Putney Perspective - School Magazine 2019 - Putney High School GDST by Putney High School

Putney Perspective 2019

Character and confidence are two qualities that Putney pupils have always shown in abundance. I find it hugely gratifying that resilience, a can-do attitude, and the strength to speak out for what you believe in are really becoming hallmarks of a Putney education. This year’s magazine is testament to those values with sections dedicated to the power of oracy, the importance of an entrepreneurial mindset and the many ways that we champion the spirit of activism in our students. Our Breathe programme has shifted up a gear reminding us all that beyond Putney, we are very much global citizens with responsibilities to the planet and those who live in it. Biophilic classroom design is just one of the many ways we have been working towards sustainable ‘global goals’, of which our peer mediators will tell you more. Above all, this year’s magazine celebrates learning in all its forms; from Art, Music, Drama, Sport and DT, to the Science of Learning itself - how our brains actually absorb and retain information. See what our students have been up to both at home and abroad and hear, in their own words, from our many talented poets and journalists as they reflect on what today’s world means to them.

Features 2

FINDING OUR VOICE

DESIGN TECHNOLOGY AND TEXTILES

BREATHING SPACE

ALUMNAE PORTRAITS

AROUND THE WORLD

POETRY FESTIVAL

SCIENCE OF LEARNING

SPOTLIGHT ON LACROSSE

SPOTLIGHT ON DRAMA & DANCE

STUDENT PERSPECTIVE

ART

ACADEMIC RESULTS & DESTINATIONS

35 Putney Hill, London, SW15 6BH Tel: 020 8788 4886 Email: putneyhigh@put.gdst.net Website: www.putneyhigh.gdst.net Follow us on: twitter@putneyhigh Facebook: putneyhighschoolGDST Cover photography: Dr Will Dixon Other photography with thanks to: Zoe Rowson Editorial team: Caroline Reed, Samantha Hazlehurst, Geraldine Dyos. Editors reserve the right to edit any contribution. Printed by Impress

FINDING OUR VOICE

Having the confidence to stand up and speak out for what you believe in has long been one of the hallmarks of a Putney education.

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FINDING OUR VOICE

Intellectual sparring has always been very much part of life at Putney. The skills to think independently, to argue persuasively, and to analyse critically are key to the school’s approach to learning and relevant in every subject, from humanities and languages to science. Harkness Table lessons and parliamentary style sessions encourage debate at every opportunity. There is a democratic Student Council, and over the last year, the pupils have been practising everything from ‘elle-oquence’ to ‘power poses’ with the school’s dedicated Orator in Residence, Dr Miranda Kiek. Dr Kiek was brought into the school as the sixth in a line of Residencies which has already included a Writer and an Entrepreneur among others. These posts were created to give students unprecedented access to professionals in their fields, and the opportunity to learn the kind of transferable, ‘real world skills’ that are so highly prized by universities and employers alike. Having the confidence to stand up and speak out for what you believe in has long been one of the hallmarks of a Putney education. “At Putney we recognise that many important life skills can best be learnt outside of the classroom,” explained Suzie Longstaff. In fact, one of Mrs Longstaff’s earliest initiatives on becoming Head of Sixth Form was to instigate stand-up comedy workshops to get students to think on their feet, and quickly get the measure of an audience. “It’s really important to give girls a voice in the post-Brexit / Trump world that they’re facing in the future…we won’t know what jobs will exist, so we need to give them any opportunity to stand on their own feet, drive their direction forward and give them confidence to do it,” she told us. And Putney pupils are certainly not backwards in coming forwards, from the campaigning Eco-committee who were the

driving force behind the school’s Breathe environmental programme, launched last year by Putney's MP Justine Greening at their request; to the school’s Feminist Book Society. Nana Ama of the 2019 Head Girl team, herself an active member of ‘Fem Book Soc’ as it’s affectionately known, said, “Whether it’s in Debating Society, the student magazine, or in lessons, we are always prompted to engage ourselves in intellectually stimulating and challenging discussions.” Another ardent campaigner, Katie (also Class of 2019), was at the House of Commons last December to lobby MPs and Lords on behalf of the Young Vision Alliance (YVA) whose ‘Our Futures Matter’ campaign is crusading for children with vision impairment to get the support they need in education. “Putney has definitely helped build my confidence over the years so that I was able to speak openly on this important issue,” she explained. According to Dr Kiek, who in celebration of International Women’s Day set up the ‘Putney Soap Box’ encouraging students to stand up and speak on a topic that they were passionate about, “That’s one of the wonderful things about Putney High School students – they care about a lot!” And they certainly knew how to draw a crowd. It’s not just about having a voice at Putney, but about using it effectively – learning how to present an argument articulately, respectfully and with conviction. Debating is firmly embedded in the curriculum and will be even more centre stage with the creation of the school’s new debating forum, part of the new Science, Music, Drama and

Debating Centre. In the last year alone, our avid debaters have seen remarkable success at the Oxford University Schools’ Debating Competition where they ably held their own against boys from Dulwich College, and the ESU Mace Debating Competition, where they made it through to the regional finals, arguing against the motion, “This House believes no essential service should be run on a for-profit basis”. At the Inner London Crown Courts, a team of students from Years 10 and 11 triumphed against rival school teams in the Independent Schools Mock Trial competition, winning (both in the eyes of the jury and the competition judges) each of their three cases. Last Autumn, in celebration of the centenary of the Parliament (Qualification of Women) Act 1918, Putney re-enacted well-known speeches by some of politics’ most prominent female MPs of the last 100 years. We were enthralled by famous speeches by pioneering women including Nancy Astor, the first female MP to take up her seat in Parliament, Barbara Castle (re-enacted by our own Mrs Longstaff) Betty Boothroyd and Putney alumna, Baroness Virginia Bottomley of Nettlestone. It was inspiring to be reminded of their powerful voices, and the role they had to play in shaping the futures of young women in the UK and beyond. “If you look at some of the key Prime Ministers this century,” said Mrs Longstaff, “a lot of them have been educated at the public schools that teach debating – and there’s no magic in it. We’re trying to create the next female Prime Minister.”

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Q&A with Dr Kiek Orator in Residence What is your role at Putney High School? What does being an Orator in Residence entail? My role is to help students with any sort of formal speaking. Formal speaking can range from classroom discussion to university interviews to the ultra-formal mode of a debating speech.

secondly the ability to keep her audience on board as she says them. It may not seem like it, but the first of these is more difficult than the second. There are techniques to help keep an audience listening– such as storytelling, signposting, use of analogy – that can be taught fairly easily. Identifying the kernel of any single argument requires a combination of intelligence and practice.

Why do you feel that the school has such an immense focus on Oracy and Public Speaking?

Could you tell me more about the variety of debating opportunities at Putney?

Put simply – the ability to speak well is a means to power. From the Ancient Greeks onwards, rhetoric and oratory have been considered a fundamental part of any future politician’s education. It is no coincidence that so many politicians are former presidents of the Oxford Union. Too often women are socialised into the role of listener rather than speaker and, if we want more women in politics or in boardrooms (and we do), women need to feel confident in their ability to put forward an argument in a meeting or to network over lunch.

There are three clubs all devoted to debating (a student in Year 9 could spend two and a half hours a week in debating clubs), numerous national competitions, a series of ‘friendly’ debates with local and not so local schools (we hosted a team from New York recently), and that’s not to mention in-class debates - there have been several whole year PSHE debates, special one-off debates and the House Debating competition. I have enjoyed doing a whole day’s worth of debating with Year 8 as part of Activities Week this year.

From your experience, what do you believe to be the necessary qualities of a good public speaker? Moreover, do you believe these to be qualities which can be developed or which only come naturally?

Talk to me further about about the Putney Soap Box and the other Oracy initiatives you have been working on, such as Power Poses, the Speakathon, etc.

The two most fundamental qualities (in my view) of a good speaker are firstly the ability to isolate exactly what she wants to say and

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An important part of my role is using speaking activities as a means to help girls engage both with the political world around them at the moment and also their history. As part of this I have led

FINDING OUR VOICE

a number of one-off events including an event to celebrate the Qualification of Women Act 1918 which interspersed performed speeches of female MPs with speeches written by the girls themselves, ‘A Minute for Women’ soapbox on International Women’s Day and debates on the rise of digital technology. I took a team of girls to take part in a mock trial competition as well as putting on a mock trial in-school. With the Sixth Form I have led sessions on seminar skills and presentation skills and have been gradually working my way around form rooms teaching students to power pose (illustrated left).

Why in a modern and rapidly growing society are debating skills so important? That’s an interesting question – it seems to imply that as society becomes more digitised, speaking skills grow less important. Can a tweet replace a speech? In some cases yes, but not in all. We are still impressed by good speakers, I think. Moreover debating does not just teach speaking skills but critical thinking skills. The rise of populism and growing power of big business means that being able to think critically is as important as ever. Could one say that debating skills are a defence against demagoguery?

What response have you had from the students? The students are enthusiastic, bright and quirky. It’s inspiring to work with students who have such an appetite for learning and who are willing to stand up and take risks.

How important do you feel these skills will be for the girls beyond school? I hope that teaching girls to debate means that they will be powerful voices as they become adults.

If you could give us one piece of advice, what would it be? Debating is a game. It is rhetorical fencing. It is exhilarating and fun and as such it’s very easy to forget that debate motions have any real-world existence outside of the debate. I mean that in a debate about an economic policy, the fact that 30% of the UK’s children are living in poverty, and that this percentage is rapidly growing, becomes just a stat to support an argument. We, as debaters, use that stat to win a debate. Yet these stats are not just stats – they refer to real children, children who have to watch their parents, night after night, worry about feeding them and paying energy bills. I suppose then, my one piece of advice is to remember that debate is no substitute for activism. Can I add one more thing? This is something I have had to learn. Mistakes and stumbles – verbal, logical or actual – do not matter much in the grand scheme of things. You will inevitably notice them more than everyone else does – or, at least, worry about them more. Judge yourself, and your speeches, in the context of the bigger picture.

Govhar and Sofia were triumphant in the second round of the prestigious ESU Mace Debating competition, seeing off three strong Sixth Form teams to make it through to the Regional Finals. Together they argued against the motion “This House believes no essential service should be run on a for-profit basis” on the grounds that big business means big tax – a tactic which, like for-profits – paid dividends. They also won the London Middle Schools debating competition.

Interview by Govhar Dadashova, Year 10 putney perspective

TEACHING THE BUSINESS The secret OF ENTREPRENEURSHIP By Suzie Longstaff, Headmistress With the world changing at such a fast pace, how can we ensure that we are giving our pupils the very best preparation for the jobs that await them? Helping them to achieve their academic goals is certainly an excellent start, but I am well aware that it is by no means enough. We need to give them the critical skills to distinguish themselves in a crowded marketplace and the agility to adapt and respond to the challenges that lie ahead. So how do we do it?

e know that increasingly, aside from top grades, employers are looking for evidence of the practical, transferable skills that are essential in the world of work: fluency in languages, collaborative problemsolving; an understanding of technology and coding, innovative, creative thinking – in fact as Cindy Rose, the CEO of Microsoft UK told us when she visited last year, these are skills for any young school-leaver today, regardless of the field they wish to go into. Putney has always had a ‘can do’ culture, so increasing our modern foreign language provision was an obvious first step to offering a truly global education. We have now added Italian to our already broad range of language options – there is, after all, only so far you can go when relying on Google Translate. But how do you teach resourcefulness, adaptability, resilience and what amounts to the all-important ‘Entrepreneurial Frame’ of mind that so often sets the highest achievers apart? Last year we brought in our first Entrepreneur in Residence to help pupils grasp the key skills for growing and maintaining a successful enterprise. This was the sixth in a line of residencies which provide students with life-changing learning opportunities through unprecedented access to specialists in their fields. In the pilot scheme, Jo Cruse of The Unreasonables reminded us that it’s not all about success; learning to cope with and learn from failure are essential elements

