Putney Perspective 2018
This year’s magazine takes on a fresh format as we focus on some of the things that make Putney High School a special place to be. The intellectual curiosity that is a hallmark of the school was nourished with our first PIE² conference – Think Beyond the Impossible. Read about the many ways that we have been celebrating wellbeing, with our Positive Schools Programme, outdoor learning and the work of our passionate eco-committee. We take a look at the innovative ways that staff and students have been embracing technology as a force for good, enthusiastically embracing their STEM studies. Putney pupils both new and old find their voice in the magazine. Filmmaking alumna Phoebe Arnstein talks of life on the set of The Crown and Sandie Okoro of World Bank recalls her punk days at Putney. Not to be outdone, current pupils show off their own writing skills in extracts from our Poetry Festival and our ever impressive student magazine. As I re-lived the excitement of another year at Putney, I am reminded of just how proud I am to be part of this community of spirited, ambitious and fearless young women. I hope you enjoy looking back as much as I have at the many achievements of the past year.
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INTELLECTUAL AGILITY
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VOICE
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AROUND THE WORLD
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STUDENT PERSPECTIVE
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SPOTLIGHT
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A DAY IN THE LIFE
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WELLBEING
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ART MATTERS
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STEM
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BREATHE
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125 YEARS
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ACADEMIC RESULTS & DESTINATIONS
35 Putney Hill, London, SW15 6BH Tel: 020 8788 4886 Fax: 020 8789 8068 Email: putneyhigh@put.gdst.net Website: www.putneyhigh.gdst.net Follow us on: twitter@putneyhigh Facebook: putneyhighschoolGDST Cover: Penny Hampden-Turner/Treading Lightly (see p.49), with thanks to photographer Martin Brent, Made in Putney campaign Editorial Team: Caroline Reed, Samantha Hazlehurst, Geraldine Dyos. Editors reserve the right to edit any contribution. Printed by Impress
INTELLECTUAL AGILITY
Just as intelligence can be of limited value without a little common sense, so at Putney, academic rigour needs to go hand-in-hand with intellectual agility. Having an enquiring, unfettered mind; being able to articulate and evaluate ideas; these are crucial to the education we provide. Putney empowers its pupils to learn independently, to take risks and to adapt to the world around them. This is central to the school’s ethos and is part of a commitment to stretch, challenge and support pupils both within the curriculum and beyond. It’s about learning for the sheer joy of it, and just as importantly, learning how to learn – in marked contrast to simply training to pass exams. Putney pupils revel in the myriad of ways that we encourage them to open their minds, to examine and question a range of viewpoints, and ultimately to disrupt their world in the pursuit of knowledge.
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“Putney taught me that it’s good to challenge yourself and not always to do things that you find easy.” Alumna Kate Godfree (class of 2007) Occupational Psychologist
A POSITIVE APPROACH TO MARKING
A Positive Approach to Marking At Putney we are always focused on finding the most compelling way to learn. As part of this commitment, we recently began research into whether using ‘comment only’ marking, in place of giving grades on regular pieces of work, could have a positive effect on a pupil’s learning. Rather than just focusing on achieving a particular homework grade, can teachers and pupils put the emphasis back on the ‘learning journey’? Could we achieve greater progress, a broader understanding and a more fulfilling learning experience if we removed the numbered grades on some individual pieces of work and instead gave more detailed, constructive feedback? “Snowflakes” you may cry… “aren’t today’s children robust enough to cope with getting a bad grade any more?” Of course they are, and they are more than able to bask in the glow of a good one too. But how well do alphanumerical marks on a piece of homework actually offer practical help on how to progress, where to improve, or indeed highlight areas in which a particular piece of work has succeeded? How well does grading prepare children for the
realities of receiving criticism in the adult, working world? This is not about easy options; it can actually be harder to accept and take on board constructive feedback than to rack up a series of good grades. Key Stage 3, before the onset of GCSEs, is a perfect opportunity to focus on the pursuit of scholarship, rather than just encouraging pupils to focus on the grade at the top of their homework book. Putney has always been an exciting place to learn, but also to teach. Our teachers are actively involved in their own learning and a dedicated Learning and Research group is at the forefront of important research in education. With Ofsted raising concerns about Key Stage 4 encroaching on Key Stage 3, and more worrying statistics about Britain’s school children’s mental health, we decided to undertake our own research and look into this less grade-centric approach to marking, something which had reportedly been a positive development in education. Our project involved a five-month controlled trial at Key Stage 3 and looked at different approaches to providing pupil feedback on homework and smaller pieces of class work. The first thing we noticed was that pupils stopped fixating on their grade and ignoring the feedback provided. Under the
previous grading system, attainment was measured with a numerical grade, where 1 was the best, but we found that students were typically more worried about the number than what it meant. Comment-only marking meant they became less obsessed with grades and instead actually read and digested the feedback given to them, incorporating it in their next piece of work. There is nothing radical here and there is no intention to abolish grades altogether; pupils at Key Stage 3 are still receiving grades at the end of every half term and will continue to do so on all major pieces of work. Let’s not forget that grades are simply a fact of life from GCSE onwards and getting good ones will be crucial in our children’s futures, but surely, anything we can do to postpone for as long as possible the obsession with test outcomes, can only be a good thing. Putney is as ambitious as ever, with students and staff enjoying a more holistic and progress-orientated approach to study. They’re inspired, excited and we are delighted to say, have their minds open to the pursuit of knowledge as never before.
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INTELLECTUAL AGILITY
THINK BEYOND THE IMPOSSIBLE When Headmistress Suzie Longstaff gave pupils a day to ‘bunk off’ and learn ‘cool stuff’, it reaped rewards aplenty.
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Puzzles for the mind
Broadening horizons
So, what exactly did we learn? Dr Susan Blackmore, lecturer, broadcaster and expert on parapsychology and evolutionary theory began the morning by asking the packed assembly to think about the nature of consciousness. She asked questions like “where in the brain is the self?” and “does a woodlouse have an awareness of what it is like being a woodlouse?” Tough but intriguing challenges for first thing on a Monday morning, and certainly thoughts to puzzle even the least curious mind!
A love of learning
Following this was a session from Suzi Digby OBE, conductor, music entrepreneur and educationalist, who championed the musical pattern approach to learning. She reassured a rapt audience that while the path through life can sometimes seem an uncertain one, an essential part of the journey is about “discovering who you are, and following your instincts to do what you are really passionate about.”
Where the rigours of the current education system regularly require students to choose, focus and specialise, PIE2 was a tonic – actively encouraging pupils to broaden their horizons and examine the world from a wider viewpoint; to become genuinely original thinkers, inquisitive and intellectually curious beyond the confines of the syllabus. These are the qualities that will give our children the edge to succeed in their future learning and life experiences, and the confidence they will need to embark in a brave new world.
hildren’s curiosity about life – in all its aspects – is something to be treasured and encouraged, and yet with exam pressures and the like, it can be so easy for them to get bogged down with learning, rather than truly excited about it. Academic attainment is of course a key element of life at Putney High School, but debate, discussion and innovative thinking should all be vital ingredients in every teacher’s toolkit – especially if we are to avoid a one-dimensional, ‘teaching to the test’ approach.
At Putney, the spirit of ambition is heavily underpinned by a love of learning. Being open to new ideas and learning to think independently are key aspects of that. Yes, our students are bright and ambitious, but we also encourage them to be intellectually curious and interested in examining the world from a wider viewpoint.This is why Putney took the step of offering the whole Senior School an opportunity to ‘bunk off’ the usual timetable, in favour of a day of learning what can only be described as ‘cool stuff’. This was not about absorbing knowledge with the aim of passing an exam, but purely for the sake of discovering something new. Entitled ‘PIE2’, the event formed part of our Putney Ideas Exchange programme, which is an innovative learning experience that pushes the boundaries of thought and confines of the curriculum.All students and staff were free to indulge their curiosities for an entire day, to engage in learning in a way that was new and exciting. And it wasn’t just Putney High School that benefitted – keen to encourage as many students as possible to get involved, we invited two local schools, Ark Putney and The Priory C of E, to join us.
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As the day progressed, the pupils were treated to an array of workshops, panel debates and other guest experts from worlds as diverse as arts leadership, cyber security, humanitarian charities and investment banking. All the action was live-streamed, and there were also opportunities for students to submit questions via a video booth, as well as a host of activities online. Head of Learning and Enrichment, Pippa Wadey, who organised the event said, “We wanted to cater to the interests and strengths of all our students, and present a series of inspirational industry leaders who will introduce them to a range of challenging ideas.”
When polymath, Bobby Seagull of University Challenge fame, ended the day by reminding us to “be the best version of ourselves” and to strive to broaden our knowledge, we knew he was right. PIE2 was one day that gave us all that opportunity; a chance to face unanswerable questions and to explore ideas we might never have encountered before. We look forward to many more!
“Curiosity is the wick in the candle of learning” William Arthur Ward
PIE+ & PIE AT LUNCHTIME
PIE+ & PIE at Lunchtime PIE was developed out of the students’ thirst for knowledge and their curiosity to explore beyond the curriculum. Weekly lunchtime speakers share their insight and experiences with the aim to inspire and challenge both the girls’ thoughts about what their futures might entail but also their perceptions about the world around them. From Syrian refugeeinspired charity ‘Loving Humanity’ to ‘Balance Me’ skin care specialists, and from award-winning Savile Row tailors to the Chair of NHS Improvement, the students have access to unique individuals who broaden minds, ignite their visions and encourage them to grapple with concepts and ideas they may not have thought of before. Our more formal evening lecture series PIE+ is a development of the pre-existing PIE at Lunchtime. The aim of these events is to provide our students with access to high-profile speakers, who stretch their academic views and encourage them to question. Taking place once a term, PIE+ is a sought after and regularly sold out event and with speakers such as philosopher AC Grayling, neurosurgeon Dr Henry Marsh, author Madeleine Wickham (Sophia Kinsella) and popular Art historian Andrew GrahamDixon, it is no wonder the students clamour to attend. Open to parents and the public, these events are also a chance for Putney to welcome the local community into the Performing Arts Centre space and give everyone an opportunity to meet with these inspiring speakers.
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AROUND THE WORLD
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THE AZORES
Discovering the Azores A new European destination for Geography students, the Azores proved to be one of the best.
We also visited a geothermal power station, one of two on the island, and experienced the incredibly strong smell of eggs that the process produces. The Azores is leading the way on using renewable energy; vitally important when they are so isolated.
The archipelago is located 1,600km west of Lisbon and is still being shaped by the tectonic forces of the Mid-Atlantic Ridge. Fortunately, we didn’t experience any actual eruptions but we did enjoy the minor extrusive landforms of hot springs, geysers and mud pots. The weather was kind and allowed us to enjoy stunning views along the island’s spine and to walk the steep trail around the rim of the Sete Cidades caldera. A highlight was bathing in the iron-stained waters of the thermal pool in Furnas despite turning us all an interesting shade of orange. It is clear that the islands are still very much volcanically active and you frequently stumble across baking-hot patches of ground, steaming rivers and multi-coloured springs as you travel around.
Our tour guide and driver were incredible and did everything to make our trip enjoyable and comfortable but the wonderful attitude and behaviour of the girls really made the trip a pleasure for the staff too. We will definitely return one day.
The Azores is new to the school expedition circuit and it was brilliant to be somewhere so peaceful and green without hordes of tourists and we had many of the attractions to ourselves. We all enjoyed being able to spend so much time outside, exploring and experiencing the dramatic landscapes. Our final morning involved a hike through the forest, along narrow twisty trails and suspended walkways, to a stunning waterfall hidden in a wooded valley.
“I really enjoyed swimming in the thermal pools, even though I stayed orange for a few days afterwards!” Rosie Thorogood
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AROUND THE WORLD
Costa Rica Eco Adventure Year 11 Spanish students travelled to the small town of Sámara on the tranquil Western coast of Costa Rica. We spent eight days exploring the idyllic beach and tropical jungle, improving our Spanish in the ‘Intercultura’ school and returning each night to dine and stay with local families who introduced us to the Costa Rican culture. We fell in love with the wide white sand and aquamarine water which we were quick to explore, and spent our free time basking in the sun under the palm trees, enjoying the hot and windy weather so different from our usual climate. Each day was filled with new and exciting experiences ranging from a challenging hike to the hidden ‘playa izquierda’ with its breathtaking views and scatter of hermit crabs, to our morning at Choco’s surf school, or the cooking class where we baked patacones. We were intrigued by the unusual howler monkeys and wild horses that roamed the town and throughout the week we enjoyed a range of activities such as the kayak
and snorkel trip round the neighbouring island and the canopy tour where we sped through the tree tops on a series of zip wires, later eating fruit accompanied by Jenny the Coyote. Our fluency and comprehension in Spanish improved over the week until we could comfortably speak with our families and barter with the locals for jewellery or ice cream. Our trip to Costa Rica was a hugely memorable experience and we all hope to return in the near future.
