of pupils looking to continue studying languages at A Level, the MFL Department is excitedly making plans to further enhance the languages offering at Sherborne Girls.

Currently, the girls in L4-U5 (Years 7-11) can study French, Spanish, German and Mandarin with Italian also being offered at A Level from September 2021. We will have three times the number of girls taking A Level French and Spanish in L6 in September compared to the current cohort, which is a fabulous reflection of the interest in the subject and the calibre of our budding linguists. The enrichment

opportunities in the Sixth Form allow girls to keep up a language beyond GCSE, or even start a new one from scratch, and include courses and qualifications such as DELF (French), DELE (Spanish), PLIDA (Italian) and Goethe (German), with an HSK (Mandarin) course being offered in the new academic year.

The girls really do value these courses, which can be a tremendous asset, especially if they are considering living or studying overseas or planning to do a popular ski season in their gap year.

We have recently introduced the Foreign Language Leaders Award at L5 (Year 9).

This external award develops the skills in our L5 girls necessary to lead language activities for younger learners and supports the School’s ethos of encouraging independence and leadership. So far, the pupil-led activities have taught Arabic, Hebrew, French, German, Spanish and Italian in a variety of engaging and creative ways.

Last summer, together with my husband and two children, we said farewell to the Isle of Wight after five years of living there and are now based in Dorset.

All of this wonderful, enthusiastic activity is set amidst the backdrop of national statistics showing a decline in the take up of languages. It really frustrates me when people dismiss languages – they are unbelievably under-valued! The old excuse that in business everyone speaks

a English is no longer valid.

Studying language is not only an important spoken communication skill but also provides an understanding of other cultures,

countries and communities. It is this wider appreciation of other cultures and history which deepens our knowledge, tolerance and understanding.

Put into a current context, cultural understanding and effective communication in a variety of languages are essential as organisations work with communities across the country to allay anxieties regarding the Covid vaccine.

So, for me, learning a language is so much more than being able to order a meal when you go on holiday. It is about celebrating other languages through a deeper understanding of cultures, society and communities, political stand points and traditions – and it is more important than ever in today’s world.

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Sacademic NEWs

Together towards tomorrow Making the future brighter through innovation, education and diversity.

‘WAC’ is North America’s largest annual pupil-run conference. Usually this would take place at the Upper Canada College in Toronto, however this year, due to the circumstances, it took place online so that pupils from all across the world could access it, including Sherborne Girls.

When I looked at the WAC’s numerous seminars, commercial space flight stood out for me and sparked an interest I didn’t think I had. I signed up for a talk by Janet Ivey, who is an advocate for children and young people from around the world. She wishes to encourage and inspire young people through science, describing the possibilities that our generation can be capable of. space is just Commercial

flight

around the corner and she believes we are the ones that could experience it.

Soon after this talk, the Perseverance Rover safely landed on Mars in February 2021, capturing incredible footage of the planet’s landscape. Janet explained that just 20 years ago we did not have the technology to even dream of an accomplishment like this landing.

It was brilliant to hear something positive about the future and feel connected with other pupils, even when everything feels and vague. It definitely

so uncertain motivated everyone who attended, giving us a positive view of the future.

Annie and Alice

As Alice mentioned, there were a variety of plenaries which were all

exceedingly interesting. I joined the ‘Social Justice: Our History and Future’ plenary which was a thought-provoking talk on the topic of data crimes. The other seminar I joined was the ‘Social Media: We are the Product’ plenary where the directors of The Social

Dilemma documentary gave a presentation on how modern technology understands us deeply, even better than we do ourselves.

I also thoroughly enjoyed the networking sessions organised by WAC, where we got the opportunity to talk with pupils from all around the world - I spoke to pupils from Canada, and

Nigeria, India

Australia.

There were only around three to four people in each breakout room, creating a relaxed atmosphere for us to meet virtually without feeling nervous.

This year's WAC was the 39th consecutive and first-ever virtual event, following the theme ‘Together Towards Tomorrow’. It is fascinating how pupils from all over the world can gather together virtually - and in collaboration with experts on many different modern issues - to make the future brighter through innovation, education, and diversity. Overall, it was an educational and delightful experience, I would definitely like to participate in it again in the future.

Alice Lelliott, U5

ARTiculation for Alma Congratulations to Alma Wirth (U6) for competing in this year’s ARTiculation public speaking competition, in which she spoke about Martha Rosler’s ‘Semiotics of the Kitchen, 1975’.

Alma was praised by the judge, Professor Clunas, for her excellent delivery, her pace and for so wonderfully and successfully engaging with the audience. He congratulated Alma for managing to evoke with great vividness that moment in the 1970s and for not only making her presentation personal but also part of something much larger.

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The VOICE Spring/Summer 2021

Annie Xu, U5

academic news

NEW SIXTH FORM COURSES FOR SEPTEMBER We regularly review the courses we offer and want to

keep the Sixth Form curriculum relevant and exciting. We are delighted that from September 2021, pupils in the Sixth

Form have a choice of four new subjects when Film Studies, Italian, Politics and Sociology are introduced to the curriculum offer.