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of any entrepreneur’s toolkit. Featured by the Evening Standard, the scheme sparked so much interest that we are now working on phase two of the project, which will see a new entrepreneur even further embedded within the school, as well as the announcement of Putney High School as a founding member of a new network of schools in West London, who will work together to collaborate to solve pressing socio-economic or environmental problems through enterprise, guided by industry experts. Business brains are already booming at Putney where would-be tycoons have been applying in record numbers to the Year 12 Young Enterprise scheme and students’ own business initiatives have won awards two years running. Last year, Holly Hallawell, Co-founder of Kalafi Discos, one of three successful businesses run by pupils, said, “We started with a hoodie business which didn’t receive the attention and demand we hoped, so we held a disco to fundraise. It was such a success that we realised it would be better to run a disco company, something we were more passionate about.” In its first period, the company was turning a 91% gross profit margin and went on to be featured on Wandsworth Radio, having won best overall company and best interview in Central / South West regional finals, and the BLP Social Impact award in the Central London finals. This year has seen continued success with the Young Enterprise

of getting ahead is getting started

Mark Twain

programme. “What seemed inchoate, disorganised even, suddenly blossomed into remarkable creativity. Out of chaos came order, sales and profits!” said Mr Ross, Centre Lead for the programme. Novus Ltd, one of the companies, created original environmental cartoons depicting the emergency on planet earth, the “designs invoking the spirit of Disney” said the judge on awarding them the Disney Creativity award. Novacia Ltd, another company, addressed the problems of plastic food packaging through the creation of stylish re-usable wax-coated sandwich bags – and took the Best Sustainability award. The Careers Department’s programme has had a strong entrepreneurial focus of late with visiting specialists from a wide range of fields. Pablo Ettinger, joint founder of Caffé Nero and experienced business leader spoke convincingly of the importance of following your passions. A Careers Evening welcomed the brains behind a number of successful startups, including Steve Locke, founder of cocktail bar chain, Be at One and Rebecca Saunders, Founder of Balance Me skincare, to inform and excite our students. Let’s hope they are on the look-out for talent – they would not be the first: Farid Haque, Founder of leading Insure Tech start-up, Asset Vault, recently hired students from Putney to work as interns:

Steve Locke with Putney Entrepreneurs, founders of Kalafi Discos

â&#x20AC;&#x153;To work at a tech start-up when still in high school is impressive. Students were motivated and self-directed. The team really enjoyed working with the girls; they were responsible and dependable beyond their years.â&#x20AC;?

shoes, handbags and education technology were able to give excellent insight in to the real struggles and joys of enterprise. Getting first-hand experience of any business role is of course priceless, which is why last year for the first time, I was delighted to see a group of 50 successful Year 10, 11 and 12 students obtain work experience placements at Vodafone where they had the opportunity to be involved in every aspect of the companyâ&#x20AC;&#x2122;s business from marketing and product testing to coding and web building.

It is gratifying that these inspiring leaders see the same promise within our school as we do. It is this fresh approach to learning, combined with a healthy dose of curiosity and a strong foundation in scholarship which is already giving our students the edge, equipping them to rise to a challenge, to be original in their problemsolving and above all, to persevere when the going gets tough, with the spirit and determination that is such a hallmark of Putney pupils.

In January, we hosted our Careers Fair, an event which takes place every two years. With over 60 stands, the evening was incredibly busy and gave parents and pupils unparalleled access to company representatives, alumnae, universities and entrepreneurs. Careers advice and stories came from experts in fields such as engineering, marketing, film, sports insurance, medicine, banking and law. Entrepreneurs in education, catering,

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FINDING OUR VOICE

MUSIC TO OUR EARS Singing is wonderful and, at Putney, there’s a lot of it going on. At certain times of the year, every practice room, corridor and cupboard resonates with the sound of music in a wide variety of genres. Our annual music festival is one of the busiest times, of course, but every lunch break is packed with rehearsals, both organised and spontaneous. Class lessons are similarly vocal – even today, whilst rehearsing part of Mozart’s Magic Flute for the Year 9 opera, a particular phrase reminded the girls of an Oasis song and they gathered around the piano for an enthusiastic, if somewhat raucous, rendition of ‘Wonderwall’. Singing makes us feel good – the simple act of taking a deep breath and releasing it in a controlled way is proven to reduce stress and lower one’s heart rate, regardless of whether or not there’s a beautifully modulated sound as a result. Breathing ‘with purpose’ helps to oxygenate the blood and organises major muscle groups in the body, even when sitting down.

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MUSIC TO OUR EARS XXX

Putney girls will sing anything from Renaissance madrigals to contemporary minimalism in eight parts . . .

The psychological benefits are significant too, regardless of whether singing remains a solitary activity in a practice room or performing with a hundred-strong choir. Neither is the repertoire important – Putney girls will sing anything from Renaissance madrigals to contemporary minimalism in eight parts, split across two choirs, from memory. They love a challenge and the chance to experience a diversity of music, with plenty of works by living composers in the mix. Singing can happen anywhere and with anyone – we’ve all seen YouTube videos of flashmobs on the Underground, or witnessed them first-hand and been tempted to join in. There’s something inherently joyful about making music without the physicality of an instrument to get in the way; everyone has a favourite band, or a song, or a melody that reminds them of a happy time or place. Music, along with one’s sense of smell, is an incredibly evocative experience, with tunes we hear as children often remaining tucked away in a corner of our brains for a lifetime. With our pupils at Putney being at the start of their musical journeys, every one of them will be storing a rich diversity of melody away that they might access in years to come, and smile at the thought of it and the memories it brings.

Putney is by no means a school that overtly specialises in vocal music; we have fantastic orchestras, chamber music and soloists on a wide variety of instruments who contribute an extraordinary amount to the life of the school. There is, however, something special and wonderfully collegiate about watching a House Choir embark on the journey from the first, often awkward rehearsal to the final polished performance in front of the whole school. The support the girls receive from each other makes this and much else possible, for musicmaking of this quality requires considerable dedication. Witness, for example, the time and effort that our a cappella groups put into their choreographed, immaculate renditions of contemporary pop songs before taking them, as Pitch Purple do every year, up to venues like the Edinburgh Festival to considerable acclaim. From the moment that girls arrive at Putney, we encourage them to make music with each other. This thread runs powerfully throughout the life of our school, from Reception to Year 13. The repertoire will be different but the spirit is the same, namely that of discovery, challenge, experimentation and the development of one’s musical self in the company of others. Witnessing this transformation is a daily joy, and being part of the process is for me a rewarding and often humbling experience.

Angus Meryon, Director of Music

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Breathing Space As a nation we typically spend as much as 142 hours per week indoors. You could blame it on the climate, or on the working culture, but the fact remains that both as adults and children, most of us could benefit from more time spent communing with nature.

Outdoor Learning

Biophilic Classroom

The rewards of time spent in the natural world have been known about for centuries. As organisms, we are very much a product of our environment; fresh air and natural light are all vital ingredients that help us to operate to our full potential, both mentally and physically. Fortunately, schools have been quick to see that outdoor learning is not only good for us, but an excellent teaching and learning opportunity.

Last year, with the onset of the central heating season, we undertook a four month project that quite literally, brought the outside in. The experiment in Biophilic design was part of a study into the green infrastructure of the school and it highlighted the importance of plants and views of nature as a way to boost health, wellbeing, focus and productivity in the classroom.

Constant connectivity and at Putney, iPads for every student, make lesson-time more flexible and allow staff and students to take their resources outside as never before. Being out among trees and plants, engaging with the natural world and sucking in huge gulps of fresh air, gets staff and pupils thinking, quite literally, out of the box. Eco and outdoor classrooms are now plentiful. At Putney, we are delighted that, when the weather allows, every year group can take their learning outside to one of our outdoor teaching spaces. There is the ‘Bluebell Stage’ for summer productions, and in the Junior school, the outdoor Auditorium is now complemented by an ambitious and award-winning Adventure Playground, which not only provides physical challenge, but encourages risk-taking in our younger girls. But what about the many days when practicality and weather mean venturing out simply isn’t possible?

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The study began with the transformation of three otherwise similar Sixth Form classrooms. The first, a maths classroom was modified with an extensive array of indoor plants, the second an English classroom, with a full-size photographic wall mural of a woodland, and the last, a Psychology classroom, was left unchanged. All three classrooms were monitored for air quality and atmosphere, and observed for concentration levels and feelings of wellbeing of the staff and students that spent time in them. Not only did the study demonstrate a measurable improvement in brain boosting oxygen, but perhaps more interestingly, it showed a marked change in the behaviour and perceptions of those involved. Students commented on how the classrooms were so much more “relaxing”. “The plants really have a calming effect. They change the atmosphere for sure,”said Sophia, a Year 13 student who was

BREATHING SPACE

actively involved in caring for the plants. Headmistress Suzie Longstaff explained, “At Putney a commitment to the environment and the wellbeing of our students go hand-in-hand. The re-design of the classrooms has created some really bright and energising spaces and after four months, 78% of our pupils told us they actually ‘felt healthier’. That has to be a good thing.”

Results were so impressive that the school has decided to use the research to inform the design and build of its new, cross-curricular Science, Music, Drama and Debating Centre which is due to open in January 2021.

Breathe Eco-friendliness and environmental awareness are thankfully now very much a part of life in most schools, but more interestingly, our experiment has shown how, for education, the rewards can be even greater. Suzie Longstaff explained,

“The Biophilic project is part of our ‘Breathe’ campaign, which demonstrates how a few, relatively simple steps, like bringing plants into the classroom, can have a significant impact on both wellbeing and ability to learn.” Breathe was launched last year with the support of MP Justine Greening, concentrating on the small steps which can have a big impact, with initiatives to cut pollution levels, recycle more efficiently, reduce food waste and stop unnecessary use of electricity. Day to day, Putney’s eco-warriors are dedicated to the cause, showing that whether they’re litter-picking on the banks of the River Thames as part of a 5K run, tree-planting in East Sheen, or doing science experiments to develop sustainable products, they have the confidence and the conviction to stand up for the marvellous planet we call home. putney perspective

BREATHING SPACE

Putney takes on

GLOBAL GOALS Who are we? We are the peer mediators; peer mediation is problem solving by youth, with youth. Peer Mediation is a process by which two or more students involved in a dispute meet in a private, safe and confidential setting to work out problems with the assistance of a trained school mediator. This year we have been working on multiple projects. Not only have we been helping solve other people’s conflicts, but also, we have been helping our school to become even more eco-friendly. Through the Peer Mediation programme we have been introduced to a school in New York called the Lindenhurst School. They have already implemented many changes to help them reach the goal of becoming a green school. Recently, a group of students from the Lindenhurst School came all the way from New York, to visit us at Putney and to talk to us about the Global Goals.

The Global Goals The Global Goals are 17 goals that are put in place by the United Nations to define the future of global developments. Examples of these goals are: ‘No Poverty’ and ‘Responsible Consumption’. Other goals include fighting inequality and injustice and fixing climate change. These goals may seem unachievable at the moment, but we truly believe that with enough work and dedication, we can achieve these global goals. One of the students from Lindenhurst School told us, “To achieve the goals, it doesn’t have to be something big, or revolutionary, it can just be something simple, yet effective, like raising awareness about an issue, or giving a talk to your friends, family, or even your community. It all helps in the long run and nothing is too big, or too small to help.”

Wellbeing in school Good health and Wellbeing is goal three. Wellbeing is defined as the state of being comfortable, healthy or happy. Wellbeing although seemingly simple in its definition, is not as easy to obtain as you might think.

The Global Goals for Sustainable Development

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In 2014, 19.7% of people in the UK aged 16 and over showed symptoms of anxiety or depression and women are nearly twice as likely as men to be diagnosed with depression or anxiety. At Putney, Wellbeing is central to the school’s ethos and during ‘Wellbeing Within’ week it comes into focus with a week of events such as meeting Ruby and Monty, (the wellbeing dogs) and even multi-lingual yoga. It’s a great way to promote wellbeing and mindfulness within the school.

GLOBAL GOALS

We are encouraged to be in tune with our emotional wellbeing and we even have an app available to us to help us better understand and be aware of how our emotions can impact ourselves and others every day. If you haven’t seen the “Positive” app, check it out. It includes things like a grid to help us map our emotions, and it has proven really beneficial to many students.

The changes we have made and are hoping to make As a school we are all very keen to ‘do our bit’ when it comes to helping the environment. One of the ways that we are trying to help is by reducing the amount of meat we eat. There are recent studies that show how reducing meat consumption could have a very positive impact on the environment, our health and our economy. We are keen to introduce ‘Meat Free Mondays’ as we think this would be very beneficial to us as a school. It could help save money and would actually be healthier for everyone to have a meat free day. Recently, the University of Cambridge found that it made a 3% increase in its profits, when it stopped serving beef and lamb. Think what these profits could provide. If Putney introduced this scheme, it would mean that we would have extra money to spend on equipment for music, sport and art, and even field trips. If we could save the school 3%, what would you want the money to be spent on? As well as saving money, it is proven that reducing the amount of red meat we eat reduces the chances of heart disease, diabetes and certain types of cancer. So far this year, the peer mediators have spoken to the catering staff and Mrs Armstrong, to swap our paper packed lunch bags, to make them similar to Sainsbury’s bags for life. By saving paper we are helping the environment a lot. If you have an interest in helping the environment and making a change to people’s lives, please visit the global goals website for more information: www.globalgoals.org If we work together we can achieve the global goals #FreedomForGirls https://dayofthegirl.globalgoals.org Tilly Bowden & Eleanor Glowrey

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AROUND THE WORLD

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AROUND THE WORLD

Expedition to Iceland 2019 “I loved the glacier walk – it was exciting and so different to anything I’d done before. Iceland is amazing and I’d love to go again.”