Oarsome Rowing The boat club participated in one of the biggest rowing events in the world, Boston’s Head of the Charles Regatta. Our hosts, Harvard women’s Boat Club, gave us a tour around the fantastic facilities of the boathouse and lent us a boat to race in. We also gained an insight into American universities, with private tours around Harvard, MIT and Tufts, where we learnt a lot about the admissions process and life around campus, including a gruelling workout of completing the renowned Harvard stadium steps, with 1,147 stairs! The trip was a great opportunity to come together as a team, ahead of a tough season of winter racing. The Harvard coaches were so accommodating and we look forward to welcoming them to our boathouse in the autumn. Alex Butterworth & Lucy Miles
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NORTHERN INDIA
“One of my favourite days was when we walked around a village in Amritsar visiting all of the schoolchildren who were so excited and happy to see us.”
In the Footprints of Partition Visiting Northern India was an incredible experience. We explored this unique culture and took part in amazing activities such as visiting temples, going to markets, visiting local schools and walking in the foothills of the Himalayas. We saw amazing places such as the incredible Taj Mahal and the serene Golden Temple. We also tried bartering at local markets. My favourite was the spice market, where not only did we see and smell bags and bags of chilli peppers and spices, we were also visited by monkeys! After we explored the impact of Partition on India – when India gained independence from Britain and Pakistan was formed. We visited the border between Pakistan and India and watched a Flag Ceremony which showed us the tension between the two countries. One of the most rewarding experiences was visiting Father Ravi’s Orphanage. Father
Ravi helps poor destitute children who live on the streets of India and provides medical care clothes and shelter. In London we did a sponsored walk to raise money for the orphanage, so when we went to visit we got to meet and play games with these children. We also visited local schools and saw the differences between our classroom and environment that we learn in and theirs. One of my favourite days was when we walked around a village in Amritsar visiting all the schoolchildren who were so excited and happy to see us. In the Himalayas we brought school supplies such as writing equipment and English books to the school and in return they performed traditional dances and songs for us. This amazing trip really opened my eyes to how lucky I am. Visiting both Father Ravi’s orphanage and local schools really made me appreciate everything I have back at home. Knowing there were children a similar age to us who were living a hard life on the streets of Delhi, or students who were so grateful for simple donations, made me feel incredibly fortunate. I had so much fun on this trip even when things seemed slightly crazy like on the overnight train! It was so rewarding and exciting that I will remember it forever. Phoebe Shaw putney perspective
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SPOTLIGHT
School Memories Sandie Okoro remembers when she was a punk rocker in purple uniform at Putney
I was born and raised in Balham, South London. My father was a teacher and my mother a nurse, and they both valued education very highly. I joined Putney High School in 1978 in the second term of the first year. Having started out at another, less academic school, I hadn’t thought I was clever enough for Putney, so getting in was a bit like winning Strictly Come Dancing and my first lesson in not underestimating myself. I was the only black girl in the school for many years but it was never something I felt awkward about – there was no bullying or racism. I wasn’t a good student in terms of wanting to do my homework and getting good grades, but I had great curiosity and devoured books, something I still do now. My love of literature came from my fabulous English teachers, Miss Dampier, Miss Sackett and the indomitable Mrs Raphael. Miss Sackett had a unique way of bringing Shakespeare to life. It was one line of Shakespeare followed by ten minutes about her childhood during the Blitz and buying stockings from a handsome spiv in Camden market! In 2014 I was made a board member of the Royal Shakespeare Company, a dream come true. I have Miss Sackett to thank for instilling in me a love of the Bard all those years ago. My other favourite was history with Mrs Berner. There is very little about life that history doesn’t teach us. I still dream of going to Cambridge University one day to do a masters in the subject.
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Dance was a guilty pleasure of mine. One year my friend Hannah and I choreographed a piece for the Lewisham Dance Festival to a mixed tape of BBC sound effects. Our theme was Wilfred Owen’s ‘Dulce et Decorum Est’, about the First World War. I admit we fancied ourselves a bit and I’m pretty sure nobody had a clue what we were doing up there on stage, but we enjoyed ourselves. It was a time of great rebellion. I was usually late for school because I was busy planning weekend marches and political protests with my best friend, Fran. We were regularly in trouble for sticking anti-apartheid stickers all over the school, although I think that the teachers found it quite amusing and were secretly pleased we were taking an interest in the outside world. I learnt from those days at Putney that my voice was just as important as anyone else’s. I always wanted to be a lawyer and help others fight for their rights and to this day, my passion is to make the world a fairer place. At school, back then, you were either a skinhead, a punk or a New Romantic and I fell firmly into the punk category. We were always modifying our school uniform which was purple, a colour I hated; we shortened our skirts and wore Doc Martens. I always wore a skull somewhere (something I still do to this day) and I remember one hilarious day when Amanda came into school with pink hair and her mother was summoned for a meeting with the headmistress. Amanda’s mum arrived with pink hair as well, something that we all loved her for.
Putney High 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 (moi!). My PHS friends haven’t changed; they still have the same cracking sense of humour, the same warmth and not one of them takes themselves seriously even though they have all gone on to do amazing things. What I did get from those marvellous classrooms and dusty hallways of Putney was my love of learning, my questioning of the status quo, my curious nature, and my dislike of wearing anything purple! (See also Picture This on pp.28–29)
Sandie Okoro is currently Senior Vice President and General Counsel of the World Bank Group.
SCHOOL MEMORIES
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SPOTLIGHT ON MUSIC
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MUSIC FESTIVAL
The Sound of Music
Music Festival It is one of the great pleasures of my role as Director of Music at Putney to spend the best part of January listening to our pupils perform. Our House Music Festival is a truly extraordinary experience – class concerts at Key Stage 3 feed into the Foundation Concert, aimed at those at beginner to Grade 4 level, with the Heats week preparing the ground for Finals Day a fortnight later. In all, more than 300 girls participate, whether as instrumentalists, singers, conductors or accompanists.
One of the joys of Heats week is the chance to hear a full week’s worth of solo and ensemble performances, culminating in the now-legendary a cappella finals on Friday afternoon. This tightly packed event, held in the intimate surroundings of the Elgar Room, is where our close harmony ensembles battle it out for a place in the Finals a week later. The girls all await with great excitement the appearance of the staff vocal ensemble, named this year (with some coyness) ‘Maturity’. All Junior and Senior Choir rehearsals are given over to House Choirs, with the Music captains selecting repertoire, galvanising their peers, directing the music from the piano and generally leading from the front.
There were some wonderful moments throughout the day, from the initial Junior Vocal solos to the Advanced solos in the evening, with much to admire in between. Peter was very impressed with the whole day, giving constructive criticism, praise and encouragement.
Having given feedback on every item during the week, it is then my task to select the very best solos and ensembles to represent their Houses on Finals Day itself. What follows is a frenetic week of rehearsals, snatched moments for accompaniment sessions in registration slots and the addition of increasingly inventive choreography to a cappella renditions. Every room in Homefield (and many a space elsewhere in the school) becomes somewhere for girls to try out ideas, harmonies and arrangements. To help us make some tough decisions on Finals Day, we always employ an external adjudicator – this year, it was the turn of Peter White, Director of Music at the Royal Grammar School, Guildford. Our girls were quick to prove their worth and that of their repertoire choices, with ‘Pop’ being the arena for some especially intense competition.
Music at Putney is truly flourishing and it is a privilege and a pleasure to witness it first-hand.
Did the ‘right’ girls win? In any competition, the final decisions are subjective but it was abundantly clear that the day – indeed, the entire Festival – had been a resounding success and, most importantly, that the credit for that lay squarely with the girls themselves. Their relaxed, cheerful ambition and sheer good-humoured camaraderie are an inspiration to us all.
Angus Meryon
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SPOTLIGHT ON DRAMA
Shakespeare Schools Festival
In the Spotlight Drama at Putney is all about getting stuck in – whether performing on stage, developing your technical skills backstage, writing your own adaptation of a classic novel for performance, or creating your own short film on something you are passionate about.
Drama is such a transferable subject in terms of building confidence, public speaking, interaction with others and analysis of the human condition. A typical Putney High School drama student is reflective, deep thinking, creative and ambitious. In lessons we aim to not only deliver a wide range of theatre styles and playwrights, from Aristophanes and Shakespeare to Sophie Treadwell and Willy Russell, we also strive to offer as many extra-curricular opportunities as possible. There is something for everyone to be involved in. For the younger years, we build on cooperation between year groups with our House Drama Clubs, directed by Sixth Form House Drama Captains. Here the girls have fun with drama through games and exercises that lead to creating an original piece of drama to perform at the House Drama Festival. For the older girls we have Drama Lab, where they develop skills in comedy improvisation, script writing and acting for film. We have staged many exciting and popular shows over the past year including Years 8 to 11’s spectacular Jesus Christ Superstar
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and Year 7’s Midsummer Night’s Dream, performed on a perfect summer’s evening (See opposite page). We were thrilled to welcome our Director in Residence, actor Katharine Drury who has been leading specific workshops on audition technique, sight reading and character development. Katherine will also be directing our lower school play for this December The Ash Girl by Timberland Wertenbaker, telling the darker story of Cinderella! For our Sixth Form have been auditioning for the High School version of Chicago. We will taking the audience back to the streets of 1920s Chicago to follow the scandalous lives of Roxie Hart and Velma Kelly. Many girls have also signed up for our Edinburgh Fringe trip 2019. Our bi-annual trip is a popular one, where the students get to perform at the Edinburgh Fringe as a professional company. For girls wanting to gain more experience behind the scenes we have Production Club, and these girls support all our main stage productions running the lighting, sound and stage management.
SPOTLIGHT ON DRAMA
Jesus Christ Superstar
If we shadows have offended, Know but this, and all is mended. “Studying drama has allowed me to gain more confidence in myself, and remove my fear of judgement when I perform or propose ideas in group works.� Mila Adeyemi
That you have but slumbered here, While these visions did appear. And this weak and idle theme, No more yielding, but a dream
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WELLBEING
Wellbeing Within Looking after every pupil’s mental, physical and emotional care has always been priority number one at Putney. Wellbeing has become a bit of a buzzword recently, but it is absolutely right that at any school, pastoral systems are firmly positioned front and centre. Creating a warm and happy environment where everyone can flourish is the first step to ensuring that each student and member of staff can enjoy their time at school, unlock their potential and achieve their goals, whatever those may be. Wellbeing has always been, quite simply, a fundamental part of life within the school.
Positive Schools Programme
A Holistic Approach
Research is an equally important part of life at Putney. Innovative thinking and open-mindedness are key to our approach and it was in this spirit that we became involved with the Positive Schools Programme, now a key feature of the wellbeing strategy within the school. Firmly founded in academic research, positive psychology shows how personal wellbeing is shaped by positive emotions, meaningful social relationships, and experiences, and fostered by kindness, gratitude, and accomplishment.
It is a simple fact that pupils who are happy and confident in their own skin are more likely to find their passion and have the confidence to pursue their goals. A healthy dose of self-knowledge is key not only to finding that path, but to developing the essential skills that will make them successful as they travel further through their adult lives. Our well-established pastoral initiatives such as Big Sisters, peer mediation, conflict resolution and coaching help our pupils to develop the valuable connections, communication strategies and interpersonal skills that will stand them in good stead. Teamwork, leadership experience – and sheer pleasure – gained in Sport, Music, Drama and Debating further develop and embed these skills.
Our trained ‘Positive Teachers’ have led a GDST-wide initiative with Positive Group to teach positive thinking to every student as a core component of their Personal, Social, Health & Economic curriculum. The lessons teach staff and students to explore, understand, and develop personal skills of emotional literacy, flexibility of mind, optimism, resilience, grit, and the benefits of positive ‘social WiFi’ – all essential to achieving a happy, healthy and successful community, both within the classroom and beyond.