FILM STUDIES (AS LEVEL) This analytical course enables pupils to broaden their knowledge and understanding of film and the critical appreciation films generate. Many consider film to be the main cultural innovation of the twentieth century and it is undoubtedly a major art form of the last hundred years. Those who study film develop a high degree of enthusiasm and excitement for what is a powerful, versatile and culturally significant medium, inspiring a range of responses from the emotional to the reflective, the political to the philosophical. Pupils will investigate how film works as an influential form of representation and an aesthetic medium.

skills and mental agility that are beneficial beyond simply the communication it enables, though being able to communicate with people from other cultures is a wonderful goal in itself.

POLITICS

There has arguably never been a more vital time to study politics in this country

and around the world. Brexit and Covid continue to dominate the political Not only a language of fine food and landscape in the United Kingdom, beautiful holidays, Italian sits at the heart alongside the Government’s ‘Levelling of so much of the culture that we enjoy Up’ agenda. We have recently seen a today. Pupils will appreciate both its

making it such a hotly contested and controversial beauty and peculiarities, Presidential election in the United States, rewarding language to learn. Pupils will the consequences of which could result develop a deep and broad knowledge in a pivot once again in the USA’s world and understanding of how the language view and role in international relations. operates and the culture, history, cinema This course is set amongst the rise of and literature of not only Italy but Italianpopulism and nationalism in many places speaking communities around the world. across the world, in addition to Learning a foreign language gives one

ITALIAN

globalisation and the influence of supranational government.

SOCIOLOGY This course enables pupils to develop an understanding of the inter-relationships between individuals, groups, institutions and societies. This A Level will help them to analyse critically sources of information and to base reasoned judgements and arguments on evidence. A Level Sociology helps pupils organise and communicate their knowledge and understanding in different and creative ways and to appreciate the significance of theoretical and conceptual issues in sociological debate. By the end of this course, pupils will have developed a lifelong interest in social issues and the skills to engage meaningfully with them.

Florence Corran, Director of Sixth Form 04

boarding

A VIEW OF JUNIOR BOARDING I O R B OA R

Finalist AWA R D S 2021

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BOARDING SCHOOLS’ ASSOCIATION

R S AWA R

PORTIN

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DE

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by Sophia Ong & Saskia Gardner in Aldhelmsted West (West)

BSA AWARD FINALISTS Meet Sophia and Saskia. Both girls joined SG in September 2020 in U4 (Year 8) and both girls live in Hong Kong. Here they tell us what it is like to join SG and board for the first time.

Sophia Everyone was so welcoming and friendly and although I was a bit nervous, Mrs Jamieson (Housemistress, West) and the other boarding staff and teachers made me feel at ease and helped me to settle in. My brother goes to Sherborne School so I sort of knew what to expect and, as a surprise to my family, I didn’t feel homesick at all! There was so much happening to keep me busy, I didn’t think about it. But the chance to call home and FaceTime my family was so nice and I was able to share with them everything that I was doing at School.

I was disappointed when lockdown happened as I had only one term in the boarding house but I stayed in England and the Teams lessons worked really well and I continued my music lessons online.

Although I’m a little nervous about moving into Kenelm, one of the mixedaged house in September, I am sure it will be another adventure.

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The VOICE Spring/Summer 2021

Saskia I have an older sister in School so I had heard a lot about SG and was very excited about coming, but it is still a long way from home. All the other girls were so fantastic and helped me settle in and soon I didn’t feel homesick at all. tI stayed in Hong Kong during the last lockdown, so I did my school work in a different time zone. My school day started at 3.30pm and went through to midnight – I liked being allowed to stay up late! I still felt part of the year group and the girls even organised Teams calls for lunch time so I felt that I was actually sitting with them in the West dining room.

Being back in School was fantastic. Even though we still couldn’t go out on trips Mrs Jamieson and the boarding staff organised other just as exciting events such as a silent disco and camping out in the gardens where we toasted marshmallows.

For anyone boarding for the first time, I would say, don’t worry about feeling homesick as there are so many ways everyone will help you to settle in so it feels like home.

We are delighted that Sherborne Girls was a ‘highly commended’ finalist in Athis year’s Boarding Schools’ Association’s annual awards in the following categories: • Supporting Junior Boarders • Boarding Research Award • Wellbeing & Mental Health Initiative Award.

In addition, Bex Brown (Director of Safeguarding) was a finalist in the Stephen Winkley Award category, which recognises outstanding contribution to boarding from a member of staff. Congratulations to Bex for being shortlisted and well done to our whole Sherborne Girls community who contributed to our success in all four categories.

t b

FINAL REFLECTIONS Caitlin Barnes-Evans Housemistress of Mulliner

PURE PARENTING The three-way partnership between the School, parents and pupils sits at the heart of our pastoral offering. We know that by working together to navigate some of the more complex aspects of supporting a teenager, that we can enhance the girls’ experience of both home and School.

We have developed a suite of parenting leaflets, which are aimed to support parents and help them feel confident with some of the key topics of parenting including practical advice around issues such as alcohol, vaping and anxiety.

Jessica Briggs, Deputy Head (Pastoral)

My final year as a Housemistress could not have been more different to the other five years. It has been such a memorable year, not just because of lockdown and its restrictions, but for the way in which the whole experience has changed and shaped the U6.