Iceland’s landscape is always awe-inspiring but when the sun shines it is like being on a movie set: the ice caps glow white against the black volcanic mountains, and rivers rush over cataracts spraying rainbows overhead. Our trip this year had many highlights including trekking on the Solheimajökull Glacier, complete with ice picks and crampons, where we could see first-hand the effects of the warming climate on the glacier. Staying in our riverside ‘cottages’ was another treat; we could enjoy the incredibly long and remarkably warm summer evenings on the veranda, wander along the river to a nearby waterfall and enjoy the peace and quiet of the countryside. We spotted puffins and friendly sheep on our visit to the Westmann Islands. A smooth ferry crossing to the town of Heimey afforded us a fantastic vista across the southern shore of the mainland and a chance to climb an active volcano. Eldfell crater erupted in 1973 and only the efforts of the locals to pour seawater on the lava saved the harbour from destruction. You can still feel the heat pouring out of the rocks at the summit and admire the spectacular views across the island. Our final full day had a packed itinerary but started with an exhilarating dip in the naturally heated Secret Lagoon. One of the oldest public swimming pools on the island, the pool is surrounded by bubbling fumeroles and even a mini-geyser that erupted every few minutes. We then got to see the real Geyser which was in a good mood according to our guide, Eric, as it gave a really powerful display of its tectonic power. After a restorative ice cream in the sun, our guide took us to the magnificent Gulfoss waterfall, and then to Thingvellir National Park, a rift valley formed by the American and Eurasian tectonic plates splitting apart. Our last night in Reykjavik included shopping time and a slap-up dinner and an evening stroll along the harbour back to the hotel. It was a fantastic trip and also a real pleasure to see the girls engaging with a new place.

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AROUND THE WORLD

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On the Slopes In February, Year 8 girls spent a fantastic week skiing in the beautiful French resort of Serre Chevalier. The ski conditions were absolutely perfect throughout the week, with clear blue skies and bright sunshine gracing every day we were on the slopes. Luckily, heavy snowfall just before we arrived meant that the snow conditions were also excellent; we really did have the best of both worlds. After a smooth journey (and a very early start!) on Saturday we settled in well to our traditional, family-run hotel, and Annie and her family looked after us extremely well throughout the week. We hit the slopes first thing Sunday morning and the girls never looked back! Our beginners, some of whom had never skied before, made excellent progress, skiing blue (and even bits of red) runs with confidence and skill after only a few days on the slopes. Our better skiers were challenged throughout the week to perfect their technique, and really enjoyed exploring everything that the extensive piste network of Serre Chevalier has to offer. The girls were kept busy throughout the trip – if five hours of skiing a day wasn’t enough, evenings were filled with fun activities – such as a private hour in a desert-island-themed adventure swimming pool, floodlit ice skating and a hotlycontested bowling evening – keeping us all busy when we were not on the slopes. Everyone ended the week tired but extremely happy after a wonderful week in the Alps.

S de sol porque él brilla cada día C de celoso porque toda mi familia y mis amigos que no están aquí están muy celosos de mi.

O de oír. Aqui se pueden oír muchos sonidos como las canciones de los pájaros y el aullido de los monos.

S de sol porque él brilla cada día y por lo tanto hace mucho calor. T de triste. Voy a estar muy triste de salir de Costa Rica porque me han encantado mis vacaciones aquí.

A de amable como la gente de este país. Siempre sonrien y te hablan como si fueras amigos.

R de rápido porque el tiempo que pasé aquí pasó rapidamente. I de idioma. Vine aquí para mejorar mi español y ¡misión cumplida! C de calor. Hizo mucho calor durante mi estancia aqui asi que cuando vuelvo a Inglaterra ¡voy a tener mucho frío!

A de amor porque me encanta este país y espero volver aquí un día. C for jealous because all my family and friends who aren’t here are very jealous of me. O for hearing. Here you can hear a lot of sounds like birdsongs and the monkeys’ cries. S for sun because it shines everyday and therefore it’s really hot. T for sad. I’m going to be very sad leaving Costa Rica because I have loved my holidays here. A for nice like the people of this country. They always smile and talk to you as if you were friends. R for rapid because my time spent here has gone by rapidly. I for language. I came here to improve my Spanish and mission fulfilled! C for heat. It was very hot throughout my stay here so when I go back to England I’m going to be very cold! A for love because I love this country and I hope to come back here one day. Loren Boles

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HOW SCIENCE IS TEACHING US HOW TO LEARN With the incredible advances in science and technology over the last few years, the world of teaching has never been a more exciting place to be. From the virtual reality headsets that are bringing science and history classrooms to life as never before, to the artificial intelligence that is changing the face of everything from computing, to discussions about ethics; the sheer pace of change presents educators with a whole new world of opportunity. At Putney High School we are using neuroscience to better understand the fundamentals of how we actually learn. We have a very active educational research community who have been exploring ways to develop the very best teaching techniques to optimise pupil performance; offering a better understanding of the development and workings of the brain and how these can impact our pupils’ learning. We have been working with The Learning Scientists, a group of cognitive psychology scientists based in the United States who have been helping us to apply proven study strategies to education: how best to teach, learn and revise most efficiently and helping us alter our strategies accordingly. Perhaps unsurprisingly, when we surveyed our students at the beginning of our action research project, we found that typically, as many as 40% of students’ preferred method of revision was to start ‘cramming’, as soon as they knew a test was coming. Although this technique might yield benefits in the shorter term, and certainly makes you ‘feel’ more prepared for an exam, evidence now shows that for longer term learning to really take place, something else needs to happen, and for that, it is actually good to forget. Putney’s year long action research

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project has shown us that it is the process of actively trying to recall information on a regular basis, for example in a ‘low stakes retrieval tests’ at the start of each lesson, that helps to embed knowledge in our long term memories and free our ‘working memory’ to give us more ‘thinking space’. For real learning to take place, information needs to be transferred from our ‘working memory’ to our ‘long term memory’. Our working memory is limited, and cannot deal with more than four ‘chunks’ of information at one time, so if it is overloaded, this has an impact on the quality of our thinking and long term memory acquisition. So how do we put this into practice? To begin with, teachers have been changing the way they teach the curriculum, enjoying the opportunity to develop new strategies that are grounded in science but also ‘fun and engaging’. As many as 75% of teachers are already ‘interleaving’ their subject content and schemes of work, as opposed to adopting the traditional, purely linear approach. This relatively simple change has been helping students to improve their power of retrieval as they revise for GCSE and A Level exams. As many as 86% of students are already using the new strategies in their revision. A committed Student Action Research Group has seen

pupils as young as Year 7 take the lead in examining questions like, “Does the time of day that you do your homework affect the results?” Other fun techniques such as ‘dual coding’, ‘30 second brain dumps’ and one minute ‘peak and add’ sessions are already helping students to actively practise recalling information that they may not have covered for a while. ‘Gamification’ in English lessons has been keeping students engaged, while also responding to the growing preference for online reading and games. The technique has been used to encourage reading, and has resulted in students’ average reading level increasing by one year, sometimes by as much as two to three years, over the course of the study. Developments in Neuroscience know no bounds, and with Putney’s research projects already yielding such promising results, we are excited to be embarking on a new partnership with Goldsmiths University – a four-year project, measuring the impact of extra-curricular activities on adolescent development. We will be investigating the reasons why and how the co-curriculum – that our pupils love – has a positive impact on their minds.

SCIENCE OF LEARNING

The Science of Learning is alive and well at Putney, and it is already making a difference, giving us the knowledge and increased capacity to make the most of our time at school, as teachers and as students we are all learning how to learn, and what could be more important?

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SPOTLIGHT ON DANCE

LIGHTS

CAMERA ACTION! From street dance to ballet, jazz to contemporary, the Dance Show directed by our specialist dance teacher, Kira, showcased a breath-taking array of talent. From ensemble Year 7 pieces to small group and solo routines choreographed by the pupils themselves, there were some spectacular performances to a selection of music and songs from the stage or screen Performed across two evenings to a sold out audience in the Performing Arts Centre, over 120 girls from all ages groups delighted the crowd with artistic displays learnt during their weekly dance lessons. A fantastic evening greatly enjoyed by all involved.

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â&#x20AC;&#x153;I absolutely love dancing and one of my yearly highlights is the school Dance Show. I really enjoy performing and having fun on stage with my friends! Everyone who takes part always has a fantastic time.â&#x20AC;? Emma Ainsby

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SPOTLIGHT ON DRAMA

Chicago . . . and all that jazz The students have been very busy in the Drama Department this year! Don’t take our word for it, here’s what they’ve said about some of our shows and opportunities.

I was so thrilled to be part of the Sixth Form musical CHICAGO. Having the opportunity to play the role of Roxie was so exciting, especially doing it alongside my friend Yasi. As the show was double cast there was a real sense of support amongst our small cast of 22, which became like a little family. Rehearsals every week felt like a bit of respite from our busy Sixth Form schedule and it was so much fun working on numbers like ‘All That Jazz’ and ‘Razzle Dazzle’. I feel my confidence in performing grew hugely throughout the process from the initial rehearsals, to performing in front of the school and finally to the shows. I am immensely proud of what we achieved, which was all thanks to the wonderful Drama Department. Georgie Johnston

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We have thoroughly enjoyed the National Theatre's NEW VIEWS playwriting programme as it has developed our writing and helped me be more confident in what I can achieve. Before starting the programme, we were anxious about other people reading our work and feared judgement. We also found it quite challenging, but along with the help of fellow script writers, we can now continuously write a scene. After completing a 30-minute play, we feel that we can accomplish more and have been inspired to continue writing plays. Bella De Marsallic and Eleanora Gallenzi Minervini

My experience being a part of ASH GIRL was one I will never forget. I must admit, when Mrs Crocombe first told us that she would not be the one directing it, but rather a Director in Residence would, I was slightly nervous. I had no idea what to expect from her as I, among many others, had become close to Mrs Crocombe and familiar with her styles of teaching, and wasnâ&#x20AC;&#x2122;t sure how to prepare myself for someone new. However, Katherine Drury helped all of us gain new perspectives on certain techniques when acting, and encouraged us to try things out and be experimental with several aspects of our play. The fact that we were doing a play no one had ever heard of before allowed us to become more open to the idea of leaping into something exciting and mysterious and it has shaped all of us into more adventurous actors; I will always think back to Ash Girl when I have an interest in something but am not sure whether I should pursue it. Iâ&#x20AC;&#x2122;m extremely happy that I made the choice to sign up for Ash Girl. Alessia Lowcock

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Creativity IN MIND

The visual arts are one of the most important subjects that any child will study. As the artist Michael Craig-Martin said: “In art education it is the individual who plays the central role, who accesses and animates the subject…” Art education gives pupils the opportunity to develop their skills, to respond creatively and also to adapt and change ideas and outcomes.

‘Matilda’ Book Art sculpture project by Emily Finnett (Year 9 Art)

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With the unprecedented pace of change in technology, creative thinkers are more in demand than ever before. The study of the Arts helps to develop the broader dimensions of each individual – mind, body and soul. The Arts can express the inexpressible and make sense of things that otherwise do not seem to. This can be very fulfilling and help to us function as human beings – which can only be good for society as a whole. In a broad and academically based curriculum, creative pursuits hold a unique place and at Putney, the creative abilities and talents of all our pupils never cease to amaze and delight me. Delivering an exciting, creative and, at times, challenging experience in the art studios is central to what we do. We are enablers of our pupils’ creative expression and as such we teach our students to not only develop their artistic skills, but to critically observe and to take risks in their work; to take responsibility for what they do and to develop the ability to respond and adapt to the challenges they encounter. In fact we teach them to be more resilient. As Craig-Martin says,

“their education in art will positively inform the whole of their lives, no matter what they choose to do.”