Meaningful Relationships Our Wellbeing Within event in May focused the whole school on the importance of meaningful connections and positive interactions throughout the day. Yes, ‘mindfulness’ had a part to play, but it was about more than being self-aware. Relating one-to-one, experiencing kindness, gratitude and the power of ‘the genuine like’, are so much more meaningful than the often superficial and usually instant gratification of the social media world. Practising kindness, perseverance and emotional literacy over this two-day event, and more widely within the academic year, embeds these values in the everyday life of the school and is fundamental to Putney’s ethos.
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Wellbeing for All We are not an island. Wellbeing must not only be an integral part of the school day, but beyond the gates our students need positive relationships, role models and effective communication strategies in every other aspect of their lives. To that end, we understand that any successful pastoral approach must include supporting and working with parents. Talks for parents run throughout the year on a variety of wellbeing topics ranging from digital safety and healthy body image amongst teenagers to gender equality. Excitingly, a ‘Positive App’ is under development specifically designed for parents to help them navigate the choppy waters of the teenage years and we will be key players in its development.
With intellectual agility and personal fulfilment standing happily side by side, wellbeing at Putney could not be in a better place.
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STEM
STEMming the Gender Gap
In 2017, illustrator Adam Hargreaves brought the Mr Men and Little Miss series bang up to date with the creation of Little Miss Inventor. Not a moment too soon. Adam brought his father’s books tearing into the 21st Century with a bold new character ready to challenge the gender stereotypes of the workplace, complete with pencils and a spanner in her hair.
Little Miss Inventor makes a refreshing change from some of her less ambitious friends and has come at the perfect time to spark the imaginations of a whole new generation of girls. The latest figures from the Office for National Statistics show that there is a serious shortage of skilled female workers in industry, no doubt largely due to the low number of girls opting to study STEM (Science, Technology, Engineering and Maths) subjects at school, particularly at A Level and beyond, and yet these sectors are reportedly crying out for more applications from women. The engineering sector is responsible for a quarter of the UK’s GDP and in order to remain competitive, it is forecast that we’ll need an estimated 1.28 million engineers in the next 10 years. So where are they to come from? Attracting young women into the industry should be the first place to start, and a top priority for us all. Astonishingly, with what is now the fourth industrial revolution already firmly underway, today only 8% of engineers are women, just a fraction higher than the 6% of a century ago. At Putney we are well on the way to redressing the balance as we encourage the many girls who study sciences to put their abilities to good use, making the most of their natural problem-solving abilities and looking at STEM careers with fresh eyes. Recent visits to NASA (right), Imperial College and Williams F1 have been invaluable for our students who have been inspired to go further with their STEM studies, having had
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the chance to see engineering applied, in a real world setting. Part of the task is reinforcing the message that these careers draw not only on skills from maths, science or engineering; their beauty lies equally in the way that they are reliant on innovation, entrepreneurship and creative thinking. This message has been wonderfully reinforced in careers events with the likes of Cindy Rose, CEO of Microsoft UK who came to speak to Year 8, and our ambitious PIE programme, with talks from experts in everything from medicine and artificial intelligence, to satellites and cyber security. Today’s engineers are just as likely to be involved in sophisticated product design, making advances in robotic surgery, DNA analysis machines and agricultural modernisation, as they are in designing and building bridges. The applications are endless, and what more exciting challenge than to create and develop the products of the future?
STEMMING THE GENDER GAP
With all our students now having access to 3D printers and CAD, and as we forge links with the industries that are looking so keenly to recruit, we are opening doors to a whole realm of opportunity within these exciting fields. Together let’s make sure that Little Miss Inventor is just the tip of the iceberg and set in motion the radical redress of the gender balance that the world of innovation deserves.
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STEM
Interview with Saskia Bulstrode Arkwright Engineering Scholar Currently constructing a very bright future
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ARKWRIGHT SCHOLARSHIP
What is the Arkwright Scholarship? The aim of the scholarship is to inspire and support the UK’s future engineers. The support is offered through mentors, work experience, industry-based engineering experience days and a great network with like-minded students. You will be sponsored by a company who will provide a £600 personal financial award and they will also award the school £400 to help improve STEM facilities.
How did you apply? The application process helped me prepare for my future university and employment applications. Firstly, during the autumn term of Year 11, I completed an online application explaining my interests and reasons for pursuing a career in engineering. Then I sat the Arkwright aptitude exam at school, which focuses on your ability to apply practical knowledge to solve problems, and to design practical solutions to fulfill a given brief. If you pass through the first two stages you are invited to attend an interview at a top university in the UK. For me, the interview at Cambridge was fascinating as we were also given the opportunity to tour around the campus and see what a degree in Engineering would be like. Approximately 400 successful applicants across the UK are awarded the scholarship and paired with a mentor and sponsor in an area of Engineering that they have expressed an interest in. I was lucky enough to be sponsored by the Royal Air Force with Group Captain Hunt as my Mentor who is also the President of the Institute of Mechanical Engineering. This allowed me to visit him on the RAF base in Cosford and go to the RAF museum where I gained a deeper understanding of Aeronautical Engineering. I was given a tour of all the hangars and saw the obsolete planes that the Royal Engineers could practice on before going out into the field.
There were also many high-tech simulators where the RAF run simulations of cockpits where different parts of the plane would be broken. These would need to be identified and rectified by the trainees.
What does being an Arkwright Scholar mean to you? Everything around us has been designed and influenced by engineers. The Arkwright scholarship celebrates engineering and encourages the next generation to join this fascinating and multifaceted career. Being an Arkwright scholar, especially as a female, is such an honour as it provides invaluable opportunities, experience and inspiration.
What next after Putney? I am studying General Engineering at the University of Edinburgh, and have just started my first year.
What are your hopes for the future? I hope to become a Chartered Engineer. Having always been fascinated by space travel and aeronautical engineering, I would love to work in the space sector with organisations such as NASA or SpaceX and be a part of the design and innovation in the evolution of human travel.
What is your advice to a younger girl who is interested in STEM subjects? Being a female interested by STEM subjects I have always been a minority. However this has inspired me to pursue what fascinates and interests me. I have always been an advocate for women in all STEM careers and feel that they have an integral part to play in the world of engineering. If you are interested in STEM subjects my advice would be to just try to gain experience in that area as you may discover a new passion.
What is it about Engineering that appeals to you particularly?
Who are your heros / heroines of engineering ?
Engineering is the creative application of science and mathematics. The key word in this sentence for myself is ‘application’. Being able to apply theory and ingenuity to come up with practical solutions to real world problems is such a captivating concept to me. The world of engineering will look completely different in five years as we are continually required to push the boundaries, to expand and innovate and that is what makes engineering so exciting as it is always changing.
I have always admired Elon Musk, founder of SpaceX, for his work ethic and inspiring others, showing what can be achieved with hard work and determination. Dame Zaha Hadid was also a pioneer in the world of architecture and engineering, achieving many firsts as a woman in this maledominated career and was widely regarded to be the greatest female architect in the world today. She was the first woman to receive the Pritzker Architecture Prize in 2007 and in 2015 she became the first and only woman to be awarded the Royal Gold Medal from the Royal Institute of British Architects.
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STEM
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DIGITAL TECHNOLOGY
Digital Technology can be a force for good in the classroom
‘Digital Detox’ is a phrase that we hear more and more, instantly conjuring up loss of control, fear of addiction and imposed periods of ‘cold turkey’. Many of us are still beginners in this brave new digital world and rather than empowering our youth to blaze trails into the modern age, our suspicion of Snapchat and general fear of the unknown lead us to restrict or even reject these influences as we see them encroach further into our children’s lives. It’s easy to see why the accessibility of technology can be a cause for concern. Bullies, predators and other nasties do exist in the cyber world, just as they do in the natural one. But while some try to combat the influence of social media and the demon ‘screen time’ on pupils (banning phones and switching off Wi-Fi are two solutions that have been tried), at Putney High School we have adopted a more 21st-century approach. We actively embrace technology
as a force for good, incorporating technology in many aspects of their learning and wellbeing. It’s not just about gadgets and gizmos; digital is fast becoming the language of the age and one in which we must all be literate. All girls at Putney learn to code and use Swift playgrounds, an incredibly powerful app which brings their ideas to life. It’s the same platform which was used to create applications like Duolingo and AirBnB. In Years 10 and 11, students gain experience with professional programming language C# and the whole school gets involved in a ‘tech start-up’ day. High-tech careers have for a long time tended to be male dominated – at Putney we are aiming to change that. What of the virtual world? No longer restricted to the realms of entertainment, the applications of VR are enormous, and schools can incorporate exciting technology into their lessons. Learning by doing is, after all, one of the most effective and neglected methods of learning. Just as an airline pilot will train in a simulator before being let loose with a plane full of passengers, VR allows access to global resources and immersive learning experiences with which to experiment, tackle problems, and take risks, in a virtual environment, free from fear. What a wonderful way to help students develop into curious, resilient and resourceful adults. The need to connect in social groups has existed since humans first walked the earth.
Most of us want to be liked and to form friendships, and psychologists agree that this kind of affirmation is important for our mental health. Social media is just one of many channels through which we all do this and, as adults, we must set a good example and equip young people with the information and skills to use technology responsibly. By teaching good practice and embedding key IT skills in the classroom, we can embrace technology as our friend. The wellbeing of our students is at the heart of everything we do, and that’s why we are adopting a positive approach. As part of the Girls’ Day School Trust, we are working with experts in psychological health to spearhead the use of an app-based digital toolkit that helps teachers and pupils to monitor and even retrain their emotions, developing positive habits of mind, improved social Wi-Fi and a shared language with which to better communicate both in the classroom, and also the wider world. When applied in an intelligent way, technology really can be a force for good, improving levels of academic attainment and helping us all to ride the peaks and troughs of everyday life with greater control. So let’s all engage with the app generation. The online realm is a challenging one but we must equip young people with the skills to explore it with confidence. It is the responsibility of parents and teachers to cast aside their suspicion, and to actively support children as they navigate these uncharted waters, for their own happy futures, and our own. putney perspective
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125 YEARS
Then and Now With more than 150 students making use of our boathouse, rowing at Putney is now more popular than ever. Since the boathouse opening in 2016, Putney has been moving up the rankings, making history at Henley Women’s Regatta 2017 by being the first Putney crew to reach the final and, furthermore to win and break the course record. In 2018 the Under 18 crew won again after being crowned National Champions a month earlier! Despite our riverside location, rowing hasn’t always been central to life at Putney. Indeed, women’s rowing as a sport has lagged behind men’s for many years, and now at Putney we aim to address this imbalance. Hoping to understand the history of rowing at school, we spoke to alumna Angela Cameron (neé Twyford) about which sports were on offer whilst she was a student at the school from 1944–54: “When I was at Putney High School, we took part in netball and hockey in the winter and tennis and rounders in the summer, with a term of swimming and a couple of periods of gym every week. No rowing of course, although after the War when the Boat Race resumed in 1946, we supported Oxford or Cambridge, wearing favours – little crossed oars tied with light or dark blue ribbon. I supported Oxford. Some girls would go down to the river to watch the start of the Boat Race guessing that whichever boat was ahead at Beverley Brook would win, as there was no television then to follow the whole course.” Although as a teenager, Angela only had the opportunity to row with her parents during the holidays, at Battersea Park or on the pond at Sheen Gate, she did start rowing as a student at Cambridge University. She says, “Despite supporting Oxford, I ended up going to Cambridge, the alma mater of my inspiring teacher, Miss Webb. Not many of us went to university or had an opportunity to row but I had a go and enjoyed it. The Cambridge Women’s Boat Club was small; only Newnham and Girton Colleges and the new New Hall took women. To row, we wore
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white aertex shirts, thick grey school shorts, white socks and gym shoes.” Angela’s experience is totally different to that of her granddaughter, current Year 11 student Polly. She tells us: “I started learning to row in Year 7. My father rowed at Nottingham University and my granny at Cambridge so I was keen to give it a go. Also, I had not really found a sport that suited me so I thought: ‘Why not try my luck at rowing and see if I am any good at it?’” Initially Polly rowed to get fit but now she has chosen to train competitively, regularly competing across the country. She says, ”Practice sessions have increased so that those of us in Panthers who want to race are expected to do seven sessions a week, five on the water and two on land. Getting up at 5am on Tuesday mornings and 5.45am on Fridays, not to mention another early start on Sunday, is gradually getting easier, although I am not sure my mum would agree! Obviously, it is harder with these early starts in winter in the cold and the dark but once you are on the river and the sun rises, the atmosphere lightens in the boat. We all encourage each other and I have made solid friendships through belonging to the Rowing Club. Our main coaches are brilliant at getting the best out of us, and securing great finishes for us in our races.” Despite painful ergo sessions Polly says, ”I intend to keep rowing, to keep turning up for those early morning practice sessions and to keep competing – hopefully through my university years too, like my father and my granny before me.”