RETURN TO MIXED-AGED HOUSES Starting this year in a single-aged boarding house was something I never thought I would do.

I started the year in Reader Harris and although I was unsure about it at first, I had such an amazing time. My favourite thing about being in Reader with all of the L6 was the fact that I could see my friends from other houses that I usually don’t see as often. I also formed close friendships with girls I didn’t know so well before. The Hammonds were incredible and looked after the L6 so well, from planning fun socials to forming close relationships with all the girls.

Even though being in a singleaged boarding house was exciting and enjoyable, I am so glad to be back in Wingfield in a mixed-aged house. Being with a small L6 group means we have become incredibly close and we love having the responsibilities of duties, for example putting the younger year groups to bed and helping any girls that need support. In particular, my Wingfield year group find helping the younger years really rewarding.

Although I was able to carry out some Head of House duties when we were in single-aged houses, such as supporting Mrs Scott with the virtual house quizzes and representing Wingfield on the virtual boarding taster event, I am so happy to be back in Wingfield for my final term before moving on to Mulliner!

Matilda Massey, L6

In Mulliner there are lots of different characters who are conscientious and dynamic; they want to do what’s right, and not just what’s fashionable. I really admire that they are confident enough to raise issues directly with the Headmistress and the Deputy Heads about matters they feel very strongly about. They also come armed with solution-driven options creating a true legacy for girls lower down the School, which has to be congratulated.

The House spirit has also been unique this year. Some incredibly strong bonds have been forged in Mulliner which has made them a tighter group and their enthusiasm for organising events knows no bounds: turning the drawing room into Mount Olympus and the snug into the London Underground are just two memorable examples!

I know Mulliner will be in great shape when the new Housemistress, Mrs Cole, arrives in September, and I look forward to being back in the classroom and lab teaching Biology full time.

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the arts Original artwork by Grace Tucker, L6

PEACEFUL, PERSONAL PROTESTS

The art project set during our first term in L6 was a response to the title ‘Protests’. This question was open to a range of interpretations of protests themselves, and the causes behind them. At the start of the project, we were taught techniques by our teachers and Artist in Residence, Miss Clapham, to help express quality

and negative

of line, light space when responding to a protest-themed still mediums.

We also

life in different made posters to communicate our ideas, using a process which involved painting layers of ink and emulsion that distorted and concealed one another.

We then went on to choose individual protests,

and explore our understanding

of them though ceramic plates inspired by the work of Grayson Perry. We researched artists and protest causes that we felt passionate about, including animal rights and gender equality. We developed our ideas through practical work, and used a variety of media, scales and subject matter within the group for our final pieces. I think that as a group exhibition, the project is interesting as everyone’s ideas are based around individual opinions, but are all linked by the theme of protests.

Imogen Knight, L6 07

The VOICE Spring/Summer 2021

I found the task of creating a final piece for the theme of ‘Protests’ exceedingly challenging. It took me a long time to come up with the concept for this piece, which is something I had not experienced before with my previous paintings.

Usually, I intertwine my interpretations of a theme title with what I am inspired by in this world at that particular time. I find it really fulfilling to see my ideas represented in art and this fuels my passion and hunger to be even more creative.

The initial hurdle with this piece, however, was the fact that I was not feeling particularly inspired. After months in lockdown, a disconnect from many of my friends and family, and indeed the rest of the world, I felt unstimulated and lacked an appetite to be creative. Additionally, in contrast to previous years of my life, I felt absolutely no urge to ‘protest’ whatsoever. Perhaps the cause of this neutrality was reflective of a peaceful and liberated lifestyle? Or could it be rather, that I was experiencing a state of apathy which was a result of desensitisation, induced by over-exposure to violence and unrest in the media, which ultimately them?

normalised It is likely that all three of these reasons

could explain my mindset, as I confronted this concept of ‘Protests’.

And so to my final piece (pictured below) to this topic, though discreet, unconventional and somewhat unproductive, is instead an artistic, personal response, incarnate on the canvas, to the theme being considered, and is reflective of how I was feeling at

the time.

Hannah Boswall, L6

THE SOUND OF MUSIC

Although the majority of musical events and any of our joint schools’ concerts have not taken place as they usually would, our singers, instrumentalists and their dauntless band of teachers managed to produce three concerts that were recorded and shared with parents in the Lent Term.

repertoire ready for Commemoration.

The Senior Choir are fervently hoping that they will be able to perform at their full strength in the Leavers’ Service, having rehearsed in small groups for the last few months. We were reduced to eight singers (out of eighty!) for the Confirmation Service but it was a great joy to be back in the Abbey.

It has been wonderful to see the return of our Wednesday lunchtime concerts, presented in year groups rather than themed by instruments. We have responded to the challenge of the girls’ division into ‘bubbles’ by starting up new ensembles: Aldhelmsted West’s own House Orchestra and the L5 Orchestra, both of which are building a

The various stages of lockdown have prevented our termly practical music exam sessions from taking place; however, the girls have produced some outstanding results in the newly-created online Performance Examinations which the ABRSM and Trinity College have devised.

John Jenkins, Director of Music

Remote learning for our art and design pupils seems to have unleashed an untapped source of inspiration … from their parents!