Plant pots – by Jess Collins (A Level Art)

Although not every pupil will choose to pursue Art to A Level and beyond, it is gratifying to see a nationwide upturn of 9% in those that do take the subject at GCSE. At Putney, we are celebrating and encouraging art and design at every opportunity. Results get better and better year on year, and in the last two years we have seen at least nine students go on to Art School to study either at Foundation level or to start degree courses directly. With the creative industries now generating 5.5% of the UK economy, there is no doubt that the study of visual arts should be championed. At Putney we continue to emphasise the importance of STEAM; encouraging the crosscurricular links between Arts and STEM subjects as not only vital for further education, but as invaluable for the future world of work and the all-round development of young people. Creative thinkers are essential in every sector, from the technical to the scientific, even medical students are encouraged to study life drawing. So when I hear pupils questioning whether art will be useful to their further education, I encourage them to look at the facts: the creative economy accounts for 1 in 10 jobs across the UK and employs 700,000 more people than the financial services. In the UK there are now over 2 million (2,040,000) jobs in the creative industries – a rise of over 30% since 2011. Let’s continue the momentum that is building and encourage pupils to be creative in their thinking and their academic journey of choice. As Michael Craig-Martin says, "Art education is fundamentally different from normal academic education, and it is this critical difference that makes it potentially so useful and important. “ Stella Jennings, Head of Visual Arts

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design technology From desk-top clocks and storage units to the more complex electronic circuits within a desk-top speaker, Putneyâ&#x20AC;&#x2122;s Design Technology Department encourages pupils to embrace innovation with a range of commercial design and manufacturing processes and technology.

Students have the opportunity to get to grips with CAD/CAM, SolidWorks, 2D Design, timber lamination, lazer cutting and etching and at GCSE they now design a wide range of self-initiated products culminating in the AQA Year 11 Challenge. This year was the first year of our new syllabus and it was a very promising start. Three girls have sat the Arkright Scholarship examinations and one, Nicole Lowson was invited to interview. A Level students Jasmine Allen and Diana Franceva showed extensive commitment to the subject with the aim of studying Product Design and Aeronautical Engineering respectively at university. This group sat the Cambridge Pre-U course for the first time, which has proved a great success with its unique, student-centred approach to design and realisation.

New and existing links with industry continue to bring the subject to life, enabling pupils to see the practical applications of Product Design and Engineering. This year saw Physics and Design pupils visit the Williams Formula 1 factory (illustrated), and BA Flight captain Nick Hoare came to Putney to be interviewed as part of the A Level research investigation assignment. The Monday CAD/CAM Club continues to generate interest with girls from all years using the opportunity to gain and build on their competencies and make use of a new CNC 3D printer and a 3D router.

The future for DT at Putney is certainly bright! Greg Woodrow Head of Design Technology Product Design

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Te x t i l e s Textiles at Putney has bucked all the national trends. Whereas across the country there has been a 25% drop in numbers of students selecting Design Technology subjects (of which Textiles is a part), in the past five years at Putney the subject has continued to grow in popularity. Six years ago the combined numbers in Years 10 and 11 were eight students. This year the number is 58.

This summer, another student has won a place on the Fashion Foundation course at Central St Martin’s, probably one of the most competitive application processes in the country. It is always gratifying that AQA retain at least one project every year to be used as an exemplar to help train and inform teachers of how coursework should be. And when a student asks me if they should take Textiles I tell them they should not – unless of course, they really want to. It’s a subject where the work should be deemed more important than the grade. And that’s how it should be. Stuart McLaughlin, Head of Textiles

GCSE students follow a route that allows a more creative approach to the subject. This gives students the chance to exercise freedom creatively and encourages, and even rewards, those prepared to experiment and take risks. For all year groups there has been an interesting shift in emphasis from more technical competence and knowledge, to one where ideas and application of themes are the focus. At A Level, this is even more true. Kasia Hughes (class of 2019) leaves Putney to pursue a three year course in Fashion Pattern Cutting at London College of Fashion, and explained:

“The A Level Textiles course at Putney gives you a lot of freedom and allows you to set your own design brief. You get to choose a topic to explore and investigate something that really interests you.”

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PICTURE THIS ALUMNAE PORTRAITS In celebration of the school’s 125th Anniversary, Putney commissioned a series of portraits of 12 trail-blazing alumnae who attended the school over the generations and have gone on to make their mark in the world. The portraits are a legacy to the generations of Putney pupils to come, inspiring them to go on to achieve their goals in whatever field they choose to pursue. The series of images, by photographer Anita Corbin, herself a Putney alumna, acknowledges the achievements of a range of exceptional alumnae who all display the same indomitable Putney spirit that is so present in today’s generation of Putney pupils.

“All these women … have a great deal in common. They have all gone on to find their own distinct pathways. The teachers at Putney treated us as independent young women and encouraged us to see beyond the stereotypes – we were taught that anything and everything was within our grasp.”

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Antonia’s persective When I received the email telling me that I had won the Anita Corbin Photography Award, it is safe to say I was ecstatic, excited and intrigued. I was thrilled to see exactly what went on behind the scenes of Anita’s incredible shots and her curation of her 100 First Women exhibition as a whole. I was not, however, expecting to be able to take a photo of her for my school gallery on my own humble Canon 1300 DSLR perched on top of her state-of-the-art tripod, using her light meter and flash equipment. This was equally a privilege and a fruitful learning experience. Less a case of ‘throwing me in at the deep end’ and more one of building steps into the pool then trusting I could swim, Anita gave me full creative control over the image. I chose to place her in front of the largest wall I could find displaying her work in her gallery. I knew she had put intense effort into these portraits and I wanted products of her handiwork to be portrayed in her portrait. Once I had finished the composition, she told me that the next step was making the subject feel comfortable. A nervous or uncomfortable subject makes for awkward photography, she assured me, so I chatted to her and made her laugh, hoping to capture the perfect shot while she was relaxed and smiling. Another tip she gave me, which proved insightful in the final shot, was the light in the eyes of the subject. One of the most important aspects of a photo are the eyes which can reveal so much about a person, so must be highlighted.

I came into this experience as a novice photographer who was passionate about showing relationships through my lens, be those shades in landscapes or the different generations of my family. I emerged empowered and motivated, wanting to make a significant waves in the world of photography and confident in my abilities thanks to Anita.

PICTURE THIS

Anita Corbin, Class of 1976 Photographer At her First Women UK exhibition, August 2018 Photo: Antonia Cheema Grubb Putney High School student, Class of 2019

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ALUMNAE PORTRAITS

‘Putney was never for one type of girl. Yes, it was academic, but it was also for the curious, the iconoclast, the creative, and for girls who wanted to change the world.’ Sandie Okoro, Class of 1983

Ailsa Bosworth, MBE (née Liddell), Class of 1967 Founder and CEO of the National Rheumatoid Arthritis Society NRAS Head Office, May 2018

Jenny Beavan, OBE, Class of 1968 Oscar-winning Costumer Designer At her home in Peckham, January 2018

Mary Coombs (née Blood), Class of 1947 Computer Programmer Bletchley Park Museum, April 2018

Pippa Greenwood, Class of 1979 Botanist, TV and Radio Broadcaster and Writer At her Hampshire home, May 2018 Sophie Simnett, Class of 2016 Actor Electric Cinema, London, November 2017

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ALUNMAE PORTRAITS

Aicha McKenzie, Class of 1995 Director of AMCK and Choreographer. At her home in Harlesden, May 2018 Dr Sandie Okoro, Class of 1983 Lawyer and Senior Vice President at the World Bank Group World Bank, London, December 2017

Sophie Raworth, Class of 1986 Journalist and Broadcaster BBC Broadcasting House, London, January 2018

Madeleine Wickham (née Townley), Class of 1987 Author (pen name Sophie Kinsella) At her home in Westminster, February 2018

Baroness Virginia Bottomley of Nettlestone (née Garnett), Class of 1966 Chancellor, University of Hull; Trustee, The Economist & Life Peer Formerly Secretary of State for Health and for National Heritage House of Lords, November 2017

Sophy Gardner, Class of 1988 Former RAF Wing Commander RAF Museum London, November 2017

putney perspective

POETRY FESTIVAL WINTER I am the bitter coldness and the chill, The blustery blizzard and the biting gale. I am the bleak, snowy carpet on the hills, The glistening snowflakes and rigid hail. I am the foggy mist in early dawn, The frostbitten trees, naked and bare. I am the shivering corpse of a fawn, The one that raises goosebumps from their lair. I am Lord Frost, the dreaded icy winter storm. I am the tepid fire on the grate, The screams of glee as sledges roll down the hills. I am the gleaming ice where people skate, The choppy snowball fights and all the thrill. I am the woollen vibrant knitted hats, The ephemeral, cheerful snowman. I am the slick ice layering like mats, The heavenly smell of pine and pecan. I am Mother Winter, a graceful snowflake. Sofia Springfield Year 7

TESS You remember when you awoke that morning in the woods, That cradled in the earth it was warmer than you felt, But that the air was cold, and the light seared through you, Like the pain between your legs, You remember that your babyâ&#x20AC;&#x2122;s fingers were soft and small in yours, Like the bluebells that curled over the ledge outside your window, But that nothing grew in winter when you buried him You remember how His blood unfurled like the petals of a flower, And your white dress dancing on the hillside in spring, When you stabbed Him in the chest with the breakfast knife But do you remember how the grass trembled under your feet? In agony of your turning, And the fluttering of your dress, As if it might have seen Him striding past another vale or hillside, As if it might have known That every step, Leads, Here The block is kicked away with by a heavy steel-toed boot, and as she drops there is an audible snap, a silence, and then the faint sound of the rope swinging backwards and forwards in the wind. Anna Coutts Year 12

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POETRY FESTIVAL

a selection A TALE OF ROMEO AND JULIET

TOAD BECOMES TOAD

From the moment we met You said we were just friends. Your name was Romeo And mine Juliet.

When I said no, That meant go. He stripped me Of my dignity.

You opened up about yourself, Saying how life was so hard. You asked about me And I obediently told my life story.

Suddenly, a ray of hope was found, In which education flung itself at me. I didn’t believe it at first, But soon, I came around.

You talked to me all day long, Even when everyone was asleep. You built my trust And gave me compliments on the daily.

I erased Romeo from my diary, And that finally killed him. Romeo died. And it was just Juliet now.

I was sure of it: This is the tale of Romeo and Juliet. But this time It would have a happy ending.

Annie Tai Year 9

But as time passed, You isolated me and You sang your sweet song of demands, While despair and hope stained my hands.

HOBIE’S ANTIQUES

Nevertheless, I wrote your name in our diary, Romeo, Romeo, Romeo. While you wrote about others in your diary, Julianna, Julia, Jolie. All I could hear was The sound of darkness, The shape of fear, And the constant drum. Every second I wasn’t talking to you, You grabbed my arm and left scars. I don’t remember this in the story... Threats were thrown at me, While I gave out flowers as apologies. Forcing me to do things, That I would never want to do. But I got used to it, I did as he said, And, finally, he had sewn his new puppet, And he liked to play with it.

A green door opens reluctantly. The heavy smell of wood smoke and orchids blankets the room beyond. It almost feels sacrilegious to enter and disturb the steady silence. A Japanese table lies littered with teastained cups. Dead flowers decay in a Chinese vase. In the shadowy room, a single blade of sun lances through the curtains And catches on a tray of cut decanters, Casting prisms that flicker and shift on the walls. You move through history, Down a crowded corridor with silver spotted mirrors And old photographs filled with family portraits, palm trees, sunny terraces, Until you reach a white-washed kitchen. Rain drips lightly at the skylight, Projecting watery shadows that spill down the walls. A lemon yellow stove crouches in a corner. On the sideboard, lovingly placed pairs of animals Make their way into a Noah’s ark. Everything here was cherished. There is a closed-up intimacy that permeates the air. You, with your youthful bones, do not belong.

at the lips, the flesh doesn’t crinkle like a reptilian wrapper as we expected when we made this pact. the eyes remain dilute in their garnet sockets, blinking damply to the pendulum’s snap. in a frantic flourish, the webbed limbs hold my cheeks. saliva kisses, leaking puddles from the pupils and digits, infatuated, humanity seeping through in a tepid magma but not escaping its amphibian hold. Alexandra Barnard Year 10

ABSENCE I could hear the Thrumming Of rain on the classroom window. Outside the golden-brown leaves lay Plastered To the sodden ground, Cast away By their trees like Neglected memories. The wind Groaned, Sending more leaves To join the others. I glanced at the seat next to mine. Cold. Where once warm laughter used to be. Lara Gilodi-Johnson Year 8

Polly Cameron Year 11 (Inspired by ‘The Goldfinch’ by Donna Tartt)

This year’s Festival adjudicator was our Poet in Residence 2018, Daljit Nagra. putney perspective

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Hyde Park Boating Lake Winner of The GDST Laurie Magnus Poetry Prize 2019 There is something of the boating lake in life. You know the one — in the small of the spine of the Serpentine tucked between the shoulder blades of London. Something about the blackness of the water the way it is deep enough to drown in, but not much deeper. Something about the glint of the sun as she travels the sky; her face watery beneath you, as if seen through tears. Her heat on your back and the way she cries go on, and stop. And cannot make her mind up which she means. How you get half-way across the boating lake before your shins begin to ache or how the sweat which beads in the crook of your elbow reminds you of the dapple of the ducks and the way they shake their feathers in the wind.