RECOLLECTIONS OF AN OLD GIRL
Random recollections of an Old Girl with a very imperfect memory
The Home Field, 1921
Margaret Emily Francis Llewellyn Smith (née Crawford) was one of our oldest alumnae – she died peacefully in her sleep in 2011 in her 106th year. As we mark the school’s 125th anniversary, we once again enjoy her recollections of her school days at Putney from 1916 to 1923. There have been many outward changes since I went to Putney in 1916. Changes in buildings, surroundings, ways of life; but basically a good school must remain the same, dedicated to teaching and learning. There was perhaps more of ‘chalk and talk’ in the manner of teaching in those days but they taught us well, those spinster ladies of 70 odd years ago. They were all spinsters then, though of course, some departed at various times to get married. We always spoke of the mistresses, never teachers. The Assembly Hall was almost the only addition to the original Victorian houses and those of Lytton House, being entirely Junior School, was unknown territory to me. The Home Field housed one or two classrooms, labs, music rooms and, in my later years, a small prefects’ room. My generation was the first to enjoy this privilege. We loved it; we decorated it with appalling oranges appliqued onto green curtains and cushion covers and spent much of our free time there violently debating the topics of the day. These ranged from politics to education. ‘That dreadful school’ [Summerhill] had been opened by AS Neill and provoked deep divisions amongst us. The First World War was of course a constant background to our lives but did
not really trouble us overmuch except when there were air raids. Once we were not allowed to go home for lunch as a raid was going on and we had to sit in a semi basement cloakroom where we were fed with pears from the Headmistress’s garden. Food was an important consideration at that time; I remember a particularly horrible spread (a substitute for jam) called honeysugar. My family was fortunate in having relations in the country who sent eggs (frequently broken in transit) and sometimes chickens. My mother tried keeping chickens in a small corner of our garden which became noxious in wet weather. Our public exam was the University of London General School Certificate followed two years later by the Higher Schools Certificate. There were set books then as now for the English papers but I think they were more classics of English Literature and modern authors were eschewed. One was Twelfth Night which we put on as a form play – a good way of fixing it in the memory. At the end of the Christmas term we had a sale for charity with each form taking on a particular role such as tea or a stall or competitions. These sales were good fun and afforded an opportunity for impecunious children like myself to acquire cheap presents for our families.
We played tennis on the court by the Home Field, rounders on the grass towards Lytton House, and hockey on various hired pitches of which I remember one in the park off Putney Bridge road and one on Clapham Common. There were also infrequent swimming excursions to the Waltham Green baths. Armistice Day, November 11th 1918 happened when I was 13 and I add a short (very silly and childish) extract from a diary I wrote at the time: “After play we practised ’Now Thank We All Our God’. About 11am, ten maroons went off and All Clear bugles began to blow. We rushed out onto the Hill and saw lots of people at the gates. Then we went and had a few thanksgiving prayers and the hymn. Then we had to do homework after which we went for walks in Forms and saw flags being stuck out and sold everywhere. When going home I met Mary and some other kids going flag buying and went with them. Had to go to Elocution.” In the years after the Armistice I had to settle down and work more seriously in order to achieve my ambition of going to Cambridge, saying goodbye to PHS with a mixture of regret, sadness and anticipation.
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125 YEARS
We are the Music Makers As the teaching of music falls to worryingly low levels in so many schools, at Putney we are proud and delighted to be bucking the trend. In this our 125th year, we reflect on the rich history of music at Putney and the resounding successes of a department that brings joy to so many at the school and beyond. Over its harmonious history, the Music Department at Putney High School has gone from strength to strength, with music in its many forms resounding from the corridors of Homefield, right through to the Performing Arts Centre and beyond. Levels of achievement are undeniable – more pupils go on to Oxbridge to study music than any other subject, and in one memorable year, all 12 GCSE music students were rewarded with A*s. Musical intelligence is innate within us all – according to Plato’s philosophy of education, the patterns that exist in music are key to the way the brain is wired to learn. But music is about so much more than learning. The personal and social benefits of singing and playing an instrument have been known for thousands of years. Staff and pupils would attest to the feeling of togetherness brought by the teamwork of Putney’s many choirs, orchestras and ensembles; the sense of achievement and confidence that is brought through honing skills on a new instrument, or the unbounded joy (not to mention stress relief) we can all experience through the simple act of singing. There have been too many highlights to mention. The department has gone from strength to strength under the stewardship of much-loved Directors of Music including Roger Carter and David Hansell, and
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who could forget the indefatigable Mary Johnston, whose 52 year association with the school saw her still coming in to school to teach theory at 88 years old? Today, with Angus Meryon at the helm, ably assisted by Jo Nicholls, music punctuates much of the academic year. There is the ever-popular House Music Festival (see full article on p.13), frequent collaborations with the Drama Department on shows such as Jesus Christ Superstar, and the Year 9 Opera – a regular highlight of the last 30 years. Mozart, Donizetti, Purcell and many other classical greats have all featured, and this year, Sondheim’s difficult and chromatic score for Into The Woods was a real challenge, but one that they pulled off with great élan and confidence. Girls at Putney have certainly found their voice. The Junior and Senior Choirs each have nearly 100 members and the take-up for a cappella has been so strong that a third group has now started in Year 7. Choir trips have travelled to Canada, South Africa, Barcelona, Malta and Venice to name a few, with a visit to Budapest in October 2018. Putney provides a platform for girls to perform covers and their own songs and there is a real culture of ‘can do’ that is typical of the school. The introduction of the thrice-yearly ‘Putney does Pop’ concerts and a special category in the annual Music Festival for contemporary music, has given
more girls than ever before the opportunity to perform. A wonderful atmosphere of collaboration sees pupils teaching one another, running their own groups and coming together to do their own musicmaking in many wonderful forms. For the many keen composers at the school, ambitions run high and opportunities to arrange and to showcase their own work on a national stage are many and varied. From Composition Club to the Composers’ Concert and the yearly Carol Competition involving both Junior and Senior schools, girls compose and compete in events both at home and abroad: the Royal Opera House Fanfare competition, Edinburgh Fringe, Voice Festival UK (winners in 2015 and 2017) and Brandenburg Choral Festival to name only a few. In 2017/18 we were proud to see Putney students named both Wandsworth Young Musician of the Year and Kingston Young Musician of the Year and Chamber musicians were again successful at the South East Schools’ Chamber Music Competition – an event that Putney has won several times in recent years. From pop concerts, jazz bands and guitar groups to our accomplished orchestras and ensembles with their impressive classical repertoire, music is in the ascendancy at Putney and long may it be so.
WE ARE THE MUSIC MAKERS
Anniversary Celebration Cadogan Hall provided a spectacular venue for our 125th anniversary concert. The Music Department gathered with instrumentalists and singers from both Junior and Senior schools, ably accompanied by our Orchestra in Residence, the London Mozart Players. The audience was treated to melodies from stage and screen, orchestral miniatures and inspiring choral and instrumental performances by musicians from throughout the school. It was an impressive and packed programme with so many highlights, but mention must go to the premiere of our specially commissioned piece for massed choirs and orchestra by award-winning composer, Debbie Wiseman MBE. The Brightest Lesson with lyrics by Putney’s former Head of English Julie Sharp could not have been a more fitting tribute to all of those celebrating the proud musical history of our school.
“Where words leave off, music begins.” Heinrich Heine
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125 YEARS
Picture This Alumnae Photoshoot Capturing work experience on camera “I was always passionate and wanted to fly. At Putney I was surrounded by strong and capable women who encouraged us to have the confidence to break barriers. They helped me to keep myself determined and focused and I did go on to join the Air Force.” Sophy Gardner (Class of 1988)
Sophy Gardner is in the third year of a PhD studentship at the University of Exeter in collaboration with the RAF Museum. Sophy served for 20 years in the RAF.
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To celebrate the school’s 125th anniversary, Headmistress Suzie Longstaff commissioned photographer Anita Corbin (Class of 1976) to take 11 portraits of outstanding Putney alumnae. Spending time with the women during the course of the photoshoots, Anita remarked that whatever their age and profession they all had a noticeable streak of independence and non-conformity, and everyone agreed that attending Putney High School had helped them develop both confidence and a free-thinking attitude. Happy to take risks and to think ‘outside the box’, these Putney alumnae definitely stand out in a crowd. Launched in November 2018 at Putney High School, the portraits provide inspiration and insight for a new generation of girls seeking an understanding of their own roles in a rapidly changing world.
PICTURE THIS
Picture this: you with a Canon 1300D camera, a Putney High School alumnae who is a member of the World Bank beaming straight down your lens, a professional photographer to your right holding a reflector at an angle, all for this one shot, your shot. When I found out that I had won work experience with Anita Corbin I was thrilled, as it provided the exciting opportunity to complete work experience with Anita, an amazing photographer who has recently completed her 100 First Women portraits and her Visible Girls: Revisited campaign. I was able to follow and assist in her work and exhibitions. Anita invited me to a shoot which was under wraps, I could not mention the full extent of the project to anybody – quite exciting! On the day of the shoot I arrived at The World Bank in Westminster, received my lanyard and entry card and took the lift up to the office we were to shoot in, to meet with Anita Corbin for the second time. I was nervous but raring to help on
my first professional shoot. The first thing I noticed as I walked in the room was how much kit there was! Roughly four tripods, numerous camera lenses and various pieces of flash photography equipment – I was enthralled. When Sandie Okoro entered Anita had already set me the task of taking photographs of areas in which I would like my model to be situated if I were taking the main photos in the shoot. Choosing various areas in which to place my model, allowed me to establish the lighting and adjust the settings of my camera, such as the ISO and the shutter speed. The main light source was a set of fluorescent lights on the ceiling which I had to take into consideration when creating the right settings for my camera. Setting up for the shoot took place whilst the interview was in motion and Anita and I had to be careful not to press down on our camera triggers while Sandie was speaking. We constructed tripods topped with softboxes and decided where we wanted Sandie Okoro to stand. Anita set up a shot, which showed The World Bank logo and a full length portrait of Sandie, in order to show her and her workplace. After the interview we got straight down to business. One piece of advice Anita gave me whilst shooting I thought was useful and very interesting: she believes that a photographer should always make sure their model is comfortable, whether this means taking breaks from shooting or fetching them water, both of which we did frequently.
We changed locations twice: first shooting against a window, showing the backdrop of the central business district of London, and second, placing Sandie at a table. We had planned to have her at the head of the table but we had to make rearrangements as we were not content with what was on the wall behind her. We also encountered a slight issue with the blinds which could not be moved, so the cityscape was not entirely visible in the portraits in front of the window. I had the privilege of taking photos of Sandie and Anita going through Anita’s 100 First Women book, a series of photos of women who were the first females in their field of work, and a few portraits of Sandie for the school magazine. I learnt so much about flash photography, camera settings and even used a light meter. I also enjoyed talking to Sandie about her Putney days and she revealed to us the surprising fact that she used to be a punk! I loved the work experience and if this opportunity is offered again to other years I strongly advise anyone who is passionate about photography, whether you have experience or not, to go for it. Seize the chance to take photos with a professional with both hands! It really is worthwhile – take it from me.
Antonia Cheema-Grubb
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VOICE
We must change our stripes We cannot do this without conviction We cannot do this without pure force We cannot do this by being meek and compliant We must change our stripes. We can do this if we are militant and forceful We can do this if we are prepared to fight We can do this if we move as one body We must change our stripes. We are accused of being too masculine Unnatural and sexually repressed We are viewed as incomplete without marriage and motherhood We must change our stripes. Decades and decades of enforced subordination Unacknowledged, incomplete, unappreciated My brothers educated: I am not Forbidden from professions and jobs with pay Unwillingly and reluctantly dependent on the male A prisoner with supposed freedom Why this inequality? Who decided this? I am outraged at this injustice We must change our stripes. We are now political prisoners We refuse to eat, preferring to die Than continue with this gender injustice. Force-feeding a humiliating ritual Tubes in the nose, down the throat, in the rectum Dirty, uncleaned tubes previously used on diseased prisoners Adds to our feelings of dirtiness and abuse My body retching I vomit over my clothes, over my bare feet, over my hair, over my skin Knowing I will not be able to wash And this demeaning ritual twice-daily The doctor leaves, slaps my face hard Expressing his contemptuous disapproval My body hardens I will not give up. Ever. I have changed my stripes.