So, I wish to say a huge thank you to all those mums, dads, siblings and pets who became models and willingly supported the girls with a spirit of collaboration and huge enthusiasm. It has created such a diverse portfolio of work, which, as teachers, is simply marvellous and very entertaining to see.

Thank you!

Claire Mason, Head of Art & Design

Katy Scott (Housemistress, Wingfield Digby) and Zosh Skowronska (Teaching Fellow, Drama) talk about the production they have co-directed.

We are so excited to be rehearsing for a brand new promenade performance of WONDERLAND. It is a unique adaptation of the classic novel Alice in Wonderland

by Lewis Carrol and will feature a cast of pupils from L4, U4 and L5.

It is the first time the Drama Department has staged a junior production of this promenade production style which has various outdoor locations, including the Treeline, West Garden and the Rewilding area. The audience will follow Alice through Wonderland meeting a variety of weird and wonderful characters along the way, as well as attending the Mad Hatter’s Tea Party, trying to catch the White Rabbit and experiencing a finale where they come face to face with the Queen of Hearts herself!

Cast members are rehearsing extremely hard and getting to grips with the challenges of performing outside, often against the elements. With such an ambitious production idea, comes the need not only for a brilliant cast of performers, but also the hard work of the production and backstage team. The props and set are being created in-house with the help of the carpenters in Facilities and many students in L5 are making costumes and props in their creative carousel lessons. Thank you to everyone involved for their creative efforts.

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the arts

THE ONE WE CHOOSE

By Imogen Knight, L6

As part of the ‘Future Visions’ project, this poem, ‘The one we choose’, was written by Imogen Knight, last year’s winner of the Philippa Lawrence competition.

As Eleanor Roosevelt said: ‘Great minds discuss ideas’. We want to encourage our girls to engage with the biggest question of all: What do they want the future to look like?

Poetry is the perfect medium for this. Writing a poem on the theme ‘Future Visions’ invited the girls to delve into their innermost thoughts and to have the courage to tell their stories in a vivid and imaginative way. In poetry, every word counts. It is a distilled version of language where the ideas in one’s head make their way onto a page.

Louise Troup, Head of English

The one we choose There is a world arising soon, Of silent streets and empty rooms, A world that is not far away, A world of ruin and decay.

Trees cut down to stump and stubble, Towns reduced to rust and rubble, Air ashened grey, and every breath Fills lungs with poison, nature’s death.

A world where laughter’s never heard, Desolate ground where fires furred, With broke walls charred and smoke not air, And never seen a person there.

Yet in another world unknown, A world we each could call our own, Where nature and a land’s alive, Will, among future cities, thrive.

And sound burst out like roaring like thunder Echoes through the streets which, under Jungles breathing living air, will be forever in our care.

A cobweb mat of roads, a-winding, Planes, engineless, ever gliding Over tree-top turbines, too And deserts’ panels, blanket blue

Original artwork by Joyce Wei, U5

Bead dew drops on the cobweb lies, Glimmering like a child’s eyes That dew drops which could then be glass Prismatic like the morning grass.

The choice, is mine, is theirs, is yours, And people’s far beyond our shores.

The way we live in years to come, Is in the hands of everyone.

To choose the first is to continue Driving cars which pump death, into

Airs and rivers, seas and skies, Hiding behind the newsprint lies.

Throwing all our waste to landfill, Felling every tree, to kill the forests on which we rely, letting them collapse and die.

Forging plastic, carbon sources Draining the earth of its resources, Burning any precious oil, Releasing fumes the earth to spoil.

But if you choose the second, then You and I must unite again And all but only change our ways For hope to live, and brighter days.

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teacher tips

SPORT THROUGH A FEMALE LENS Jayne Dart, Director of Sport, Adventure and Leadership, explores the issue of keeping teenage girls fit and active.

In a recent national survey conducted by the Youth Sports Trust, the vast majority of teenage girls responded to say that they understood the importance of an active lifestyle. As teachers, we see a direct correlation between

those more active teenagers and their sense of wellbeing and academic engagement in the classroom. So why, if physical activity is so important for our health and happiness, are so many girls reluctant to do what is undoubtedly good for them?

At Sherborne Girls we buck many of the national trends but that isn’t to say we don’t face many of the same issues in sport on a daily basis. There is no doubt that there is a widening gap between the amount of sport-related activity girls choose to take part in compared to boys. By the age of seven girls are already less active than boys and this disparity widens as they move from childhood into adolescence. However, the biggest drop off in participation in team sport with girls happens between the ages of 14 and 16 with girls three times more likely to drop out of sport compared to boys.

At Sherborne Girls we are determined to address some of the underlying issues that can affect girls’ enjoyment, and 11

The VOICE Spring/Summer 2021

Between the ages of 14 and 16 girls are three times more likely to drop out of sport compared to boys

ASK ALEXA

Alexa Watson is our Health Centre Nurse Manager and has worked at Sherborne Girls for 13 years with a previous 17 years spent in health care.

consequently willingness to participate in exercise. We firmly believe that every pupil should be able to discover a physical activity that they enjoy whilst at school and there are plenty of options to choose from whether that be competitive team sports through to individual workouts. However, the measure of our success will be whether every pupil leaving Sherborne Girls is equipped with the knowledge of how to lead a healthy lifestyle combined with a genuine desire to keep on exercising without the support and structure of a well-planned school sports programme.