‘Hyde Park Boating Lake’ wrong-foots us in its opening line with a deceptively simple metaphor which Helena deftly wrings for meaning as the poem continues, until she brings us to an ending that is much darker and more complex. She manages to evoke the specificity of Hyde Park through striking, original imagery, and yet also make us think about universal experiences of mortality, existentialism, and our need to find meaning in life. The elegant, unrhymed tercets might put us in mind of Dante’s Inferno (‘Midway upon the journey of our life / I found myself within a forest dark’). In its penultimate stanza, though, the poem rejects the epiphanic revelation we might expect, to end in a bleaker image where the divine calling has been replaced by a reminder of our own insignificance. This is a deeply philosophical poem that impresses with the subtlety with which its ideas unfold.

How Hyde Park is a busy place and London a city which hums but somehow, right now, you are the only one who is alive. And how, when the end of the day comes and the sun slips her tired fingers around the horizon and pulls herself away into the soothing blue, then, in her fading light, the hush of her taffeta skirts, the brush of her greying-gold hair, then you will have no name. There will be no divine calling, no reckoning, no revelation at the edge of the river, where the water meets the stone. Only a voice from above you, calling. Come in, number twelve, come in. Come in. number twelve, your time is up.

Tom McLaughlin, Teacher of English — Helena Aeberli, Year 13, Putney High School

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EXTENDED PROJECT QUALIFICATION SUMMARY OF EPQ BY CONNIE CLAXON

Is there a formula for the chart success of a pop song? The discovery of a formula for the chart success of a pop song would lead to significant financial gain for hitmakers and the music industry in general because writers would be able to create songs with guaranteed chart success. This would remove the creative process involved in songwriting and it would turn pop music into an enterprise, rather than an art form. I started my project with the arguments for the existence of the formula, by delving into the songwriting process and the most popular techniques and features in todayâ&#x20AC;&#x2122;s charts in order to try to identify trends or patterns which could suggest a formula. I also looked at how the brain responds to successful music to investigate whether there

Rolling in the Deep

Baby

could be a way to engineer a song that our brain would respond well to. I then moved on to the arguments against the existence of the formula by exploring alternative routes to the prestigious number one spot other than just the melodic content, assessing the value of emotional factors and performance and also the significance of the personal and competitive context of the charts at the time of release. My conclusion is that the formula does not exist. I believe that emotion, creativity and originality are key factors in the success of pop songs and these cannot be controlled by a formula and therefore pop music should remain as an art form.

Stairway to Heaven

Cantograms highlighting the similarities in structure between pop songs:no. 1 Rolling in the Deep by Adele and no. 2 Baby by Justine Bieber and the structural contrasts with other genres no. 3 Stairway to Heaven by Led Zeppelin.

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Arguments for the existence of a formula

Arguments against the existence of a formula

•

Acoustic Data: The fact that trends have been discovered in the acoustic analysis of successful pop songs, suggests that there are some features which often appear in pop songs and therefore may be a starting point for a formula to chart success.

•

Routes to Number One: There are other routes to number one than just having popular melodic content, such as having the song feature on a TV show, movie or advert or tie in with a major event. These routes cannot be controlled by a formula.

•

Hit Predictors: The University of Bristol devised a formula with an accuracy rate of 60%, but it is still believed that a formula is yet to be discovered and that perhaps we should stop searching for one, in favour of the creativity involved in writing music.

•

Emotional Factors and Performance: Emotional factors and the power of a great performer have been shown to have an impact on a song’s chances of chart success and these cannot be controlled by a formula.

•

Neurological Response: It has been shown that music that triggers activity in the nuclear accumbens of the brain, tend to have greater chances of achieving chart success. An fMRI study also found that familiarity with a song causes emotional engagement.

•

Context and Individual Differences: Both the personal and competitive context surrounding a new song’s release can have a significant impact on chart success and these are also things that cannot be controlled by a formula. Also, one single formula could never be used to write a pop song that would be liked by everyone due to the individual differences in our music tastes.

The Four Chords: I-V-vi-IV is the most used chord progression in pop music, perhaps because of its simplicity and familiarity. Popular chord sequences, such as this one, could be used as a harmonic basis for a formula to the chart success of pop songs.

•

Hitmakers and Song Machines: The track and hook approach has recently replaced the melody and lyrics approach, changing the songwriting process to one that is similar to an assembly line. It has therefore become more commercially driven and formulaic in structure than it has ever been before. Popular Melodic Features: Popular melodic features, such as the “millennial whoop” and the “one-note melody”, may lead people to believe that there is a formula because they appear in so many successful songs.

Blank Space

Welcome to New York

Out of the Woods

Bad Blood Examples of one-note melodies used by Taylor Swift.

Conclusion As a songwriter myself, I think I began writing this project with the hope that I might discover something helpful in this science to enable me to develop my own song-writing and my passion for it. However, as I went along I started to really hope that I would not find any proof of the existence of a formula, whether it had the potential to be ultimately financially rewarding or not. Music of every kind is about emotion, relatability and ultimately, the hopes and dreams of the composer or songwriter who is prepared to open themselves up to others and share their feelings.

I, therefore, hope that there will always be room for originality, creativity and for heartfelt, human emotion in the songs yet to be written and that we are able to continue resisting the temptation to make the songwriting process mainly about financial gain. I choose, perhaps unscientifically, to believe truly that there is no formula to be discovered now or in the future. I believe that the emotion, creativity and originality embodied in music have the power to defy and transcend any scientific formula.

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HIGH PERFORMANCE

Spotlight on

Lacrosse Early Beginnings The birth of lacrosse in the UK dates back to the late 1800s when England’s larger girls’ schools began to take up the new sport after the game had been showcased during a State visit by visiting Iroquois Indians and Canadians. The first official women’s game can be traced back to St Leonard’s School in Scotland in 1890.

“Stickball”, as it was first termed, was originally an important part of Native American culture, and eventually evolved into the men’s game that we know today (with 10 players). The women’s game (with 12 players) though marginally less violent, also requires speed, hand-eye coordination and most importantly, a serious will to win.

Lacrosse Sticks on Putney Hill At Putney High School, it was Mrs Fraser, the school’s now Director of Sport, who was in large part responsible for bringing lacrosse to Putney. Herself a former England player, she told us, “It was always my dream to get lacrosse going since I first came to Putney 16 years ago. But it wasn’t easy, not until we secured our home ground in 2016 at Wimbledon Rugby Club; that was a big stepping stone. It helped participation and it was a big thrill to start seeing all the lacrosse sticks on Putney Hill. "Having a home ground has meant we can challenge local schools, and bearing in mind that a lot of the schools we play against have been playing for decades, I’m really proud of Putney’s achievements. There have already been three international tours, in 1997, 2010 and 2013, to the East and West Coast of USA and we now have lots of girls continuing their lacrosse at university. I know of old girls competing at Edinburgh, Bristol, Exeter and Durham.”

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SPOTLIGHT ON LACROSSE

An Eye on the Future In September 2019, Putney’s lacrosse ambitions step up a gear, as Claire Faram, England Senior squad player since the age of 21 with 27 caps, joins Putney as Head of Lacrosse. Claire has already been working with the girls in between managing her own commitments – she played for Great Britain last summer in the World Games in Poland. Claire was hooked on the game relatively early on, “I really loved Pop Lacrosse at Primary School and from there I went to try out at a local club,” she told us. Her progress was swift, from playing for Cheshire, to 1st team at Loughborough University and joining the U19 World Cup squad in 2011. Miss Faram has an experienced team to work with at Putney: Eliza Watson (current England U23 national team and Senior Team player, who recently toured to Japan) and Schyler Neale, current Manager and Assistant Coach of the Kenya U19 women’s national team and veteran of the 2013 and 2017 World Cups (Ireland). The new role of Head of Lacrosse brings with it high ambitions. “Keeping the girls playing in every year group so we can increasingly compete with other schools, is top of my list,” Miss Faram explained. “I’ll be drawing on my experience to develop the girls’ mental toughness, focus on strength and conditioning for injury prevention and make them robust and strong.”

“Lacrosse here [at Putney] has a huge amount of potential, just based on how naturally athletic and feisty the girls are. Also, we’re in a really strong county for lacrosse, so there are plenty of opportunities to compete with other schools,” she told us. “We have a lot of talented coaches and the girls are eager to learn. They’re coachable and successful.” Did you know? Headmistress Kathleen Lockley played for England in the 1920's.

putney perspective

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PUTNEY QUIZ

PUTNEY

MASTER MIND 1. Which former Foreign Secretary was MP for Putney from 1979 to 1997?

9. Why is Putney High School not called Putney High School for Girls?

2. Which Putney Old Girl became Minister of State for Health in 1989?

10. Alexander Kerensky is buried in Putney Vale cemetery. He was leader of the Provisional Government of which country in 1917?

3. Edvard Benes was exiled to Putney during WW2 because he was leader of which country which had been invaded by Germany? 4. Laurie Lee lived in Putney. He is famous for writing which book about the English countryside? 5. Where did Putney Resident Captain Lawrence Oates announce he was “going out, and may be some time”?

11. The first university boat race on the current course took place in 1845. Who won? 12. Who judged Miss Putney High competition in 1963? 13. Which significant event of Britain’s democracy took place in St Mary’s church in 1647? 14. Which Putney alumna has won two Oscars for Best Costume

6. Which Putney Old Girl is recognized as being the first commercial programmer?

15. Which Putney school did Pierce Brosnan attend?

7. What instrument did Putney resident John Deacon play for Queen?

16. On 1st April 1994 British Rail sold East Putney station to London Underground for how much?

8. How many off peak services per hour are there from Putney station to Windsor and Eton Riverside?

Answers on page 53

putney perspective

STUDENT PERSPECTIVE

Study in Purple From the Editors Editing A Study in Purple this year has been a hectic yet rewarding experience for all of us. Our school magazine allows students from Years 7 to 13 to present their ideas and beliefs to a wider audience of parents and teachers. Taking over from last year’s editorial team wasn’t an easy process – the pressures of new deadlines were heavy on our shoulders as we were attempting to maintain the professionalism from the previous editors in our publications. But we soon eased into it. In a short time, we realised editing A Study in Purple was a privilege which allowed us to showcase the strong student voices at our school – whether it’s a Year 8 sharing her poetry about climate change or a Year 13 advocating her judgements on the empowerment of women in the medical field. The magazine gives weight to the potential our students have, as they share their opinions on various topics fearlessly and proudly. The magazines we produce are stylish, elegant and informative publications, which we send out to our readers via email to save paper and promote environmental awareness. We select artworks and photography by pupils across the school to illustrate the articles and to introduce their creativity to a wider audience. We’ve all gained one thing or another from this year’s publications of A Study in Purple. We sincerely hope that our readers have too. We hope you enjoy this selection of articles.

LAKSHYA RAVIKUMAR TIFFANY CHAN

KITTY GOODMAN

KHAVA CHILAEVA

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THE PLASTIC PROBLEM ISN’T AS BLACK AND WHITE AS IT SEEMS Sophia Starck

THE PLASTIC PROBLEM

There is an island in the Pacific Ocean, created by the North Pacific Gyre, that is entirely made of rubbish. It is the size of India, Europe and Mexico combined. Rubbish for which we are all responsible. 90% of which consists of plastic. Polyethylene is widely used in plastic products and contains strong carboncarbon bonds which renders it resistant to natural degradation.

However black carbon-based plastics is where the true problem lies. Every year, around 30,000 to 60,000 tonnes of black plastic is used and discarded by UK households according to Waste and Resource Action Program (WRAP). These plastics are often coloured using black carbon based pigments. On a conveyor belt at the recycling facility, material is separated into different types of plastics – sensors use the infrared radiation of the material to categorise them. Unfortunately, this technique has difficulty recognising the pigments contained in black plastics. Instead, these plastics are either incinerated, put into landfill, or end up in the natural environment. It is calculated that 10 million tonnes of plastic are added to the ocean every single year and that by 2050 there will be 12 billion tonnes of plastic in landfills and the natural environment. It is believed that 46,000 pieces of plastic are in every square mile of ocean and scientists have found at least 40 species of fish, globally, that consume plastic. Not only does this harm wildlife directly, but it causes concerns about bioaccumulation for animals higher up in food chains and in generations to come. A study shows harm is caused to seal pups when a toxin, banned for decades, has built up in the sea and is transferred into the mother’s milk from ingesting fish. The toxic chemicals interfere with the seal pups’ ability to gain weight. This shows that the some detrimental damage still affects the environment in the future, regardless of whether it is actively occurring and therefore careful considerations must be taken.