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Anoushka Maini | Shirreff Journal | Revolution & Change www.putneyhigh.gdst.net
PUTNEY: WHERE GIRLS FIND THEIR VOICE
Putney: Where Girls Find Their Voice It is 100 years since Parliament passed The Representation of the People Act 1918 allowing women over 30 to be added to the electoral role – if they owned property or were graduates voting in a university constituency. As women become increasingly prominent in parliament and the political sphere, it is easy to forget the enormous struggle that brought about that massive constitutional change and the brave women who were behind it. Many of the suffragettes who fought for the vote were lucky to have benefitted from an excellent education. It was Emily Wilding Davison, a GDST alumna of Kensington High (now Prep) School who in 1911 hid in Parliament hoping to question the Prime Minister over votes for women and famously gave her life for the cause when she fell under the King’s horse at the Epsom Derby of 1913. 1918 was certainly a momentous year for women in politics – the bar on women running for parliament was removed that year and shortly afterwards the first female MP was elected. Putney High School
GDST is proud to include Baroness Virginia Bottomley, Baroness Camilla Cavendish, Baroness Olly Grender and Baroness Elizabeth Symons among its notable political alumnae – all very much forces to be reckoned with. And it is not just behind the privileged walls of the Houses of Parliament that Putney’s women are being heard. Prominent journalists that found their voices at Putney include: Sophie Raworth (BBC journalist and presenter), Melanie Phillips (journalist, commentator and author of The Ascent of Women: A History of the Suffragette Movement and the Ideas Behind It) and Louise Ridley (formerly of The Huffington Post and Buzzfeed News). Girls at Putney have always had a voice and the school is proud of the platform it gives them to think for themselves, to question perceived truths, and to debate with their peers in a democratic environment. Putney takes representatives to the English Speaking Union’s Mace competition – the UK’s most prestigious debating competition. The school took three teams to the Cambridge Union’s schools’ competition to compete in British Parliamentary format,
debating the merits of plea bargaining, violence in video games, women only tech companies and artificially removing fear from the minds of soldiers. It is hard to imagine whether opportunities like these would ever have existed without the fearless campaigning of the women’s suffrage movement. As Rt Hon Baroness Virginia Bottomley of Nettlestone said, “There are two transformational changes in the world, one is technology and one is women.” But we should also remember that we follow proudly in the footsteps of some less well known but very local pioneers: the men who fought for civilian representation during the Putney Debates of 1647, and played a vital role in the history of our democracy. Their debates paved the way for many of the civil liberties we enjoy today.
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VOICE
POETRY FESTIVAL: A SELECTION Grieving for Grenfell My home is a block of wood Withering in flames like a waxy candle. It’s a toy building with the roof taken off, The only pennies we had melted in a burnt wallet. My lungs are full of ash and blackness As is my life and the lives of many. Help should come tomorrow Or is it the day after that? They weren’t specific, Not that that’s abnormal. We are a waste of time, Of no service to the area. This is wrong, For we fuel this country. We clean the sewers, We work in the remaining mines. We put hours into making your clothes perfect, We form the luxuries of your life. My friends’ faces hang on the wall outside my flat, Blowing in the wind that force-fed this fire. The untrustworthy material that surrounded my accommodation Is burnt to cinders Like the council always knew it would. I am still sleeping on the streets. It’s either this or Birmingham. My life is here,
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I am Mad Our lives are here like they always will be. There is shame in the eyes of those who caused pain, Of those who will never again be the same. We are changed for life, Possibly for the better. We need to know the truth, Of those whose strife overrides the few good times they experience. We need to reform their lives, The government needs to step forward. I am Grenfell, They are Grenfell, We are Grenfell. Mabel Young Year 7
Don’t think for a minute That you know me Because I am madder Than a flash of lightning through the sky. I am madder Than the smell of freshly cut grass And beyond that green expanse Lies an uncharted maze of streets. Yes I am mad, Mad as the wind. Behind this whitewashed brick wall There’s an unbrainwashed fire; Under the frozen pool There is a beating drum Thumping out a wild march Because I am mad, Mad as a hurricane. In the rivers of lava That flow from my mouth, In the streaming rays That dart from my eyes, Don’t look for sense or peace Because I am mad, Mad as the sap of trees. Yes I am mad, Mad as a burning book. Eleonora Gallenzi Minervini Year 9
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POETRY FESTIVAL: A SELECTION
Girl They think you run on Starbucks and the free bars of wifi that you take Along with a string of selfies and selfish Lies that seem to roll off your tongue like sweet shots of caramel When in reality, you have rays of sunlight for breakfast, Dried white petals for lunch and Dreams of glass for dinner. You wonder why they think you’d faint at the first sight of blood when You’ve seen it more than they have. You’ve seen birth and you’ve seen pain fresher than dew on roses, Brighter than the brightest stars. You’ve felt it bend your bones into the sharpest fires, Into the shape of the sun. You’ve felt limbs crack into concrete and you know that they are Strong and Beautiful. Yet you wonder why you’re still labelled as the weak one.
They think they know everything about you but You hold secrets like knives between your teeth, And sometimes you forget you have fists that destroy things too easily. You know there is a crow beating its wings in your belly, Beating to be freed. And you know it will not be long before it’s Unleashed. Lakshya Ravikumar Year 11
Drifting to Discovery
You know that if they slit your skin open, Glittering jewels of desire will flow along with Forgotten skipping ropes that have strung your limbs together, Keeping you from being the wild thing you were never supposed to be. And you know if they pull your hair, They will find roots of a rebellion trailing down to your chest, Struggling against your pulsing blood heart.
Pale expanse of blue. Drifting. Motionless. The sail slowly swinging back and forth. Back and forth. A hue of yellow increasingly distinguishes the unity of ocean and sky, Three days can feel like three weeks. Pondering, dreaming, wondering, drifting, Drifting in and out of sleep. The occasional creaking of the hull like welcoming back an old friend. The same ideas keep coming to the surface, of loved ones, Of missed treats, of distant destinations. Vivid in imagination, blurred in expectation, Cool air brushes the cheek, there’s a snap in the canvas. A wake-up call, And a sense of purpose is restored.
And suddenly your hands are shaking.
Tabitha Stuart Year 8
She is a Ghost She is a ghost with human tendencies. Downcast eyes, a precautionary measure Against those who prey on her thoughts, Her blank expression no more than a reflex. She is just the tip of the iceberg. Nobody sees the beauty below, Thoughts heavier than the concrete she walks upon, Presumed unintelligence her greatest defence. Today she walks with a spring in her step, Tomorrow she will lie low and blend Like a cloud of smoke, noiseless. Mingling with the thick, unforgiving city air. You used to see her as that familiar face Smiling half-heartedly at the back of photos. You used to turn a blind eye to her independence, Now you scrutinise her every move, Adding to her bag of insecurities, worries, and fears. Now she drags it behind her, slowly. Only then you leave her. Nobody sees as the bag splits, shrieking darkness everywhere Until all she is falls silent. Sarisha Burt Year 10
You know that you can charm the stars Whilst making art and starting wars. Helen of Troy fuelled a war and They burned out like forests. They burned how our grandmothers were burned as witches. But all you have now are your calloused poet hands and The crimson echoes of your heartbeat pumping Passion around your body which reeks Of Zeus’ thunder and Poseidon’s storms.
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STUDENT PERSPECTIVE
Study in Purple A magazine created by students for students
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he genesis of A Study in Purple has been a long one, beginning in January 2016 when a group of Year 10s decided that Putney High School needed a platform for students to present their ideas. We quickly discovered that launching a school magazine isn’t easy – in fact, some might call it a miracle that, after hours of arguing, and even more hours of frantic meetings in ICT, our pilot edition ever reached publication. Full of spelling mistakes and technical inconsistencies, it wasn’t the most beautiful magazine ever, but it was evidence that Putney students could write something worth reading. And thus, A Study in Purple was born. Or it would have been, if it hadn’t taken a year and a half to put another issue together! Luckily, the current editorial team has now worked out the best and most efficient way of putting together and publishing a high quality student magazine. The publication journey begins when the editors choose a theme for the issue – this year, our four editions have been entitled ‘London Living’, ‘Winter Wonderland’, ‘Proud To Be’, and ‘The World of Tomorrow’. Items are collected from students across the school, then edited and arranged into a mock-up layout. This is formatted into a stylish and readable magazine, featuring students’ original photographs and artwork as well as written pieces, before being sent out by email for students and parents to enjoy. A Study in Purple is published online as part of our initiative to be more conscious of the environmental impacts of wasted paper.
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The primary aim of A Study in Purple is to uphold student voice and work, and to showcase the immense talent on display at Putney. Student voice is an integral part of a school community. Whether you’re a Year 7 sharing a poem, or a Year 12 writing a think-piece on Brexit, your voice deserves a place to be heard. It is for this reason that we are most proud of the February 2018 issue, ‘Proud to Be’, in which we embraced diversity and celebrated minorities within our school and the wider community. We want A Study in Purple to be a place where Putney pupils can confidently and comfortably share their work and opinions, and we think that’s what we’ve achieved with our 2017–18 issues. We’ll be handing over to the new editors knowing that we’ve gained something wonderful from A Study in Purple this year. Hopefully you have too.
HELENA AEBERLI & NANA AMA KONADU OTUO
Year 12 editorial team 2017–18: Helena Aeberli (Editor), Nana Ama Konadu Otuo (Creative Editor), Elly Gwynne (Sub-editor), and Lucy Pummell (Sub-editor)
THE GIRL WITH NO COUNTRY
Being Second Generation Kurdish
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e never really think about how privileged we are to live in an independent country, so when figures such as Nigel Farage boast about how Britain is finally independent, it is quite insulting to someone like me whose homeland is under occupation.
SHAN HAMA SIXTH FORM
The Kurds are the largest ethnic group in the world without a country – without a place that they can politically call their homeland. As a Kurd, the fight for self-determination has always been something that I have been avid about. It is of utmost importance to me to spread the word about my people and the Kurdish cause, in the hopes that, whilst my power is quite small, the urgency of the cause can be acknowledged by someone who does have substantial power. For someone like me, representation is invaluable; to grow up with no Kurdish role models on TV, in the media, or in education in the West has left me to resort to being my own role model. I base a lot of my life around certain Kurdish principles and teachings such as ‘jineology’, which is also translated as the ‘science of women’. It is Kurdish feminism, founded by the contentious figure Abdullah Öcalan who is a libertarian socialist and Kurdish nationalist, currently imprisoned by Turkish authority. Silencing of Kurds is a prominent theme globally, especially when it comes to countries that have major leadership roles such as the USA and the UK. An example of this is within the Kurdish minority group – the Yazidis. They are an extremely marginalised people within the Kurdish ethnicity and have had around 75 genocides in history committed against them. Right now, a lot of them have been enslaved or killed by ISIS and others have joined the Peshmerga (Kurdish freedom fighters) or the YPJ/YPG (independent Kurdish militia group). A documentary I highly recommend watching about Yazidi women in the Peshmerga is Stacey Dooley’s documentary called ‘Stacey on the Frontline: Girls, Guns and ISIS’. The part of Kurdistan I am from (Iraqi Kurdistan) is a semi-autonomous region, so it has its own government but it is ridden with political division and uncertainty at the moment due to the Kurdish referendum that took place in September 2017 to officially separate from Iraq. Kurdish politics is heavily divided, but the desire for a country is unanimous. Kurdistan has a bloody and complicated history that has become a burden on all Kurds and I feel it important that I make good use of these burdens by educating people on oppressed communities, even other than my own. Being Kurdish to me means the laborious fight for freedom, but it also means the love and ultimate respect of the people of this world. It is about being humanitarian and civil and equal. One thing you will notice in this piece is that Kurdistan has always been heavily militarised, which is something that attracts controversy to our cause. But when the world gnaws away at your culture, your language and your people, self-defence is an option many have to take, especially in a place where your identity is not even considered valid by many.