We have recently teamed up with ‘The Well’ www.thewell-hq.com to dig beneath the surface of some of the issues adolescent girls face that can impact on their willingness to engage in physical activity. Whilst we do many things extremely well at Sherborne Girls and are proud of our participation and retention numbers in sport generally, there are many things we feel we can improve upon. Over the coming months we will be tackling some of the more taboo topics in sport including the impact of the menstrual cycle, breast support, pelvic floor health, disordered eating (RED-S) as well as making adjustments to

some of our coaching styles, environment and equipment. In September we will be hosting a conference on ‘Sport in Her Shoes’ with key speakers Dr Emma Ross and Baz Moffat presenting to pupils and staff from schools across the South West.

It has been fascinating to look at our sports programme through a purely female lens and we are excited to be leading the way in a growing movement to make a positive and lasting impact on girls’ experience in sport!

The initiative, launched last September, to have a ‘link nurse’ assigned to each House could not have come at a better time. The idea behind it seeks to strengthen the pastoral link between the Houses and Health Centre and build closer relationships between boarding staff, girls and nurses and ultimately provide an extra point of support for the pupils.

Added to the usual 24/7 care that the Health Centre provides, such as arranging specialist medical referrals, GP surgeries or booking physio sessions, it demonstrates the key role our nursing staff play.

Finally, I wish to thank the team of people involved with the huge logistical challenge of Lateral Flow Tests (LFT). When the girls came back to onsite learning, each was tested prior to being allowed back into Houses. A twice-weekly testing programme has continued ever since and we have had 100 per cent negative results from the LFT, which is credit to the measures that were put in place and to the dedication and support from staff.

Alexa Watson, Health Centre Nurse Manager

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21st century women

International Women’s Day To celebrate International Women’s Day #IWD in March, we asked staff and girls to sum up in five words ‘what it means to be female in 2021’ and here is a selection of the responses: • Empowering, resilient, independent, beautiful, educated (Angel W) • I make my own decisions (Kathy W) • No discrimination, more opportunities, empowered (Tahlia M) to challenge outmoded

• Confident values (Mrs M) • Unique canvas of endless possibility (Ms T)

Qatari catch-up

LGBT+ Update

Before the pandemic struck, Ella Blocke, Georgia Burton, Emma Heath and Willa Carter (M5) visited Sherborne Qatar as part of our school’s exchange programme where they were hosted by four Qatari students for the duration of their week’s trip.

Significant steps have been taken to develop our approach to LGBT+ awareness and inclusion, ensuring it is woven as a thread throughout the fabric of our community, alongside other areas of diversity.

Earlier this term they caught up with their Qatari friends to exchange views on how Covid-19 has affected their education and the impact that the pandemic had on their everyday lives from opposite sides of the world.

Topics discussed were the vaccination, travel bans, the wearing of a mask under a veil, examinations and different country’s infection numbers. It was such a valuable meeting for all students and humbling to see how concerned they were for each other.

new website

#SherborneGirlsCourageous

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The VOICE Spring/Summer 2021

As The Voice was going to print, preparations were underway for the launch of the new Sherborne Girls website, which is due to go live in June.

With the focus on collaborative input, our LGBT+ policy, followed by our transgender guidance document, were developed and adopted. An Equality and Diversity statement is

now in place so that

every visitor to the School will recognise

our commitment to be a fully inclusive organisation. We have worked on developing further our exploration of diversity in PSHEE, addressing issues surrounding sexuality and gender identity, as well as fostering a wider curriculum in which LGBT+ people are visible and

celebrated.

Enrichment opportunities such as the LGBT+ History Month, our Joint Pupil Pastoral Forum and recent parent webinars have provided opportunities to discuss wide ranging ideas and views, where conversations about diversity, inclusion and pastoral matters can be addressed openly. All of this activity sits alongside the student-led Diverse Voices Group that strives to ensure all cultures, races, religions and genders are treated fairly and equally,

empowering

pupils to

have a confident voice and the opportunity to inform aspects of the School’s work on diversity such as LGBT+ awareness and inclusion.

Ian McClary, Deputy Head (Co-Curricular and Planning) and Bex Brown (Director of Safeguarding)

CANDLELIGHT BURSARIE ES Passing on the light of a Sherborne Girls education The school emblem and Old Girls logo both feature a torch, representing the ancient Greek ‘Lampadedromia’, ‘torch race’. This legendary race of torchbearers, which embodies the values of strength, teamwork and responsibility, gave rise to the Olympic flame and in turn inspired the school motto ‘The prize is a fair one, and the hope great’.

Today, these same values (along with the theme of light) underpin the work of The Sherborne Girls Foundation, which was set up to stimulate philanthropy to support the development of the School, along with our social responsibility activities.

Our current focus is on raising funds for our full, transformational, Candlelight Bursaries. We aim to widen access and pass on the light of a Sherborne Girls education to girls for whom a boarding education would be life changing.

We work in partnership with The Royal National Children’s SpringBoard Foundation (RNCSF), a social mobility charity focusing on harnessing the power of educational

opportunities at some of the UK’s leading schools to benefit young people who need them the most.