Not only are black plastics an issue to recycle, much of their original use was in electronics, so are not made to be food-grade. This causes massive and mostly unknown problems. A study by the University of Plymouth found that many black plastics originating from electronics are now being reused across many consumer goods and, worryingly, contain additives which can be detrimental to human health. Researchers learned that from 600 black plastic goods, the plastics had ‘significant and widespread contamination’ of hazardous materials that exceeded legal limits. Researchers used X-ray fluorescence spectrometers to detect traces of these contaminates. This unsettling discovery is that even if the entire production of black plastic could be reduced, when recycled it can still cause disastrous damage. All is not lost however. Businesses and manufacturers are taking crucial steps to be more environmentally cautious concerning plastic production and use. The international supermarket chain Lidl removed all black plastic from its entire fruit and vegetable range in September 2018 and planned to remove all black plastic from its fresh meat, fish and poultry range by August of 2019. Alternatives such as various recyclable plastics will instead be used. The chain predicts the move will save an incredible 50 tonnes (50,000 kilograms) of black plastic waste a year. That’s about seven times as heavy as a Tyrannosaurus Rex. The change has been positively received by many. “Black plastic is one of the most problematic forms of plastic

you can find on supermarket shelves, and Lidl are doing the right thing by phasing it out as quickly as possible” announced the senior oceans campaigner for Greenpeace UK, Louise Edge. A Tipton based company which produces 100 million plant pots every year is introducing changes to the colour of the pots. Unfortunately the black colour is specifically chosen to prevent light reaching the roots of the plants and therefore an equally suitable alternate colour had to be found. A taupe shade was found that fit the criteria and is to be used from early 2019. A group of scientists have possibly found a way to solve the problem of 8.6 billion tonnes of plastic – each having an approximate life of 500 years – sitting in landfill sites across the world in a surprising way: caterpillars. Wax moth caterpillars to be accurate – their larvae regularly eat bees wax in hives and also make holes in a polyethylene bag in just 40 minutes and entirely consume one in a few hours! It is suspected that this is due to bacteria which exist inside the caterpillars that are able to break down the polyethylene into ethylene glycol (another organic compound). With the support of larger corporate companies there is no reason why the dangers of black plastics cannot be spread and eventually their production can be lessened. Perhaps with a combined effort, and the help of some caterpillars, a fraction of the damage humans have inflicted on an undeserving planet can be reduced.

putney perspective

Wordwitches: Why Women Write

the wild woman, mocked at court and in parliament, the woman who ong ago, in the ancient and Middle Ages when literacy was low, dared to think she could have a voice. She will die in childbirth, in the words were a sort of sorcery; magic condensed into strange process of creation, without seeing her daughter’s face, but the two symbols and sounds. Words belonged to the world of the elite, will share a name and a talent for wild, wicked words. the high clergy, and above all, men. Female literacy was rare and In 1817, Mary Shelley writes Frankenstein; the story of a monster thus revolutionary, and women who wrote were witches; Circes, marginalised, and the story of the men who have made it. Like the Morganas, the mothers of Grendels and Calibans. Screaming sirens tale of the goddess Persephone, the story to be ignored with wax-stuffed ears. will be beautiful, but it will also be terrifying Yet even when their voices were silenced, women and transgressive. Supposedly, Shelley would write. Why? Perhaps because women are Why do the young learnt to write by tracing the letters on creators. Men saw — and many still do see — that poets her mother’s gravestone, her life’s work role as confined solely to the womb, their eyes all write becoming a physical epitaph to her mother. closed to the infinite creative powers stifled in about Persephone? In her life, and the lives of so many other women for so many years. Creation, a kind of Maybe it’s because female writers, women and words are witchcraft in itself; a witchcraft not to be shunned, we can relate. connected. but embraced. To a goddess? Women find themselves in other women’s Writing for women is a way of creation but also of To being half words. We seek ourselves in myths and connection, a way of finding our voices in a world sunshine novels and then carve out our own stories, which shouts over us. Women’s words, whether and half find echoes of our own voices in those who written in the past or today, are important because grave. came before. In the madwoman in the attic; they carry the weight of all those which, over the in the ghost at the gates of Manderley; aching long years of female subordination, could Grace Babcock in the Salem-girls; in Kathy crying not be written. We carry their words within ours. forever at the window, Kate Bush’s voice So, with the benefit of hindsight, let us time travel immortalising her wails. We find ourselves back to the Age of Ideas, the age of liberty and in their cries, their shouts, their screams, and sometimes secularism and reason, and look for the witch. Hear her speak the in their silences. words which, when she spoke them, made her dangerous. Further back, then, and we find ourselves in Persephone. Why, In 1792, Mary Wollstonecraft argues that men and women have the poet Grace Babcock asks, are so many girls, just beginning the same foundational equality and the same natural rights, that to discover the possibilities of poetry, drawn to her? Like us she Enlightenment principles should be applied equally to the genders. stands between two states — winter and summer, death and life, That women should be educated, liberated from the shackles of girl and woman, free and enslaved. Like us she is afraid, but like us history. Mary will be ostracised, ignored, rejected. She will be vilified. she is defiant, the ash bone trees and the dead flowers in her hair Her lover will leave her and she will try to fling herself from the symbols of what she has lost, but also what she has gained. The six already aged, aching wooden spine of Putney Bridge. She will not pomegranate seeds stark in her palm, red as blood beads lacing a drown, though, but will emerge, drenched from the Thames, her knife. Like us, she is a creator, but she has the potential to destroy. heavy silks and satins having failed in their single task — to drag her Like us, she is powerful. And her power comes from herself. down to the river’s murky depths. Her corset will stifle her. She will be Helena Aeberli

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Image from Haifaa al-Mansour’s film, Mary Shelley

STUDENT PERSPECTIVE

REFLECTIONS ON FRANCIS BACON TRIPTYCH

How does Francis Bacon’s Three Studies for Figures at the Base of a Crucifixion reflect on humanity?

When this triptych was first exhibited in April 1945, people were shocked. The display date coincided with the last days of World War II. Visitors walked into the Lefevre gallery with high post-war spirits and optimism until they were greeted with these three twisted figures.

In the background there is an invasive, putrid shade of orange. The perspective lines makes us feel trapped in the windowless rooms with them. The figure on the left looks as though it is mourning, its neck is swooped low and it is hiding its face. The figure in the middle faces us, with its eyes blindfolded. We can imagine it gritting its teeth and snarling, showing us it’s furious nature. Finally the figure on the right steps on a sharp, pin like surface. It screams, facing the ceiling, in agony.

to achieve justice from his artwork. Maybe he wanted to torture the people who committed sinful acts and make them feel a deep remorse. Perhaps he painted these furies with the intention of tormenting them psychologically to keep them awake at night with guilt. The figure in the middle, it seems especially menacing and unforgiving. Even though we can’t see its eyes, it is as though it is staring at us and making our stomachs stir with uneasiness. The figure screaming towards the ceiling reminds me of the mourning mother clutching her dead child in the Guernica painting by Picasso. They both scream in pain because they have witnessed how unforgiving our world is. It is the the duty of the Fury to make sure that people who have caused pain to others, don’t get away with it.

Francis Bacon once mentioned in an interview that the figures were inspired by the Furies, which are Greek goddesses of vengeance. Their role is to punish people who killed their family members by pursuing them so that they are driven to insanity. An interpretation is that Francis Bacon wanted

Another interpretation is that these figures are a representation of humanity. We can see so much of ourselves in these figures; mourning, resentment and suffering – these are all human emotions. Humanity has created a culture of hurt. A critique once said that this art work “brings out the

The artwork conjured darkness inside of them. Everyone at the time had endured loss and suffering, and when they saw this triptych, it mustered the disturbing images and perils of war that they were trying to forget and move on from.

animal inside of us”. When the line between people’s animal instincts and their morality is unclear, they can be horrifying. I believe that Francis Bacon is portraying the brutality of human nature.

We have a godlike power that is capable of destroying the world. During the war we witnessed how the animal inside of people took control of their delicate righteousness, and this led to devastating events. Film footage of Nazi concentration camps overlapped with the release of this artwork, casting an ominous yet familiar shadow on the visitors at the gallery. Bacon looks at our world of ubiquitous violence and lack of compassion and asks, “How can humanity possibly cause so much harm to one another?” Akane Hayashi

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STUDENT PERSPECTIVE

Biased reporting:Missing White Women Syndrome

ontrary to popular belief, not all serious crime perpetrators (kidnapping, murder, serial murder for example) are white men. They span all races, ethnicities and genders in the US The diversity of serious crime perpetrators generally mirrors that of the overall composite of US population. Significantly, however, only white, and normally male, perpetrators such as Ted Bundy become popular culture icons. This belief that all series crime perpetrators are white is routinely fuelled and reinforced by the news media. This situation persists because the major news outlets, particularly television networks, are far more likely to provide coverage of homicides and missing person cases involving white victims and perpetrators than cases involving minorities. This biased reporting is most obvious when the white victim is female. Crime news stories that become major media events almost always feature a young, more often than not attractive, white female as the victim. The perception of victimhood however is partly a media creation. In truth, nearly half of the individuals who go missing in America are not white although one might not realise that from the news coverage. According to a 2010 academic study, roughly 80% of the news coverage about missing children is devoted to victims who are not black, whilst only 20% is given to children who are black. A vivid example of different treatments with missing children can be seen in the case

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of Madeleine McCann who disappeared in 2007 at the age of three. The case of Madeleine, who is still missing, has been extensively reported. Whilst Madeleine is perhaps the only British missing child people are aware of, police figures state that around 5000 children in the UK go missing every year. An attractive, white young girl or woman who goes missing will inevitably sell more newspapers – she will fit the criteria of an innocent princess whose unjust distress must be stopped. Hundereds of coloured women, children and men (of all races) who go missing every year are forgotten. The average cost of a missing person investigation in the UK is between £1325£2415. In the case of Madeleine McCann however, 12 million pounds so far has been put into the investigation; 6000 times more than the national average. This biased news reporting practice of selectively covering missing person cases involving young, white females is known as the ‘Missing White Women Sydrome’. The phenomenon is defined as the Western media’s undue focus on upper-middleclass white women who disappear and the disproportionate degree of coverage they receive in contrast to cases of missing men or boys or women of colour. Unbalanced reporting by the news media sends a message that white victims – particularly females, are more important and deserve more consideration than racial minority victims. When there is news coverage of missing black women it is more likely to focus on the victim’s problems such as abusive boyfriends or a troubled past, whilst the coverage of white women tends to focus on their roles as mothers or daughters. The tone of the media coverage for black female

victims differs markedly from coverage of white female victims in that the former are more likely to be blamed for putting themselves in harm’s way, either knowingly or unknowingly. Victim-blaming in this context reinforces the notion that black female victims are not only less innocent, but also less worthy of rescue relative to white women. The widely covered disappearance of Natalee Holloway illustrates the media’s conditional interest in missing persons cases: Holloway disappeared during a high school gradation in Aruba on 30 May, 2005. Media coverage of the missing blond-haired, blueeyed 18-year-old woman was immediate and frequent. The New York Times published eight articles about her disappearance in the 3 weeks since she failed to make the flight home, while local news outlets across the country frequently reported stories showing how her hometown in Alabama coped with her disappearance. A month and a half later, on 28 July, 25-year-old Latoyia Figueroa disappeared in Philadelphia after going to a doctor’s appointment – five months pregnant with her second child. She was of AfricanAmerican and Hispanic descent. It wasn’t until several weeks after Figueroa’s disappearance, under the pressure of a Philadelphia blog, that the national news media started to take notice. The reason why Holloway’s disappearance took such precedence over other missing persons cases, such as Figueroa’s, was because Holloway looked like a typical American girl.