In Student Perspective we feature five articles from Issues 2 and 4 of Study in Purple. Written, edited and designed by students for students, here they share information, opinions, creative works and personal stories. Read the latest magazine at https:// astudyinpurple.wixsite.com/ online or follow them on Twitter and Instagram @StudyInPurplePH for updates and extra content.
Despite this, being Kurdish is my identity.
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STUDENT PERSPECTIVE
Photo: Tiffany Chan
Side by Side London’s Modern and Historical Architecture London has a rich architectural background — throughout various areas of the city, you will see blends of aged stone contrasted by fragments of polished glass. Every building is perfectly designed with its surroundings in mind. Simply walking through the city will teleport you throughout history. The gothic cathedral buildings in the Middle Ages played a particularly important role in the formation of more sophisticated building styles that were strongly influenced by the language, religion, political organisation and arts of that era. Fifty years later, architects fused the influence of Louis XIV with seventeenth century English Baroque architecture to form structures that were breathtaking and – at times – overblown. Perhaps the most noteworthy architectural masterpiece in this period was St Paul’s Cathedral. Then look at the Neo-Gothic scene of the Palace of Westminster – it blends in seamlessly with the surrounding medieval buildings that include Westminster Abbey and Westminster Cathedral and starkly contrasts the modern metal and concrete landscape encircling it. Beyond the fantasy domain of nineteenth century Gothic architecture lies London’s very own concrete jungle. Tall pyramids of glass pierce the skies and concrete slabs spill through the seams, spreading through the city like a network of nerves. Here, business and politics thrive in an ecosystem of modern technology and suited masses.
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A combination of eccentric gentrification, awkward shapes and bold outcroppings have metamorphosed London’s bleak landscape into an architect’s playground. Brownfield sites such as the London docks have been dotted with buildings such as Tate Modern, which houses beautiful artworks. The sheer grandeur and engineering prowess of places like these prove that there is always a story behind every element that’s available for the public. Hidden gems in the city include Brick Lane and Camden Town; in these places, you’ll find an extensive selection of vintage finds ranging from 90’s hair accessories to eccentric Victorian top hats. Morphed by generations of immigrants, they’re currently overflowing with artists, students and tourists. These places don’t just have one ‘face’ or brand – they are of an accumulation of communities, both new and old. Brick Lane itself is an eclectic mix of cafés, obscure bookshops, quirky boutiques and colourful street art. The market itself is an ever-changing canvas with the architecture of the area reflecting the colourful spirits of the people. It is fair to say these places leave lasting impressions in our minds as a result of their unique and refreshing auras. In contrast to the business scene in the city centre, the East is synonymous with free spirits who are ready to embark on a nomadic adventure through different cultures. NIKI KARANASOU-DEMERTZI
My First Pride It felt like I was viewing the world through a camera with the saturation too high. The colour so vivid and bright. Loud rainbow flags of love felt like they were calling my name as they billowed in the wind, tied around people’s necks like the capes of superheroes. The warm summer air punctured by cheers of solidarity that dazzled and captivated me as a warmth blossomed in the pit of my stomach. The glitter scattered on my cheekbones began to crack as my lips curved upwards into a smile. We were in our own world, a world of unconditional acceptance and love. Pride is a protest, a showcase of ‘the different’. Pride is being unapologetically yourself, celebrating the small individual intricacies that separate us beautifully from each other in our own way. Despite being surrounded by thousands and thousands of unique people there was a connection that day between all of us, we all felt tied together, felt like one being, one powerful entity. KITTY GOODMAN Illustration by Tilda Head
GENDER INQUALITY @ GOOGLE
Gender Inequality @
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espite how we think women are being treated in our local communities, around the world standards for gender equality are not nearly as high as they should be. Women who work all day will earn only 80% of what a man would get for the same job. Even worse, Latina women only get 56 cents for the full dollar a man of Caucasian origin would get and for a woman who is African American would earn just over 60 cents.
As compensation, they are asking for Google to make and implement necessary changes, as well as reimburse salary difference between men and women. In response to this, Gina Scigliano (a senior manager in corporate communications) has said that whilst Google will look into the accusations that are being made with regard to the gender pay gap, the company has ‘extensive systems in place to ensure we pay fairly’.
We would rightly expect this to be better at one of the biggest companies and influencers, Google. However, a recently filed lawsuit from California demonstrated that despite Google’s claims, gender equality has not been adopted. It was only after three strong and empowering women came forward with their claims that an official investigation against Google was launched. Today, almost 1,200 cases in total have come to light, causing real concern and raising public awareness.
However, there is clear evidence of women being underpaid in comparison to their male counterparts. This evidence was provided by James Finberg, the attorney defending the three women who came forward with their claims. Furthermore, Finberg’s law firm uncovered 87 other cases of gender pay gap.
The official lawsuit, which states amongst other things the following: ‘…[Google] discriminates against its female employees by systematically paying them lower compensation than Google pays to male employees…’ was filed by Kelli Wisuri, Kelly Ellis and Holly Pease. They argued that Google had not paid them the salary or bonuses equal to those of their male colleagues. They have also stated that this contradicts the California Equal Pay Act, a law which was supposed to reinforce gender equality.
Over the three years that have passed since then, all three original women with claims against Google have left the company. Their story is extraordinary because these women were determined and resilient in their rightful quest for justice, not just for themselves, but for the good of other women around the world. Taking on a company as big and as influential as Google was certainly not an easy task. These women have defied great obstacles and demonstrated just how united and powerful women can be, especially when they join their efforts and voices together.
are choosing to take a firm stand on issues of gender inequality and gender pay gap. For instance:
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One of Facebook’s own employees reported that she thought there was no pay difference between the sexes.
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Microsoft is reported to only have 0.02% difference in pay between the sexes, a record number compared to Virgin Media, where men are paid nearly 40% higher than women.
The gender pay gap still remains a huge issue in today’s society. That being said, cases of women like the trio of ladies at Google give us hope that we are gradually progressing and moving forward. Thus, women must become a unified and powerful force with a common goal in sight: fighting against gender inequality on all fronts, including the all important gender pay gap. GOVHAR DADASHOVA
Fortunately, there are some companies in London and others around the world, who
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STUDENT PERSPECTIVE
Interviews with Sixth Form Sportswomen Amelia Casey What was it like running the mini marathon through London? The mini marathon is one of my favourite races of the year due to the great atmosphere from the spectators cheering you on. It falls just after the tough winter cross-country season and is a 3-mile road race through the streets of London. It passes many famous monuments along the Thames and finishes at the Mall. The race is very exciting with 300 nervous athletes on the start line pushing to get a good position and win the race! What has your greatest achievement been so far in your running career? My greatest achievement came last track season when I broke my 800m PB by 7 seconds at the Herne Hill open meet which placed me 13th in the country. I went on to finish the season with PBs across all my distances, which range from 200m–1500m. What are you looking forward to during the next school year? Next track season, I move into the U20 category so I am looking forward to being part of my senior club team which competes at National level. This will enable me to travel to races across the country (and even to Europe if my team does well enough!).
INTERVIEWS BY LUCY PUMMELL
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YEAR 12 SPORTSWOMEN
Imogen Bantick
Jennifer Silva
Alexandra Brown
What is the difference between representing Putney and Great Britain in Rowing?
How did you get into doing triathlons?
What has been your experience representing London in running?
When we are rowing for Putney, there is always the added pressure of wanting to try and perform your best to represent your school. When we raced for Team GB against France, whilst there was that pressure, it felt more like a team effort. It felt less of an individual effort which made the event even more enjoyable. How did you feel winning your race against France representing Great Britain? The most exciting part of the whole experience was getting our kit. It was physical proof that we had actually made it. Winning the GB trial at Nottingham was a testament to the hard work the club has put in for years now. Later, we won at Women’s Henley and then GB France making it the best rowing season I’ve been part of. The fact our hard work paid off really made all the training worth it. How will you continue rowing after you’ve left Putney? Are you considering pursuing a rowing career after University?
I was inspired after watching the Commonwealth Games Triathlon relays in 2013. It was my first glimpse of the sport. I wasn’t enjoying swimming as much as I used to and wanted to quit, but I still wanted to make use of my experience in competitive swimming. What is it about triathlon that you love? I love how it’s very much a mental game. When you are racing for over an hour, at some point you are going to feel weak or you might want to give in, but you have to have really thick skin to really push on to test your thresholds. At almost every race, a pack of cyclists come down, people struggle taking their wetsuit off or someone loses their goggles in the fight to hold their position in the water. When you are in a position where you’re losing time, it’s probably the most frustrating thing as you know that you’re going to have to work hard to catch up. However, I find that it’s the things that are out of your hands that make the race more exciting.
I have represented London for both cross country and athletics eight times now. I always enjoy running for London, particularly as I know the team very well so going away as a team is fun. The London kit is by far the best and, as one of the largest counties, we usually finish high up in the national team placings. What is your greatest achievement been so far in your running career? Probably winning the English Schools 1500m and getting to represent England in the home internationals. What are you looking forward to in the next school year? I don’t usually set clear goals as I don’t like the whole season being based on one race which could easily go wrong. But as it is my last race as a junior, I would love to get a medal in the national cross country.
Why do you enjoy competing regionally? I’m definitely planning on continuing rowing once I leave Putney as it’s a sport I’m really passionate about, but at Uni I also want to explore different clubs and hobbies so I might row less competitively. I don’t, however, think I will pursue rowing as a career because I’ve always wanted to be a doctor when I’m older. I don’t think I would be able to balance medical training and training as a full time athlete, but I might try to still row recreationally.
You can’t expect a certain outcome going into a race despite knowing who you’re up against. I frequently race those who represent GB in European cups and ITU races and although they are a lot more advanced than I am right now, I do have something really exciting to aim for.
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STUDENT PERSPECTIVE
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GOLD AT HENLEY
Putney’s Stroke of Genius
“Somewhere in the distance, we heard the familiar screams of our families and friends “Go on Putney” and out of the corners of our eyes we caught glimpses of our coaches as they stormed along the bank on their bicycles. More than anything we wanted to win this for all of them.”
We recognised every girl in the Henley boat as we lined up at the start of the final; we knew exactly what each of them was capable of and we were convinced that they were unbeatable. Just to add to the gut-wrenching tension, whereas most boats line up quietly at the start, waiting for the ‘go’, the Henley crew banged the sides of their boat and shouted aggressively. We were terrified, shaking, unable to speak. It would all be over in about 6 minutes, but we had come a long way over the last 2 days to get to this point: time trials, quarter-finals, semi-finals and we had to give everything every time, to win every race to stay in the competition. In our semi-final against the US national champions, we let them slip ahead of us at the start. However, we managed to catch them, and eventually win by sticking to our strategy of staying calm, trusting in each other and doing exactly what our cox told us. Now, lined up against the elite local favourites, we could not afford to make the same mistake again. The umpire stood up, we all came forward, tensed for the tiniest movement of the flag and then, ‘beep’, we were off.
It was our best start ever! We were ahead of Henley, but not far enough. Henley soon drew closer and were clearly preparing for a huge push. We felt that we could not push ourselves any further but our coaches had prepared us for this – the winning crew is the one that pushes through that feeling and finds something extra to give. Somewhere in the distance, we heard the familiar screams of our families and friends “Go on Putney” and out of the corners of our eyes we caught glimpses of our coaches as they stormed along the bank on their bicycles. More than anything we wanted to win this for all of them. Our cox yelled for a final push, telling us to give it everything we had left and to do it now. None of us had any idea how far we still had to row, we just thought about the next stroke and the next and the next. Then, all of a sudden, we heard the buzzer as we crossed the finish line. We won! None of us knew whether to scream, cry, throw ourselves in the water, or what – so we did everything, all at once.
Annabel Zedda-James & Jasmine Moore who rowed with Molly Gradidge, Lucy Miles and Lucy Thomas (cox)
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A DAY IN THE LIFE
Shooting Stars On Location with Putney Alumna Phoebe Arnstein
What time do you wake up?
Do you have to be a technical whizz?
This entirely depends on my shooting schedule, which changes almost every day when I’m on a job. On a production a few years ago we had a scene to shoot in the National Gallery and because we had to be in and out before it opened to the public it meant a 2.30am wake-up call. On a film called The World’s End, we had six weeks of night shoots throughout the winter so I was getting up at 4pm to drive to work and getting back into bed at 8am! If I look at my array of alarm clock settings, I would say 5.30am is my average wake-up call. I have twenty minutes to leave the house, get in my car and drive to the set for breakfast.
