Sherborne News - Lent 2021

SHERBORNE NEWS Lent 2021 ISSUE 36

Comment

It seems hardly possible that I have been at Sherborne for only 18 months.

Simultaneously, I find it incredible that 18 months have flown by since my arrival as a boarding school ‘newbie’ in September 2019. This cognitive dissonance, along with a sense of continually adjusted expectations, is what I think will forever define my first five terms at the School.

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With feet barely touching the ground I have gone from living in my own seaside house near to a large, busy city to a life in rural Dorset and in fairly short order then into a Boarding House. On the one hand, it was and is everything I had been led to expect and that I hoped and wanted. On the other, it was absolutely nothing like I anticipated. Yes, the term time life is 24/7 and yes, the bonds with the boys are more intense. But with bubbles and remote learning and social distancing the House has been silent for half of my time as a Resident Tutor, and I’ve spent a lot more time on my own than would normally be the case and there’s been a lot less (no) standing on the sides of pitches or in theatres. Curiously, though, as I sit and look out over the Courts from my desk and reflect, I feel that in many ways the School has been enriched and that I and my department(s) have thrived along with it, despite at times feeling overwhelmed and at others frustrated beyond belief.

Reflecting on this, I think that it all comes down to our choices about how we respond. Whilst it might seem that the right thing to do in the midst of a global pandemic is to ‘batten down the hatches’ and keep it simple, delivering the minimum and keeping things just ‘ticking over’, I disagree, and I think that the School’s response, much more positively, has been to seize the opportunities afforded by the crisis we have all been living through. In History we have become almost entirely paperless, saving hours of standing by copiers, avoiding the messiness of paper strewn desks and rumpled folders and, importantly, any number of trees. We’ve also embraced OneNote if not quite as a friend, then not as a fearful enemy to be avoided at all costs; quite a turnaround for a subject whose natural inclination is pretty much in the ‘quill and parchment’ category! As I carry out

Learning walks and online lesson drop ins and see every teacher operating effectively and delivering great lessons using a platform that six months ago they had never used, I can’t help but feel proud.

We’ve also added a new (and brilliant) member to our department in the shape of Will MackenzieGreen, partly as a result of ‘losing’ Matthew Jamieson to run the response to COVID-19.

The Extended Project Qualification (EPQ) has managed to deliver a Taught Element and Supervisor programme - to an entire year group cohort - not only entirely remotely but at an accelerated pace. Any one of those three would have seemed over-ambitious 18 months ago but it was not only successful but astoundingly so with an excellent retention rate (around 80%) and by far the best results ever for this qualification that the School has seen. As a result I have got to know a large number of boys and teachers who I would never normally have come across in my role and made bonds and forged friendships that have kept me smiling on some of the less triumphant days (usually the ones where the government announces something relating to education). The EPQ profile has also had a huge boost and is likely to continue to grow, resulting in my being able to add Peter Garland to the EPQ team as a Senior Supervisor to support the qualification.

Likewise, in Abbey House the bubbles have meant lots more duties and more circulating and more involvement of Tutors in the running of things that Prefects might normally have done and socialising in House rather than together or with Sherborne Girls. As a result, despite two periods of remote learning, I’ve spent a vast amount of time with the boys and got to know them really rapidly and really well. The back to front nature of things has also

meant that being here for six months in an empty Boarding House meant that in September I felt that they were coming to ‘my’ home as much as I was living in theirs. I’ve also spent much more time with Hugh and Claire Tatham than I would probably otherwise have done and have been so pleased to find kindred spirits who believe as fiercely as I do in promoting the well being and ‘well rounded-ness’ of the boys. The bubbles have meant re-thinking rather than retracting and the development of new approaches, including my own support of ‘mobile mentoring’ means that the boys have had a rich offering of social time and group activities, got to know their bubbles extremely well and discovered a real bond within and between some year groups.

Extended periods and bubbles have also allowed a different approach to rooming with the Third Form for the first time not all together in a dorm, and year groups in different parts of the House.

Outside of my own little Sherborne ‘bubble’ of Abbey, EPQ and History, the pattern continues and the restrictions imposed have led to a flowering of imagination and skill as the School has done so, so much more than simply ‘cope’. I’ve been able to enjoy fantastic House productions performed as radio plays, some breath-taking recorded choral music and Friday performances put together by the extraordinary talents of the boys and the music department, attend online department debates and discussions outside my own subject area, eavesdrop on HAP presentations, watch weekly montages, contribute to House sport challenges and even made a guest ‘appearance’ on Radio Sherborne’s Politics Show. Not one of those very rewarding experiences was within my expectations or would have been likely without the challenges presented

by COVID-19. Even some of the less pleasurable things, such as volunteering as a tester, have had their positives. Not only have I hugely enjoyed the sense of camaraderie of all pitching in together to help and alongside the fairly brutal memory of the return to school testing schedule sits the memory of many hours sitting at my station (Station 1) next to

Stephen Byrne (Station 2) while we discussed puppies, children, beaches, philosophy and all manner of things in between processing tests – time I never would have got under any other circumstances that I can think of.