Polly Forrester

How languages enhance cultural spirit and broaden ways of living On Christmas Eve, I was sitting in my grandfather’s house in the Netherlands, surrounded by my family, as tradition demands. The atmosphere was nostalgic and familial, and as I was concentrating hard on making minimal mistakes while conversing in Dutch, my grandfather called me over to show me something he had recently come across. It was a letter which he had written to my great grandmother on Christmas Eve in 1935. It was a love letter. He was a Dutchman who had fallen in love with a Swedish woman, so the letter was written in English, which, although it was not in his first language, was one of the most eloquent, romantic pieces of prose I had ever read. My great grandfather was lucky enough to have had an education in which he learnt English to a high standard, causing him to be able to write this breathtaking letter and communicate with the love of his life. Without his skilled English, their story would perhaps have been different, which would have affected my very existence, because had my great grandfather not been able to communicate with my great grandmother when they first met, the chances of them falling in love seem unlikely. This is one of the many reasons why languages are so important. The possibility of learning different languages is essentially the very reason I am alive, and the same goes for so many great love stories. In the letter, my great grandfather describes how much he is looking forward to his wife moving to the Netherlands, to start their new life together as a married couple. He writes, “You shall learn the language

of your new country to understand better your new countrymen who are all not so bad after all. And I will try to learn some of your Swedish to get even nearer to you. ”I thought it was so beautiful how he recognised the importance of learning the language of your loved one, because languages reveal so much about a person and their way of thinking, living, and acting. Each language has it’s own idioms, phrases and untranslatable words that can offer such a key insight into the culture of the country and the people living in it. For example, in Dutch there is a word ‘gezellig’, for which there is no word in English. It is almost impossible to even define it, but it is basically an adjective used to describe a person, place, situation or event that was particularly cosy, relaxed, fun, enjoyable or had a generally good atmosphere. If a person is ‘gezellig’, they are fun to be around, friendly and positive. If a place is ‘gezellig’, it could be very cosy, like a comfortable loving room with a fireplace, or it could just be somewhere that looks fun, relaxed and enjoyable, like the restaurant terraces along the canals in Amsterdam on a summer afternoon. Overall, it is an adjective that creates a sense of warmth, being laid back, and enjoyment, which I believe very much suits the Dutch way of life and encapsulates the Dutch spirit. Many languages have words like this that sum up their culture or way of life, so by learning these words and immersing yourself in other languages, you allow yourself to understand these countries and their people much better. Now I’m not saying that by learning a foreign language you will magically find the love of your life like my great grandparents did, because realistically we can’t all be that

lucky. But I strongly believe that languages empower people and give them a sense of cultural spirit, and that in learning languages you seriously broaden your own way of living and give yourself the opportunity to connect with a much larger group of people. Yes, English may be one of the most universal languages, but there are over 7,000 languages spoken worldwide and so many different cultures to learn about and explore, which is just one of the many benefits that studying a foreign language has to offer.

Suze Lips

putney perspective

ACADEMIC RESULTS 2019

A Level

Art and Design

2 1 2 0 0 0 5

Art and Design Pre-U (DTRM)

1 1 0 0 0 0 2

Biology

2 14 6 3 1 0 26

Business and Management Pre-U

3 1 0 0 0 0 4 4

Chemistry

1 5 6 4 1 0 17

Classical Civilisation

1 1 1 0 0 0 3 3

Computer Science

Drama

3 1 1 0 0 0 5

DT Textiles

3 0 3 0 0 0 6

Economics

6 8 2 2 0 0 18 18

English Literature

12 6 6 0 0 0 24 24

French

2 6 1 0 0 0 9 9

Further Maths

0 4 1 0 0 0 5

Geography

9 10 1 1 0 0 21 21

German

1 1 0 0 0 0 2 2

Government & Politics

9 2 4 0 0 0 15 15

History

3 19 5 0 0 0 27

History of Art

2 0 0 0 0 0 2

Latin

1 0 1 0 0 0 2

Mandarin Pre-U

3 0 0 0 0 0 3 3

Mandarin

0 1 0 0 0 0 1 1

Mathematics

6 15 13 8 1 0 43

Music

2 0 0 0 0 0 2 2

Physical Education

1 2 0 0 0 0 3 3

Physics

0 3 3 1 1 0 8 8

Psychology

10 9 4 0 1 0 24 24

Religious Studies

3 0 1 0 0 0 4 4

Spanish

1 10 6 0 0 0 17

Turkish

0 1 0 0 0 0 1

Total

301

Pass Rate: A* = 28.9%

A*– A = 69.8%

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A*– B = 91.7%

123

A*– C = 98.3%

A*– E = 100%

Entries

301

Passes

GCSE

English Literature

65 28 3 96

Greek

1 1

Japanese

1 1

Total

Entries

Passes

Pass rate

A* = 68.4%

A*– A = 96.9%

A*– B = 100%

Entries

9-5

Art and Design

5 1 7 8 2 0 23 23

Biology

43 15 21 8 6 3 96 93

Chemistry

24 20 23 8 5 16 96 80

Classical Civilisation

4 3 1 1 0 0 9

Computer Science

0 1 2 2 1 1 7

DT Resistant Materials

2 4 1 2 0 0 9

DT Textiles

13 8 8 0 0 0 29 29

Drama

11 12 1 0 0 0 24 24

English Language

31 28 21 10 2 4 96 92

French

15 8 5 4 2 0 34 34

French (Foundation Tier)

0 0 0 0 0 1 1

Geography

18 11 6 6 1 0 42 42

German

2 1 6 2 0 1 12 11

History

30 18 8 3 0 2 61 59

Latin

6 5 0 1 0 0 12 12

Mandarin

5 9 2 0 0 0 16 16

Mathematics

39 22 22 11 1 1 96 95

Music

8 5 1 0 0 0 14 14

Physical Education

3 4 0 1 1 0 9

Physics

24 22 18 10 7 15 96 81

Religious Studies

23 3 0 0 0 0 26 26

Spanish

17 14 11 6 7 4 59 55

Spanish (Foundation Tier)

0 0 0 0 1 0 1

Russian

1 0 0 0 0 0 1

Total

324 214 164 83 36 48 869 821

Pass rate

9 = 37.3%

9 – 8 = 61.9%

9 – 7 = 80.8%

9 – 6 = 90.3%

9 – 4 = 97.6%

putney perspective

LEAVERSâ&#x20AC;&#x2122; DESTINATIONS 2019 NAME Helena Aeberli Nadia Ali Jasmine Allen Zelia Almeida Bridges Lana Al-Moosawi Lottie Amor Ella Atkinson Mo Awe Caitlin Bacon Imogen Bantick Willa Barrett Francesca Battaglia Trovato Charlotte Bishop Daisy Bolitho Anna Bramley Anastasia Braylovskaya Anna Brehony Imogen Brooks Alexandra Brown Polly Brown Charlie Burgess Amelia Casey Megan Champney Steele Jenna Chapman Antonia Cheema-Grubb Jenny Chen Connie Claxon Bella Cutler Elizabeth Davies Ithar Derdour Zahra Dhoda Emily Edge Eloise Edwards Ilana El-Baz Diana Franceva Grace Gale Emily Glazebrook Julieta Gonzalez Molly Gradidge Lili Graham Georgia Groves Lan-Tien Guo Eleanor Gwynne Holly Hallawell Jade Halsey Shan Hama Eleanor Hargreaves Tilda Head Ellen Hodges Miranda Hodgson Kasia Hughes Aneesha Jaswal Seana Johansson-Keys

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DESTINATION COURSE NAME Oxford History and Politics Durham Geography Loughborough Product Design and Technology St. George's Clinical Pharmacology St. George's Biomedical Sciences Southampton Biomedical Sciences Durham Psychology Cardiff Biochemistry University of Wisconsin Liberal Arts Bath Sport and Exercise Science Durham Psychology Oxford Geography Exeter Drama Oxford Theology and Religion Birmingham History and Political Science Central St. Martins Fashion / Art Foundation Applying in 2019 Edinburgh Philosophy and English Literature Oxford Classics Newcastle Maths and Finance Southampton History Applying in 2019 University of St. Andrews Art History Leeds Biology Exeter English London School of Economics Business Management Oxford Music Nottingham Politics and International Relations York Philosophy, Politics and Economics Applying in 2019 York Philosophy Edinburgh English Language and Literature Exeter International Relations and Modern Languages Bristol Management and Innovation Southampton Aeronautics and Astronautics Bristol Politics and International Relations London South Bank University Drama and Performance Leeds Natural Sciences Bath Psychology Edinburgh Scandinavian Studies and Spanish Edinburgh Geography Bristol Liberal Arts Manchester Physics with Philosophy Bristol Geography with Study Abroad Exeter Modern Languages King's College London Biochemistry Leeds Biological Sciences Newcastle Engineering Exeter History Warwick History London College of Fashion Fashion Pattern Cutting Edinburgh English Literature and History Durham Natural Sciences

LEAVERSâ&#x20AC;&#x2122; DESTINATION 2019 Niki Karanasou-Demertzi Alice Kelly Rosie Kent Olivia King Harleen Kooner Anna Kudriashova Anya Kumar Allegra Levine Katie Lilley Emily Luu Anoushka Maini Lucy Miles Georgia Milner Elsa Mitchell Jasmine Moore Mariam Mustafa Fawzi Georgina Noel Ophelia O'Flynn Helene Oskanian Nana Ama Otuo Yasmina Papadopoulos Saadoun Sana Patel Darcy Phillips Rosie Pitcher Natalina Popat Martha Pople Lucy Pummell Emma Quiviger Aleena Rana Saskia Reilly Beth Rowlands Henrietta Sacks Daphne Sarmas Honor Saunders Anna Schusser Jennifer Silva Parissa Silva Ravisha Singh Mio Takahashi Amy Tapper Lucy Thomas Natasha Thomas Bianca Treggiari Lissy Walker Annabel Zedda James

King's College London Physics with Philosophy Oxford French and German Cambridge Classics Edinburgh Business Management Southampton Medicine London College of Fashion Fashion Management Edinburgh Psychology Exeter History Bath Modern Languages and European Studies Bristol Economics Warwick History of Art with Italian Oxford History and Politics Applying in 2019 Exeter Business Economics and Industrial Experience Applying in 2019 St. George's Biomedical Sciences Applying in 2019 Edinburgh Modern Languages and Cultures Lancaster Law (Study Abroad) Applying in 2019 Edinburgh Medicine Birmingham Computer Science with Digital Technology Cardiff History Oxford Human Sciences Oxford Beginners' Italian and Spanish Durham Business and Management Manchester English University College London Natural Sciences Bristol History Leeds Languages, Cultures and Economics Edinburgh Psychology Bristol Economics and Accounting Bristol History Bristol Religion and Theology University of Southern California Liberal Arts Applying in 2019 University of Westminster Television Production Bath Politics and Economics Royal Academy of Music Music Bath Politics with Economics Exeter History Newcastle Psychology Warwick Hispanic Studies and Economics Cardiff Medicine Edinburgh French and Spanish

Post A Level Applications & Destinations Emily Brougham Alex Butterworth Anna Korchev Lauren Mason Isabelle Nunan

Bristol, Sociology and Philosophy Warwick, Economics UCL, Biological Sciences KCL, Sport and Exercise Medical Sciences Southampton, Fashion Marketing with Management

Sophia Rasab Emily Simpson Maya Tu Hannah Wallis Isabelle Zillig

Leeds, English and Film Studies Edinburgh, English Literature KCL, Nutrition Bristol, Economics and Finance Exeter, Economics with Industrial Experience putney perspective

STAFF LIST, AUTUMN TERM 2018 SENIOR SCHOOL SLT Mrs Suzie Longstaff, Headmistress Mrs Heidi Armstrong, Deputy Head (Pastoral) Mr Rob McMillan, Deputy Head (Academic) Ms Ella Barden, Director of Sixth Form Mrs Phoebe Bradley, Director of Pupil Progress & Academic Enrichment Dr Jane Brandon, Director of Co-Curricular Activities Mr Peter Coulson, Assistant Head (Pastoral) Mrs Suzanne Fearon, Director of Communications and Development Mr Mark Finnemore, Director of Curriculum Studies Mrs Helen Gordon-Smith, PA to Headmistress Mr Alistair Gray, Director of Finance and Operations Mr James Mutton, Director of IT & Digital Learning Miss Pippa Wadey, Director of Learning, Research and Outreach ART & HISTORY OF ART Miss Stella Jennings, Head of Department Miss Olivia Dobell (History of Art) Miss Amielia Katze Mr Nigel Murray BUSINESS AND ECONOMICS Mr Andrew Ross, Head of Department Mrs Lindsay Patiencee CAREERS & UCAS Miss Sarah Charters CLASSICS Mr Peter Maskell, Head of Department Mr Tim Castle Mrs Catherine Christie Mrs Angharad Nicoll DESIGN TECHNOLOGY Mr Gregory Woodrow, Head of Department Miss Elisabeth Buecher Mr Stuart McLaughlin, Head of Textiles Ms Elisabeth Buecher Mr Francis McCrory DRAMA Mrs Emma Crocombe, Director of Drama Mrs Evergreen Armstrong Mrs Deborah Coulstonn ENGLISH Mr Antony Barton, Head of Department Mrs Lizzie Bailey Mrs Sophie Carter Mrs Sarah Du Tait Mrs Kate Jeffrey Miss Emma Ley Mr Tom Mclaughlin Dr Michael Mellor Dr Miranda Kiek (Orator in Residence)