If you would like to find out how you can support The Sherborne Girls Foundation and our Candlelight Bursaries programme, we would love to hear from you on development@sherborne.com or 01935 818215. Thank you so much.

Katherine Massey, Director of External Affairs and Sherborne Girls Foundation Trustee

“I don’t think I can overestimate how much the Candlelight Bursary has shaped my life, both directly and indirectly. It has been amazing to come to Sherborne Girls, where I’ve met great friends, had support from wonderful staff, and tried things I never would’ve been able to. Because of the opportunity I’ve had, my brother and sister were both encouraged to go to boarding school, so this bursary has helped my family too. I’m very grateful for the new world that has been opened up to me through the Candlelight Bursary, and for how it has made me a better, more wellrounded person. The generosity I’ve received has encouraged me to make a difference to others.”

Amara Agwo, Head Girl 2020-21 and CandlelightRecipient

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21st century learning

EPQ Explained

In L6 pupils are encouraged to take an EPQ (an Extended Project Qualification) alongside A Levels.

It is a 5,000-word report on a subject of their choice (or a 1,500-word report plus the creation of an artefact) and must include a Aa deeper understanding and greater presentation on the planningpand management of the project, as well as the content of their report.

EPQs are valued by universities as they teach pupils how to research and how to reference their research in far more detail than most A Levels demand. A bonus is that more and more universities are making lower offers to students who achieve a good grade in their EPQ. Rachel Allen, Assistant Director of Sixth Form and EPQ Coordinator

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The VOICE Spring/Summer 2021

My EPQ discusses whether the victims of the early 17th century witch trials were victims of superstition or misogyny. I am really enjoying learning more about topics which I find interesting and carrying out research for my EPQ has proven to add a little more intrigue and variety into my day. The EPQ gives you the freedom and independence to manage your own project, which not only allows you to choose which area of a chosen topic you would like to study, but it also becomes the perfect environment for developing essential life skills such as time management.

It has also given me valuable experience in writing longer essays than perhaps I would for my A Level subjects, which in turn has improved the way I write in lessons. You are also required to cite your sources, and since starting the project in September I have grown more and more confident in referencing sources correctly; what seemed like a daunting task with plenty of room for error at first has now become almost second nature through the practice of writing the essay. The EPQ is also a fantastic opportunity for sharpening research skills, as you get plenty of guidance and practice in finding reliable sources of information. Overall, the EPQ has helped me to develop and refine my ability to write, research, and reference, and I would thoroughly recommend it to anyone who is considering applying to a university or wishes to learn more about a particular topic of interest.

Charlotte Smith, L6

My original assumption of an EPQ being boring has changed significantly since I began to produce my artefact. Now I realise how valuable creating something that you are personally interested in is, whether it is related to your chosen school subjects or not. In addition I have learnt skills such as time management and how to plan effectively, helping me structure my workload. I feel I have gained so much from doing my EPQ as I have been able to dedicate time to something I really love. I believe creating an artefact is a great way to go about completing the work as you have creative freedom and can constantly experiment and develop your ideas throughout the course of the project.

Evie Coulton, L6

I feel that I am a lot more invested in completing my fictional short story artefact for my EPQ; it is something that I am genuinely interested in and really enjoy doing. In the process of writing, my mind is transported away from my surroundings and brings me a sense of serenity. Not only does my EPQ provide a further academic stretch alongside my A Level studies but it also brings other challenges forward. Another reason why I enjoy my EPQ is that it is completely my own idea; this is such a nice thing to be in control of.

For me, I love that it is my own piece of writing because it reflects what I am interested in and reflects my sense of individuality.

Katie Browning, L6 16

Original artwork by Fenella Strong, M5 17

The VOICE Spring/Summer 2021

community

INTO THE LIGHT

50 NOT OUT This term we salute John Chester who celebrates 50 years of working at Sherborne Girls.

Back in 1971 John joined the team of groundsmen as a young 15 year-old, and has been here ever since. He can usually be spotted on the ride-on mower or his other speciality is painting the white lines on the tennis courts and running tracks on the pitches!

There aren’t many people who can claim they have worked for one company, in the same department, for 50 years and we wish to acknowledge his loyalty and dedication – thank you John from the entire SG community.

On Saturday 8 May, 22 girls from M5 and U5 (Year 10 and 11) were confirmed in Sherborne Abbey by Bishop Karen Gorham. This was an exciting step for them all in their faith journey, and one for which they have been preparing since last September with Rev’d Windle.

Two weeks prior to the service, the girls attended a weekend confirmation retreat – a special time allowing reflection and contemplation about their faith.

Despite the inclement weather on the day itself, everyone was thrilled to be able to celebrate the service in the Abbey with family and friends.

IN THE SPOTLIGHT Congratulations to Director of Drama and Dance, Lizzie Nurse, for being shortlisted for the Music and Drama Education Awards ‘Drama Inspiration Award’, which recognises teachers who

make a significant difference to the lives of their students. The virtual awards ceremony, hosted by Alexander Armstrong, was held in March.