My decision to join the camera team was to understand how the camera is used to tell a story. I’ve had a stills camera in my hand since my early teens so I had a natural curiosity to translate my knowledge of photography to film. I started to learn the technical stuff on the job when I started as a camera trainee, which is the starting position you need to take in order to progress up the ladder. You have very little responsibility in the first stages; you’re merely there to learn, observe and to support your team.
What sort of things do you wear?
The relentless long hours and intensity of the work can be really disruptive on your personal life and the unpredictable nature of the job means it’s difficult to commit to social engagements. I’ve always found this pressure stressful, especially in the past when friends don’t understand and take it personally. However, I made a promise to myself early in my career that I would do everything in my power to have a life outside of the industry. It’s really important to stay curious about the world around you, especially if you want to direct or write.
This changes all the time depending on where I’m going to be. Each morning I pull on a pair of vintage Levi’s and Blundstone boots, but I keep a personal holdall filled with everything I might need on the job on the camera truck. This includes thermals, balaclavas, wet weather jackets and trousers, mosquito nets, spare socks, sunscreen, hats, gloves, two different sets of walking boots, wellingtons – you name it I’ve got it! There’s nothing worse than being underprepared for your shooting conditions and spending twelve hours outside in driving rain or snow, utterly miserable.
Is your work rewarding? Think about your favourite movie or TV show and now think about all the places the characters go to. The reality of this for a film crew is that every day brings with it something different. Working in the film industry gives you access to some extraordinary places that you may not have had access to otherwise. Quite often entire sets are built from scratch, so not all the places you see in your favourite movies exist in real life. On The Crown for example, two floors of Buckingham Palace were built in Elstree Studios because it was a location that was used frequently in the narrative. The craftsmanship of these elaborate sets still makes my jaw drop when I see them for the first time.
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What’s the worst thing about it?
What’s the food like? When I’m on a job I rarely need to go food shopping because breakfast, lunch and afternoon tea are provided by a catering company on set. The quality of the food is entirely dependent on how much money the production has! On a big budget job you’re incredibly well looked after, the catering area can resemble a mini Borough Market!
How did you land your first job? I got a week’s work experience in the camera department on a show called Waterloo Road whilst I was in my second year of university. I got on incredibly well with everyone, stayed in touch with the production team and in the last few weeks of university they offered me a job as a camera trainee. It’s about using your initiative, showing willing and being prepared to work hard in all weather conditions – without ever complaining!
SHOOTING STARS
“It’s really important to stay curious about the world around you, especially if you want to direct or write.”
What’s the best thing about it? The last scene we shot of The Crown Season 1 was with John Lithgow and Harriet Walter, who played Winston Churchill and Clementine Churchill respectively. Churchill tells Clementine that he’s tired and is ready to step down from his seat as prime minister. The crew were exhausted after nine months of shooting solidly, but there we were watching this poignant and beautiful scene. When ‘cut’ was called, it meant the end of the scene but also the end of an incredible journey. Everyone was crying, including myself, and I remember thinking to myself, ‘I love this job, this crazy bubble, and I wouldn’t change it for the world.’
“It’s about using your initiative, showing willing and being prepared to work hard in all weather conditions – without ever complaining!”
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ART MATTERS
Breaking Boundaries
Art is such a vital part of every individual’s development, both educationally and emotionally and at Putney the Art department inspires and challenges pupils to open their perspectives and to develop artistic skills in a creative and stimulating way. We build our students’ confidence and abilities using different techniques and a range of media, from drawing to sculpture to printmaking, as well as painting and mixed media. New and exciting projects such as Year 8’s Incredible Bugs and the challenging and innovative Year 9 Book Art Sculpture project have allowed students to not only experiment creatively, but to venture beyond two dimensional drawing in challenging new ways. There have also been Art competitions to design imaginative and eye-catching Music concert programme covers, as well as specific commissions for a variety of school publications. Art is one of the most time-consuming subjects to study at GCSE and A Level; but is also one of the most rewarding, and this year has been particularly successful – a testament to the commitment and dedication shown by our students. Twenty GCSE Art students and ten A level Art students submitted exceptional portfolios ranging from life-drawing to installations and film; paintings, sculpture and mixed to printmaking, etchings and lino-prints. Putney students are encouraged to push
the boundaries, to take risks and to question what art means to them personally. Year 13 A Level Art students created individual personal investigations resulting in, at times experimental, but always interesting, stimulating and thought-provoking work. Emily Linford developed her work around the concept of performance art. In a first for the school, Emily held a thoughtprovoking, real-life art ‘Happening’ which she devised, planned and choreographed: The first, Brown Paper, involved a group of six students punching through a four-metre strip of brown paper (illustrated); and the second, Blue Plates with nine individuals all choreographed to walk onto the lawn and unfold and smash white plates with a hammer, in dramatic but silent unison. The event was filmed and watched by over 50 students with a survey to gauge the audience’s reaction. Emily has gone on to study at Central St Martins on the Foundation in Art & Design and we await news of her next exciting venture. For the June 2018 Art, Design and Technology Exhibition, the Internet Café was transformed into a gallery showcasing
A Level art. The show was opened by Art Historian, Kathleen Soriano, herself a Putney alumna who commented on the exciting work produced saying, “It’s really strong and diverse, and really brave some of it! You can feel from the work that there are a lot of emotions on display here, and that is a measure of its value.” Ms Soriano was not surprised to learn that seven Art students successfully gained places at top Art schools in the country. Four students are now half-way through their exciting and challenging Foundation in Art & Design at Central St Martins, Camberwell College of Arts and Kingston University, giving them the opportunity to decide which area of the Arts they wish to pursue at degree level. Three students gained places on degree courses at Kingston University to study Fashion, Falmouth School of Art to study Illustration and Goldsmiths to study Design.
Stella Jennings Head of Art & History of Art
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BREATHE
The Importance of
When it comes to mental and physical health, the simple act of being outside ‘in nature’ can have a hugely beneficial impact on both adults and children. As adults, many of us will have had the misfortune to spend the day in what seems like a hermetically sealed, artificially lit and climate controlled office. You know what it’s like; you enter a kind of twilight zone with little awareness of the passing phases of the day or the changing weather. The intention is to focus the mind, rather than expand it, and in most learning environments, particularly schools, it is no different. Shouldn’t schools be doing more to literally ‘broaden horizons’ rather than confine them? When it comes to mental and physical health, it has been proven that the simple act of being outside ‘in nature’ can have a hugely beneficial impact on both adults and children. Aside from the obvious benefits to fitness, the sounds of nature cause the release of ‘the happy hormone’, serotonin, and a healthy dose of fresh air and sunlight boost absorption of vitamin D and improve both lung function and vision. But what impact do these factors have on a human’s ability to learn? It is no coincidence that the corporate world makes regular use of terms such as ‘blue sky thinking’ and thinking ‘outside the box’. The value of having access to the sky and its power to stimulate expansive, creative thought processes are alluded to quite rightly. Perhaps it’s because underneath all our sophistications we are, after all, animals, and since our hunter gatherer forefathers
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first roamed the planet, we evolved to exist outside, in the natural world. Anyone who recalls the childhood thrill of ‘making mud pies’ won’t need scientists to champion the benefits of freeing the imagination in a fun and relaxed environment. Why else do multi-national companies spend fortunes on team-building days encouraging their employees to go wild paintballing or indulging in physical and even more mud-filled activities like the ‘Tough Mudder’ challenge? The benefits of outdoor learning have been known about for centuries. Picture the Ancient Greeks storytelling around the fire; their oral tradition of poetic verse passing epic tales down through centuries. They were obviously doing something right, or today, publishers of Homer’s Iliad and Odyssey would have very little to print. In the 1980s, the endlessly progressive Scandinavians came up with a ‘Forest School’ initiative for pre-school children, originally in answer to a shortage of indoor facilities. Happily, the benefit of outdoor learning has become more mainstream since then and is now widely implemented to inform the design and layout of many school buildings. At Putney we are lucky enough to enjoy a beautiful views from many classrooms: a green space with trees, flower beds, a nature trail and even an outdoor stage where pupils can perform their plays with the wind in their hair and a chorus of birdsong to accompany them. The science really is there. In 2010, choir master, Gareth Malone’s Extraordinary School for Boys on BBC Two worked with an Essex Primary School to demonstrate the positive impact of taking boys who were falling behind in reading, out of the confines of their class. Children do learn more effectively, show better levels of
concentration and are proven to be more relaxed when taken from the scheduled, frequently screen-based world of the classroom, into the natural world. Fresh stimuli bring enormous benefits to creative thought processes – differences in lighting, layout, temperature and scenery can have hugely positive impacts on the brain’s ability to assimilate information, to retain lessons and to learn. But how can schools implement this during an average day of lessons? Science and geography are obvious candidates, but it should go wider than that. One primary school brought history lessons thrillingly to life burying ‘artefacts’ in the mud for children to ‘unearth’, just like real archaeologists. At Putney, we take every opportunity to take lessons outside, portable technology like iPads making matters so much easier. The Bluebell Stage plays regular host to lessons, clubs and productions, and the Outdoor Classroom brings a fresh point of view to lessons in anything from art to science. Never is this more true than during Outdoor Challenge Week where we see science experiments on the lawn, large-scale drawing on the netball courts, scavenger plant hunts, bluebell planting and even an outdoor dance class. Learning should be thrilling, and there is adventure to be had in the natural world. Risk-taking, problem-solving and co-operating with classmates away from the relative safety of a carpeted classroom world are valuable confidence builders for young people. Learning both in and from nature offers both teachers and their students a new and fresh perspective and leads to greater sensitivity to their own wellbeing and their position in the world. So let’s do more than throwing open the windows – let’s zip up our jackets, pull on our boots and let the learning begin!
OUTDOOR LEARING
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BREATHE
Just Breathe Pupils at the school are actively engaged in learning about the environment, both inside and outside the classroom, and you will find, for example, the eco reps running assemblies on how we can get involved in reducing food waste or the number of plastic water bottles we use. There are information boards around the school that address issues such as sustainability, diesel emissions and political debate, and we are constantly looking to reduce our carbon footprint by encouraging pupils to walk, cycle or scooter to school. Our Wandsworth Travel Ambassadors engage with the council on a regular basis to support ‘walk to school’ schemes and other exciting ideas. Other girls volunteer to pick litter down by the Thames, around our boat house or on Putney Heath – we are an eager and determined lot, who like to lead by example and make a difference. The Breathe campaign at Putney is, however, much more than pollution reduction. It is an integral part of our wellness and mindfulness. By creating a beautiful natural environment, with, for example, meadows, nature trails and bluebell woods, girls can spend time gardening, painting or photographing nature and thus develop their appreciation of the power and beauty of nature. This year, the Houses ran a photography competition to create a wonderful calendar that celebrates different environmental areas of the school. We encourage outdoor learning as often as we can to get the pupils away from their desks and undertake science experiments, perform on the Bluebell Stage or read a book on one of our butterfly benches. One of the cutest moments this year was when the fairies set up camp in the copse and left tiny trinkets for the Reception pupils to find – it was a delightful moment. The lawns are also used by the senior pupils for events such as the Sixth Form Ball and Year 11 party or to enjoy an academic debate.
HEIDI ARMSTRONG, Deputy Head Pastoral
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ECO COMMITTEE
Treading Lightly Who are the Eco Committee?
What are your next targets?
The Eco Committee are student volunteers from Years 8 to 13 who have been elected by their classmates to represent them in a termly meeting. There is also an environmental captain from each House.
We’re aiming to be completely plastic free. To do this, we are spreading the message to encourage students to use reusable water bottles and fill them up at the water fountains. Eventually, we would aim to stop the sale of plastic bottles and other non-compostable/ non-recyclable packaging in the tuck shop.
I joined the eco committee because I believe we have a responsibility to preserve our planet’s finite resources. It may not seem like it, but in a few years the next generation may no longer be able to enjoy ‘luxuries’ such as forests and clean air and water. By thinking locally, I hope we can have an impact globally.
What does the Eco Committee do?