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GEOGRAPHY Mrs Liz Matthews, Head of Department Mrs Margaret Beaumont Mrs Sophie Clegg Mrs Penny Freeley Mr James Mutton HISTORY & GOVERNMENT & POLITICS Mrs Phoebe Bradley, Head of Department until April 2019 Mr Matthew Pattie, Head of Department from April 2019 Mr Peter Coulson, Assistant Head (Pastoral) Mrs Bryony Gough Mr Edward Shawcross Mr Emil Stenberg, Debating and Public Speaking ICT Mr James Mutton, Director of IT and Digital Learning Mr Martin Richards, Head of Computing LEARNING ENRICHMENT Ms Justyna Sokolowska, Head of Department Miss Danielle Deschamps Mrs Denise Tizzano Miss Emily Hicks, Teaching Assistant Mrs Ruth Hope, Teaching Assistant MATHEMATICS Mr George Oliver, Head of Department Mrs Alex Arnold Ms Karen Casterton Mrs Anna Cornacchia Mr Mark Finnemore Miss Laura Gill Mrs Barbara Hawkins Mr Daniel Press Mr Martin Richards Mrs Vicky Tsironi MODERN FOREIGN LANGUAGES Mrs Jennifer Milne, Head of Department Ms Jenny Holl, Head of Spanish Miss I-Han Huang, Head of Mandarin Mr Simon Watkins, Head of French Mr Peter Yates, Head of German Mrs Fiammetta Allen, Italian Mrs Heidi Armstrong, German Miss Penelope Coate, Spanish Dr Rim Feriani, Arabic Mrs Julie Stoker, Spanish Mrs Wei-Chi Wen, Mandarin Mrs Teresa Back, Spanish Teaching Assistant Mrs Stephanie Butler, French Teaching Assistant Ms Anne Chang, Mandarin Language Mrs Irina Hands, German Language Assistant Mrs Paula Nine-Ladra, Spanish Teaching Assistant

MUSIC Mr Angus Meryon, Director of Music Dr Jane Brandon Ms Jo Nicholls PHYSICAL EDUCATION Mrs Emma Fraser, Director of Sport Mrs Emily Barnes Miss Lucy Hillsley Mrs Kirsty Tanner Miss Lori Westcott Miss Clare Faram, Lacrosse Coach Miss Schyler Neale, Lacrosse Coach Miss Eliza Watson, Lacrosse Coach Miss Yasmin Hodge-England, Netball Coach Miss Dominique McKee, Netball Coach Mr Ashley Carter, Head of Rowing Mr Peter Brewer, Rowing Coach Miss Jess Eddie, High performance Rowing Coach Mr Oliver Jack, Rowing Coach Miss Amy Polglase, Rowing Coach Miss Rachel Saunders, Rowing Coach Mrs Sarai De Morales, Gym Coach Mr Lewis Walker, Gym Choreographer Miss Maddie Shaw, Gap Year PE Student PSYCHOLOGY Mrs Kate Molan, Head of Department Miss Fotini Kalinoglou Mrs Monette Montagu RELIGIOUS STUDIES Mrs Sarah Tyler, Head of Department Miss Pippa Wadey SCIENCE Dr Will Dixon, Head of Department BIOLOGY Mr Mark O'Brien, Head of Biology Mr Ross Cameron Miss Hannah Lovell Mr Rob McMillan Ms Monette Montagu CHEMISTRY Ms Vikki Filsell, Head of Chemistry Dr Denise Henriques Miss Pohsan Wan Mr Jag Walia PHYSICS Mr Muhsin Ogretme, Head of Physics Mrs Rachel Peacock Dr Nicolas Rolfe

JUNIOR SCHOOL LEADERSHIP TEAM Mrs Pippa Page-Roberts, Head of Junior School Ms Isobel Franks, Deputy Head (Pastoral) Mr Andy Miller, Deputy Head (Academic) Mrs Jo Jones, KS1 Assistant Head Miss Abbie Musgrove, KS2 Assistant Head Miss Jo Tew, Early Years Coordinator Mrs Ros Holmes, Secretary to Head of Junior School JUNIOR ADMINISTRATION Miss Jess Jackson Admin Assistant to JSLT Mrs Heather Jenkins Junior School Receptionist JUNIOR TEACHING STAFF: Mrs Emma Hooper Year 6 Miss Nicola Wood Year 6 Miss Claire Lucas Year 5 Miss Abbie Musgrove Year 5 Mrs Emma Kipling Year 4 Mrs Anne-Louise Rea Year 4 Mrs Jessica Dixon Year 3 Mrs Naomi Stamper Year 3 Mrs Jo Jones Year 2 Miss Joanna McCaldin Year 2 Miss Angela Brennan Year 1 Miss Claire Lloyd Year 1 Miss Jo Tew, Reception & Early Years Coordinator Miss Lydia Whitehouse, Reception SPECIALIST TEACHERS, JUNIOR SCHOOL: Miss Claire Amiss, PE Mrs Ena Burgess, Director of Music Mrs Linda Clark Learning Support/SENDCO Miss Rosie Berwick, Head of Junior PE Mr Hiten Mistry, Head of Junior eLearning Mrs Lisa Bennett, Junior School Cover Mrs Hengameh Razavi, MFL Mrs Rachel Wyatt, Science Coordinator Mrs Lisa Bennett, Junior School Cover JUNIOR SUPPORT STAFF Mrs Marion Cook Teaching Assistant, Reception Class Ms Mollie Hanley, Teaching Assistant, EYS Mrs Elaine McCarthy Teaching Assistant, Year1 Mrs Julia Raffety, Teaching Assistant, Year 1 Mrs Vania Samuel, Teaching Assistant, Year 2 Dr Vana Avgerinou, Classroom Assistant, KS2 Mrs Suzanne Rawlinson, Classroom Assistant, KS2 SENIOR ADMINISTRATION Miss Elizabeth Ackie, Head of Administration/ Compliance Mrs Helen Batchelor, HR Manager Mrs Jane Clarkson, PA to Deputy Heads Mrs Morna Cochrane, Examinations Secretary Miss Day De La Cruz, Sports Administrator Mrs Helen Gordon-Smith, PA to Headmistress

Ms Yvonne Harris, Admin Assistant TRO Mrs Natasha Jackson, Admin Officer Miss Lara Pereira, Performing Arts Administrator Mrs Susan van der Linden, USA Universities Coordinator Miss Anita White, Senior School Receptionist Mr Richard Wotton, Head Receptionist

COMMUNICATIONS AND DEVELOPMENT Ms Samantha Hazlehurst, Communications Manager Mrs Henrietta Carter-Mayers, Development Manager Mrs Sarah Adams Development Assistant Mrs Caroline Reed, Publications & Design Officer Miss Zoe Rowson, Digital Marketing Officer FINANCE Mrs Steph Upton, Finance Manager Mr Suraj Gurung, Finance Officer Mrs Alessia Piccinini, Finance Assistant ADMISSIONS Mrs Kate Hebblethwaite, Registrar Miss Caroline Bellingham, Senior Admissions Secretary Miss Dinah Hagan, Admissions Assistant LEARNING RESOURCES Mr Stuart Clarkson, Cover Supervisor Mrs Geraldine Dyos, Librarian & School Archivist Ms Deborah Bell, Library Assistant Student Welfare: Miss Victoria Walmsley, School Counsellor Mrs Alison Graham, School Nurse ICT Technicians: Mr Serg Barstok, ICT Technician Mr Ashley Harryman, JCT Technician Mr Hassan Islam, JCT Technician Technicians: Mrs Gloria Alexander, Science (Chemistry) Technician Mr Cordel Blackstock, Design Technology Technician Mr James Blazeby, Science (Physics) Technician Mrs Gail Cook, Art Technician Mrs Karen Howard, Art and Textiles Technician Mrs Shirley Moore, Science Technician Mr Matthew Vile, PAC Technician Caretaking/Grounds: Mr Wayne Jones, Estates Manager Mr Michael Barham, Lettings and Ground Maintenance Supervisor Mr Patrick Cheung, Car Park Attendant /

Asst. Caretaker Mr Brendan Clancy, Estates Assistant Mr Darren Downes, Estates Assistant Mr Tyrone Morrow, Estates Site Supervisor Peripatetic Staff, Drama: Ms Stephanie Miller Mrs Carryl Thomas Mr Andrew Wright Peripatetic Staff, Music Miss Hannah Ashenden, Cello Mrs Emily Baines, Recorder Mr Daniel Benn, Cello Ms Liz Bradley, Flute Ms Nicola Corbishley, Voice Mrs Catherine Coulter, Flute Miss Gwenllian Davies, Oboe / Recorder Ms Juliet Edwards, Violin Miss Sinead Frost, Bassoon Mr Dan Godfrey, Guitar Ms Elizabeth Hasker, Violin / Viola Ms Julie Holland, Clarinet Mr Jack Hurst, Piano Ms Antonia Kendall, Voice Mr Steve Keogh, Trumpet / Trombone Miss Vicky Lester, Harp Mrs Hollie Lukas, Flute Mr Alisdair Macaskill, Piano Ms Victoria Meteyard, Voice Ms Ruth Munro, Voice Mr Tim Murray, Piano Mr Paul Riley, Saxophone Mr Michael Wheeler, Percussion Mrs Penelope Whinnett, Piano Mr Roger Willey, Brass

PUTNEY

MASTER MIND ANSWERS

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

15. 16.

David Mellor Virginia Bottomley, class of 1966 Czechoslovakia Cider with Rosie Antarctica Mary Coombes (née Blood), class of 1947 Bass Guitar Two Because boys were admitted into the Junior School until 1947 Russia Cambridge Miss World and actor, James Fox Putney Debates Jenny Beavan,class of 1968, for Room with a View and Mad Max: Fury Road Elliott School (Ark Academy) £1 putney perspective

FAREWELL COLLEAGUES

Ben Richards Finance Officer

Christina Rodrigues Finance Assistant

Helen Ferguson Junior Teacher

Deborah Bell Library Assistant

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Kate Hebblethwaite Registrar

Emily Hicks SEN TA

Henrietta Carter-Mayers Development Manager

Lincoln Burton IT Operations Manager

Emma Collinge Junior Teacher

Monette Montagu Asst Head of Sixth

Muhsin Ogretme Head of Physics

Day De La Cruz PE Admin

Lara Pereira Performing Arts Administrator

Amy Polglase Rowing Coach

Jo Cheung Junior MFL Teacher

Sarah Gibson Junior Teacher and Angela Brennan Junior Teacher

Farida Mohammad Lunchtime Assistant

Maddie Shaw Graduate Gap PE

putney perspective

STUDENT OFFICIALS Head Girl

Alice

Martha

Antonia

Connie

Georgia

Nana

Martha Pople

Deputy Head Girls Antonia Cheema Grubb Connie Claxon Georgia Groves Alice Kelly Nana Ama Otuo

Lottie Amor Ella Atkinson Imogen Bantick Willa Barrett Francesca Battaglia Trovato Charlotte Bishop Amelia Casey Megan Champney-Steele Jenny Chen

Bella Cutler Zahra Dhoda Julieta Gonzalez Lili Graham Jade Halsey Shan Hama Tilda Head Ellen Hodges Miranda Hodgson

Seana Johansson-Keys Anoushka Maini Elsa Mitchell Jasmine Moore Rosie Pitcher Lucy Pummell Beth Rowlands Henrietta Sacks Anna Schusser

Ravisha Singh Amy Tapper Lucy Thomas Natasha Thomas Lissy Walker Annabel Zedda James

Beryl Burton

Kathleen Ferrier

Audrey Hepburn

Freya Stark

House Captain

Willa Barrett

Lissy Walker

Francesca Battaglia Trovato

Ellen Hodges

Deputy House Captains

Ella Atkinson Parissa Silva

Bella Cutler Ravisha Singh

Amy Tapper Zelia Almeida Bridges

Zahra Dhoda Anna Schusser

Environment Captains

Helene Oskanian Kendal Smithers

Misha Patel Tiffany Chan

Rosie Pitcher Ilana El-Baz

Mia Clark Honor Sanders

Music Captains

Suze Lips Francesca Horgan

Rosie Thorogood Jessica Turner

Molly Gradidge Coco Amor

Megan Champney-Steele

Rosie Moorhead Jessica Collins

Isabella Mais Rosie Nathan

Isabella Penny Imogen Bantick

Prefects

Games Captains Lauren Street

Drama Captains

Kitty Goodman Khava Chilaeva Francesca Horgan

Emma Flitcroft Millie Rankin

Georgie Johnston Poppy Park

Seanna Johansson Keys

Charities Captains

Katie Lilley Sana Patel

Tatum Meadows Jasmine Allen

Jenny Chan Chiara Cox

Emily Hindle Saskia Reilly

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