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community

ASHA

When Dr Kiran Martin set up ASHA in 1988, I don’t think she realised what beneficial impact she would make directly on the lives of almost a million Indians, but also indirectly on many more from different walks of life, such as myself. The charity’s mission focuses on providing healthcare, education, financial inclusion, environmental improvements and empowerment to people living in slums.

Whilst Covid blocked our visit to India, my team and I were able to see first-hand the profound effect this amazing charity had on a student who was able to pursue his academic studies in a top university, which would not have been possible without the help of ASHA. It is amazing to think that, in a small way, we were able to provide help and offer hope to the

Lilac Payne, Savannah Collins, Clementine Bond and Eliza Stevenson (L5) ran 2K each day for two months to raise money in aid of the Centre for Women’s Justice.

Our girls and staff regularly demonstrate how service, helping others and making a difference is an integral part of the ethos at School. people in the slums, especially the women and children, through our fundraising efforts. It is a sobering experience, which has opened my eyes to the levels of poverty and sadness that can exist in the world, making me deeply aware and thankful for the privileges and opportunities we are given in a school like Sherborne Girls. My perspective regarding the inequalities in such countries has been changed forever.

Working with charities allows one to see that genuine progress can be made and that their work can impact so many people in such a profound way. ASHA is just one example, but there are many other charities that welcome help from volunteers, in a multitude of ways.

Furthermore, the experience highlighted to our team that we can help people, despite the fact that we would most likely never meet them, and ultimately, they can help us in return to gain a true perspective. We must not forget many people need support, and we should always try to help where possible. www.asha-india.org t Erin Cassingham, L6

BIG SLEEP OUT Having served as an Alabare Chaplain at various stages during the last five years with the Emmaus Community, and having originally initiated the A culture of our School’s link with Alabare around 6 years ago, I am thrilled that Katy Scott (Housemistress) and girls from Wingfield Digby are now taking on the challenge of the ‘Big Sleep at Home’.

It will become part of the culture of Wingfield Digby and support of wider awareness across the School of the issue of homelessness. Whilst knowing that our participation in this annual event gives us just a taste of what it is really like to sleep rough across Wiltshire and Dorset and many other places, it makes us even more determined to support the plight of those suffering homelessness today and in the future. By joining in with and supporting the fantastic work done

by Alabare, as a School we sincerely hope to make a difference.

Jenny Nelson, Music, RS Departments

t b

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COMIC RELIEF VIDEO Well done to Charlotte and Sophie (both U6) for organising a wonderfully creative, joyous cross-school film for Comic Relief, which brought a smile to everyone’s face.

A CUT ABOVE Kate Talbot Rice (U5) took the brave decision to cut all her hair off during the Easter break to raise money for the Little Princess Trust.

She has beaten her initial target of £1,000 by some considerable measure and is now closer to £1,650, which will be enough to allow three wigs to be made from her hair which would then be given to children who have lost their hair through cancer treatment or other medical conditions. Well done Kate – we think you look fabulous with and without your long hair.

VIRTUAL VISITS Our outreach programme with local care homes had a virtual make-over to ensure that the elderly residents didn’t miss out on their regular friendly chats with the girls. Visits still went ahead online and the residents and girls have developed true, valued friendships.

Lucy Maynard (L6) and Louise de Chimay (L6) speak fortnightly with Dr Valerie at Trinity Manor with the topic of conversation ranging from the American presidential election to vaccine developments, and then, on the intervening week, they write to her. Knowing that family visits to care homes were not allowed, an additional ten girls wrote weekly letters to residents in various care homes across Sherborne, as a gesture to make them feel less lonely. They are now receiving regular letters back from residents themselves and hopefully this will culminate in a meeting between the pupil and their recipient in the care home when Covid restrictions are lifted.

Amanda Mackintosh, Head of Outreach and Community Liaison 20

sports round-up

CCF IN LOCKDOWN Each week during lockdown the entire Sherborne Girls CCF contingent met for an hour and a half on a Teams call, where we were given orders and then went off to do a variety of activities including camouflage at home, a 2K time trial, marching, saluting, building a basher and so many others.

For many of the activities we were in our uniform and filmed or took pictures of ourselves carrying out the activities.

During online learning we earned points depending on factors such as appearance and correct and precise drill movements. These points accumulated over time and ended in five of us being promoted to 2ics’. CCF was a highlight of my week as we never knew what we were going to be doing and although some activities were quite challenging, it was really enjoyable and allowed a bit of normality back into our lives.

RUNNING WITH MY DAD I am so lucky that I share my passion for running with my dad. I often find that it’s not the actual run that can be difficult to motivate yourself for but the idea of doing it alone.

Running can sometimes feel isolating, but I never regret going, especially when I have been looking at a screen for much of the day. The feeling I have when I finish the running club intervals, or even hill sprints (where my dad and I grow a competitive spirit!), is incredible.

Running was not only a distraction from the locked-up life we were living, but a feel-good medicine. I would advise anyone to start, and it doesn’t matter how slow or how short, you’ll feel amazing. If you are lucky enough to have someone else who shares the enjoyment, do it together. It makes it twice as fun and you can share the sense of achievement that I share with my dad, especially working towards certain goals or challenges each month.