We continue to improve our understanding of the environment and take action wherever possible to reduce our carbon footprint. We are now aiming for the TFL gold travel award, and will not rest in our drive to raise awareness, lead the way and take responsibility for a cleaner planet. Penny Hampden-Turner, who is also our cover star
We meet once a term to discuss how the school will tackle pressing issues like climate change and global warming. We think about how we can improve Putney High School’s carbon footprint and impact positively on the environment. Some eco reps also speak at school council and house meetings.
What have you accomplished so far? What has been the impact on the school environment? We are proud to have received the bronze eco-school award. To do this we had to organise an eco committee with regular meetings, carry out an environmental review and establish an action plan. We also have an environment board (if anyone is interested in pollution or plastic-eating worms, I suggest you go and check it out!). So far, our catering suppliers have agreed to make (nearly all) of the packaging we use compostable. Sixth Form students are bringing in reusable coffee cups and we have discussed reducing waste from our canteen areas and around the school generally. Additionally, during Wellbeing Within week, we organised a ‘plastic free Friday’. We have been helping in the building of bird and bat boxes as well as conservation areas around the school. We now have our own bumblebee hive and, with our new gardening club, have been busily planting bee-friendly plant species. We have also organised various competitions with an environmental focus such as a wildlife calendar, and we have run/walk/cycle/scoot to school days.
putney perspective
49
ACADEMIC RESULTS 2018
A Level A*
A
B
C
D
E
Entries
Passes
Art
3
2
5
0
0
0
10
10
Biology
2
10
9
2
2
1
26
26
Business
1
4
2
0
0
0
8
8
Chemistry
0
5
8
3
0
0
16
16
Chinese Mandarin
5
0
0
0
0
0
5
5
Classical Civilisation
0
2
2
0
0
0
4
4
D&T Product Design
0
2
0
0
0
0
2
2
D&T Textiles Technology
2
3
2
0
0
0
7
7
Economics
4
6
3
0
0
0
13
13
English Literature
6
7
6
0
0
0
19
19
French
1
3
1
1
0
0
6
6
Further Mathematics
3
3
0
0
0
0
6
6
Geography
3
7
5
0
0
0
15
15
German
0
1
0
0
0
0
1
1
Government & Politics
3
3
3
0
0
0
9
9
History
7
11
4
0
0
0
22
22
History of Art
0
4
1
0
0
0
5
5
Latin
3
0
0
0
0
0
3
3
Mathematics
6
21
4
3
0
0
34
34
Music
1
0
0
0
0
0
1
1
Physics
0
5
0
1
0
1
7
7
Psychology
6
4
5
0
0
0
15
15
Religious Studies
2
1
0
0
0
0
3
3
Spanish
3
4
1
0
0
0
8
8
Theatre Studies
0
4
2
0
1
0
7
7
Total
58
106
56
10
3
2
235
235
Pass Rate: A* = 24.2% A*– A = 69% A*– B = 93.7% A*– C = 97.6% A – E = 100%
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ACADEMIC RESULTS 2018
GCSE A*
A
B
C
D
E
Entries
A*– C
Biology
66
14
4
0
0
0
84
84
Chemistry
47
19
13
3
2
0
84
82
Chinese
21
3
0
0
0
0
24
24
Classical Civilisation
6
5
2
0
0
0
13
13
D & T Resistant Materials
0
1
2
0
0
0
3
3
D & T Textiles
23
3
0
0
0
0
26
26
English Language
65
17
2
0
0
0
84
84
English Literature
60
19
5
0
0
0
84
84
History
33
13
1
0
0
0
47
47
Physics
58
17
7
2
0
0
84
84
Total
379
111
36
5
2
0
533
Pass Rate: A* = 71.1% A* – A = 91.9% A* – B = 98.7% A* – C = 99.6% A* – D = 100%
9
8
7
6
5
4
Entries
9–5
Art & Design
3
7
5
3
2
0
20
20
Computer Science
4
5
2
1
0
0
12
12
Drama
13
8
1
0
0
0
22
22
French
10
6
6
1
1
1
25
24
Geography
24
12
4
0
0
0
40
40
German
2
1
0
0
0
0
3
3
Latin
6
3
1
0
0
0
10
10
Mathematics
44
27
10
3
0
0
84
84
Music
3
3
3
0
0
0
9
9
Physical Education
9
0
1
2
0
0
12
12
Religious Studies
13
1
1
0
0
0
15
15
Spanish
19
16
10
6
1
1
53
52
Total
149
90
44
16
4
2
305
Pass Rate: 9 = 49.2% 9 – 8 = 77.7% 9 – 7 = 92.8% 9 – 6 = 98% 9 – 4 = 100%
putney perspective
51
LEAVERS’ DESTINATIONS 2018 NAME
DESTINATION
COURSE NAME
Catherine Adams
Bowdoin, USA
Liberal Arts
Wahidah Akbar
Brighton
Pharmacy
Alice Arnold
Bristol
Economics
Parleen Arora
Kingston
Law
Smilla Askeland
Exeter
Criminology
Munaza Aziz
Brighton
Pharmacy
Elizabeth Ball
Royal Holloway
Psychology
Elika Blake
Manchester (2019)
Politics and International Relations
Millie Bloom
Bristol
History
Emily Boardman
Birmingham (2019)
Psychology
Francesca Brooks
Exeter (2019)
Anthropology
Kate Buckman
Edinburgh
English Literature and Classics
Saskia Bulstrode
Edinburgh
General Engineering
Alex Butterworth
Applying in 2019
Charlie Catterall
Exeter
Biological Sciences
Priya Chhaya
Imperial College
Electrical & Electronic Engineering
Orla Choo
Durham
Anthropology
Octavia Colehan
Liverpool
Medicine
Georgia Coni
Royal Veterinary College
Veterinary Medicine
Tatiana Cooke
Exeter
History
Emily Cutler
Newcastle
History
Alice Davies
East Anglia
International Development with Anthropology
Lily Davies
Warwick
Economics
Daire Douglas
Edinburgh
Philosophy and Psychology
Laura Dyamond
Imperial College
Biotechnology
Hibaq Elmi
Applying in 2019
Lara Erda
Edinburgh
Neuroscience
Ariana Estrada
Leeds
Philosophy
Tallulah Evans
Royal Welsh
Drama
Zahra Farooque
University College London
History
Lottie Fraser
Warwick
Biomedical Science
Mara George
Cardiff
English Literature/French
Isobel Glynne-Percy
Bristol
Geography
Florence Goodhart
Durham
Psychology
Elyse Graham
Edinburgh (2019)
International Relations
Kasia Hammond
Leeds
Biochemistry
Isabella Heaver
Leeds
Law
Sophie Hillier
Bristol
Anthropology
Natalie Hirsch
Exeter
Psychology
Emma Hunt
Edinburgh
International Relations
Ellie Ing
Leeds
Psychology and Education
Ruby Ionescu Gibson
Goldsmiths
Design
Hannah Jusu-Sheriff
Bristol (2019)
Politics and Sociology
Naomi Kerr
Oxford
History
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LEAVERS’ DESTINATIONS 2018 Anna Korchev
Applying in 2019
Georgia Laidlaw
Bristol
Psychology
Mimi Lanfranchi
Kingston
Art Foundation
Kate Larkin
University College Dublin
Commerce
Amy Li
London School of Economics
Economics
Emily Linford
Central St Martins
Art Foundation
Florine Lips
Oxford
English and Spanish
Alexandra MacNaughton
Warwick (2019)
International Business with Spanish
Alissa Manuel
Durham
Combined Honours in Social Sciences
Amelia Margetts
Bristol
Classical Studies
Lauren Mason
Imperial College
Biological Sciences
Katy-Ann McDonald
Louisiana State
Liberal Arts
Millie McHugh
Oxford Brookes
History of Art
Anastasia McIntyre
Manchester
French and Business
Tabitha Meadows
McGill, Canada
Psychology major
Katie Ogden-Newton
Central St Martins
Art Foundation
Kate Nunan
Applying in 2019
Madeleine Olver
Cambridge
Education
Annie Phillips
University of Southern California
Liberal Arts
Jasmine Phullar
Leeds
History of Art
Christina Portelli
Warwick
Economics
Ailsa Powell
Loughborough
User Centred Design
Sophia Rasab
Applying in 2019
Emily Ross
Falmouth
Illustration
Amelia Scambler
Exeter
Theology and Religion
Stella Scheible
Southampton
Fashion Marketing with Management
Emily Simpson
Applying in 2019
Jia Sipeng
Warwick
Economics
Olivia Siviter
Leeds
Biological Sciences (Biotechnology with Enterprise)
Fabienne Syson
Bristol
Spanish
Emilia Szynkowska
Southampton
Computer Science
Harriet Taylor
Kingston
Fashion
Oonagh Taylor
Durham
Music
Tanesha Thavanessan
St George’s
Medicine
Maya Tu
Edinburgh
Biological Sciences
Teresa Turkheimer
Warwick
Politics and International Studies
Hannah Wallis
Applying in 2019
Georgina Williams
Warwick
Politics, Philosophy and Law (PPL)
Isabelle Zillig
Edinburgh
Economics
Post A Level Applications & Destinations Gabriella Bennett
Edinburgh, Philosophy and Theology
Mia Shaikh
University College London, English
Kate Gibson
Heriot-Watt, Chemistry
Isla Stenhouse
Oxford Brookes, Nursing
Gemma Keers
Exeter, Materials Engineering
Hannah Tall Sheffield,Philosophy
Antonia Lanfranchi
Exeter, Politics
Sophie Tebbs
Isabelle Quinn
University of British Columbia, Liberal Arts
Edinburgh, Structural Engineering with Architecture
putney perspective
53
FAREWELL COLLEAGUES
Andy Perryer Head of Digital Learning
Alex Martin Teacher of History
Anna Bell Teacher of Classics
Kate Balloo Head Receptionist
Jenna Tonge Admin Assistant
Charlotte Bluck Teacher of Art & History of Art
54
www.putneyhigh.gdst.net
Eloise Hill PA to SLT
Mohammed Amejee ICT Technician
FAREWELL COLLEAGUES
Becky Wait Teacher of English
Libbie Hastie Teacher of Maths
Ejemen Eboigbodin-Johnson
Klaudia Vass Library Assistant
Mikaela Austin Netball Coach
Claire Halliday Lacrosse Coach
Science Technician
James McFarthing Teacher of Spanish & French
Jude Lowson Deputy Head (Academic)
John Lanning Caretaker
Sam Knowles Teacher of History
Katy Blatt History of Art Teacher
Susan Fairlamb Head of Maths
putney perspective
55
STUDENT OFFICIALS
Head Girl
Teresa Turkheimer
Deputy Head Girls
Charlie Catterall
Orla Choo
Priya Chhaya
Tatiana Cooke
Prefects
Emily Boardman Kate Buckman Saskia Bulstrode Alex Butterworth Charlie Catterall Priya Chhaya Orla Choo Georgia Coni Tatiana Cooke Emily Cutler Lily Davies
Lottie Fraser Kasia Hammond Emma Hunt Ellie Ing Naomi Kerr Georgia Laidlaw Amy Li Florine Lips Lauren Mason Tabitha Meadows
Kate Nunan Madeleine Olver Christina Portelli Stella Scheible Emily Simpson Olivia Siviter Harriet Taylor Maya Tu Teresa Turkheimer Isabelle Zillig
Beryl Burton
Kathleen Ferrier
Audrey Hepburn
Freya Stark
House Captain
Maddie Olver
Lauren Mason
Emily Boardman
Georgia Laidlaw
Deputy House Captains
Martha Pople Amy Li
Amelia Scambler Saskia Bulstrode
Hannah Jusu-Sherriff Emily Cutler
Natalie Hirsch Millie Bloom
Environment Captains
Aleena Rana
Tilda Head
Catherine Adams
Niki Karanasou Demertzi
Music Captains
Oonagh Taylor
Mio Takahashi Lucy Pummell
Lily Davies Connie Claxon
Alexandra MacNaughton Megan Champney-Steele
Games Captains
Ella Atkinson Isobel Glynne-Percy
Bella Cutler Lissy Walker
Amy Tapper Maya Tu
Georgia Groves
Drama Captains
Georgia Coni Ellie Ing
Emily Glazebrook Aneesha Jaswal
Charlotte Bishop Antonia Cheema Grubb
Elika Blake India McNicholas
Charities Captains
Henrietta Sacks Munaza Aziz
Natasha Thomas Georgina Williams
Kasia Hammond Amelia Casey
Helena Aeberli Zahra Dhoda
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