Birdie Payne, M5

30-DAY CHALLENGE In lockdown, the Sports Department set us a fitness-related challenge that could be achieved in 30 days. This helped me stay motivated, positive and it helped to have a goal to work towards. If I had to choose one word to describe how the challenge helped me, I would choose the word ‘motivation’. I enjoyed pushing myself to do my best. I also found that when I planned what exercise I would do on each day, I was more organised and kept myself on track to achieve my goal. It gave my days a structure and a goal to work towards over the long period of lockdown. Without the 30-day challenge I think I would have been lost, not knowing how to stay active during such strange times. The challenge actually

me to improve my overall strength and individual sports rather than just helped sustaining my performance. I also learnt so much about how to set a SMART goal and how it might evolve along the way.

Tahlia Mistry, U4

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The VOICE Spring/Summer 2021

Charlotte Wordsworth, U5

DofE EXPEDITION

The L5 girls had a fabulous weekend on their Duke of Edinburgh’s Award training in April. The sun shone on the six walking groups who completed a 17km circular walk, practising their navigation and map-reading skills enroute.

Back in School, the other half of the year group was learning vital first aid skills to help keep themselves, and others, safe whilst on expedition. Our training 16 May

the final

weekend on was preparation before the Practice Expedition on 22 and 23 May. The other girls and I were so excited about the prospect of camping out overnight with our friends!

Alice Evans, L5

A NEW-FOUND LOVE OF SPORT

LACROSSE VIRTUAL FIXTURE During our period of remote learning at the beginning of the Lent term, many of the lacrosse players took part in a virtual fixture against Cheltenham Ladies, Haberdashers’ Monmouth and Malvern St James.

This was a great success and it was a lovely opportunity for the girls to dust off their lacrosse sticks before coming back to School. The activities they competed in were skills-based and included stickwork, speed and agility.

Emily Spivey, Head of Lacrosse

5 IN 5 CHALLENGE During the early Lent term we took part in the ‘5 in 5 challenge’.

This comprised of a group of challenges that were set over 5 days. The first challenge was a set of balances and we could choose which ones we could do; each balance had a certain number of points that we could achieve, the harder the balance the more points we could get.

It was in the third lockdown when I found a passion for running. The Sports Department challenged us to select a goal and achieve it within thirty days. I contemplated this for a while and then decided to try something new: running. My objective was to try and run ten kilometres in one hour by the end of the challenge. I knew that in order to achieve this, I needed to incorporate several things into my schedule. It was crucial to have endurance, speed, strength, flexibility and agility sessions as well as rest days. In addition, I focused on adopting a healthy eating plan and started drinking more water.

Without hesitation, I allocated days for my favourite things: Down-dog yoga and Les Mills workouts. I had a rest day once every five days which allocated me time to relax and focus on regaining energy. So, when I got up each morning, I knew that I wasn’t in for running 24/7, which was a relief! After a couple of days planning, I was eager to start my challenge. I wanted to prove to myself that I could do this. So, I put on my running shoes and attempted the first hurdle: walking out the door. I began the challenge by completing an eight-kilometre run in which my time was one hour, six minutes. I came back from my run absolutely exhausted but with a motivation ‘buzz’ and with the knowledge that I had really pushed myself.

Once I became comfortable with where I was heading, I started to explore new routes. This was one of the key motivators which kept me going as I really enjoyed finding new paths to run up and down – I can promise you that there are hills here in southern Holland!

To record my runs, I used Strava and competed against my family members and participated in a virtual running club as well. Additional learning in sports lessons gave me more education about the release of endorphins when you take part in exercise. I started to think less and less about time and more about the experience and the benefits that it had on me. I became increasingly less stressed, and it set me up for the working day ahead.

I would be lying if I said that every run was easy. Sometimes weather affected my motivation, especially cloudy skies!

Nearing the end of the challenge I started to go outside regardless of the weather and even started to enjoy running in the rain. I have yet to complete my goal - I’ve got one more hurdle to climb: the last kilometre! The thirty-day challenge has enabled me to get outside and bring out the best of lockdown. It has helped me discover a new sport and I am very thankful for that opportunity.

Imogen Walton, U5

Each day a new challenge was set which made the five days very exciting as everyone was focussed and determined to win. We didn’t know until the day what we were going to be asked to do; some of the tasks required agility, others relied on good core strength. Having these challenges was great fun and a welcome addition for those girls (like me) who were really missing the competitive side of sport.

Amber Nielsen, L6 22

Programme for Commemoration Day 2021* uCoffee in Mulliner for U6 leavers and their parents

U6 Leavers’ Service in Sherborne Abbey

9.30-10.30am 11.00am-12.00pm

Lunch in the Marquee for U6 Leavers and their parents

12.30-2.00pm

Lunch in Boarding Houses for all other pupils and parents

12.30-2.00pm

Prizegiving in the Marquee Art and Design Exhibition in the Wirth Gallery (Merritt Centre) and Art Block Afternoon tea in Queenie’s (Merritt Centre) End of term

2.00-3.15pm 3.15pm onwards 3.45-5.00pm 5.00pm

Sherborne Girls Bradford Road Sherborne Dorset DT9 3QN 01935 818224 office@sherborne.com sherborne.com

Shelleys The Printers

* Subject to Government restrictions