Martin Luther King, Jr said The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy. I think this is true and that history shows it is true not only of people but of groups and institutions. We speak of the ‘greatest generation’ of those who lived in Britain through World War Two and whilst comparisons to COVID-19 are spurious and superficial, it is true that in Sherborne the past 18 months has had a seismic impact. Our response to it has been phenomenal and this has only been possible due to the incredible commitment and hard work of so many people in every area of our community and the parental support. I am blown away by the quality of those around me and of what we have been able to achieve together. At the time of typing my fellow teachers and I are pulling off another feat almost beyond human endurance of producing TAG grades for the boys, and I know that, somehow, we will do this, too.

As the end seems to be in sight and others here start to talk about returning to ‘normal’, I return to my sense of cognitive dissonance – for me this IS normal, and I can’t really imagine things to be different. I await the arrival of this ‘normal’ and, inevitably, for my expectations to once more be turned on their head. I do so, though, confident in the knowledge that I will be able to seize the opportunity to make ‘my’ little corner of Sherborne even better and to enjoy watching as we choose to respond with energy and enthusiasm to the as-yetunknown challenges and opportunities ahead. So. No, it’s really not much like I expected it to be. It’s much more complicated and so much better than that.

Charlotte Allen Head of History and EPQ Co-ordinator

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Sherborne at Home

We received some wonderful feedback from parents regarding remote learning during the lockdown, here are just some of the comments we received...

‘Under the difficult circumstances, Sherborne is providing a stellar service!’

‘It is fantastic to have proper online teaching, unlike so many schools. Whilst face to face teaching is, quite clearly, preferable, this is very much “second best”. Thank you to all the teachers and the School for making this possible.’

‘I think that the School has done an amazing job in unprecedented circumstances.’

‘Online lessons are excellent, and our son is very motivated, and says the standard of lessons / learning is the same as if he was at school. He really enjoys the break out rooms ‘because you can talk to people’. The sports challenges are good for getting him outside.

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Sherborne School, as last lock down, has provided outstanding support and remote provision. Housemaster and tutor have been an amazing support and always there if needed. Thank you again.’

Academic Enrichment CHEMISTRY National emergencies tend to generate technological advances in very short order. The First and Second World Wars saw the development of (in no particular order) tanks, flame throwers, air traffic control, jet engines, guided bombs, radar and computers and while arguably at least three of these have only limited value in civilian life, the others play a daily, albeit invisible to most, role in the modern world. Who’d have thought that a virus could have caused the disruption it has to date, with the capacity to keep its malevolent grip on health services and economies worldwide for years to come. Still, cometh the virus cometh the software, which in the case of the Chemistry Department has included Teams, OneNote, Zoom, Kahoot, EZY Education and Seneca to name but a few; suddenly that box, with the monitor atop, in the corner has been made to sweat.

Chemistry practical sessions have continued, although in the Lower School they have occurred over two lessons to maintain social distancing, with absentees being paired with their classroom avatar, their results then being shared in a breakout room on Teams.

Academic Supports and Chemistry Symposiums have been similarly organised and, while we would all prefer everyone to be physically present, it has acted as a pretty good alternative. It does feel as though a decade of IT expertise has been condensed into a tenth of that time, but now that we’ve all had the download it is becoming apparent that every cloud really does have a silver lining.

William Buckley Head of Chemistry

ENGLISH Creative Writing Club With the renewal of online learning this term, Sherborne’s Creative Writing Club also made the journey home with our boys. The focus this term was on reviving old favourites: books, movies and music that the boys wanted to update for their modern reader. The boys explored Murder Mystery, inspired by Hitchcock and du Maurier; traversed through Fantasy fiction, undertaking world making alongside Next term, the boys will be greats like Tolkien, and even heading towards The modernised Mythology: reincarnating Foyle’s Young Poets of the Joseph Campbell’s A Hero With a Year Award, the biggest Thousand Faces. poetry competition for young people in the UK. Piers Langley’s (3e) poem, “The This is not only an Minotaur”, was one such example, opportunity to publish exposing the hidden identities of the their work, but for the Minotaur and Ariadne, characters boys to earn prizes that whose thoughts and feelings are so can set them up for a often ignored by retellings of the career in writing. We can’t terrifying Greek myth: wait to see where their The Minotaur Creative Writing Odyssey will take them next!

Every nine years I am fed

What I am fed is not what I want What I want doesn’t matter— Does it?

My father failed to offer his gratitude His son was the punishment: One by one I eat, The children that were born Into defeat. Their tiny hopes And half-formed dreams Are demolished, like a timer stopped before it runs out.

My sister, the one who helped my demise, The betrayal of red sky in the morning, and the freedom of an orange sunset— One would think she had no heart, did not possess a sibling’s conscience.

I was a beast, but a human inside.

My brother, a minotaur one would say.

For me what matters is a person’s heart. Seeing into someone’s soul.

My father grew a black cloud over Minos, My brothers heart. My brother is not reckless But simply has no choice.

Every nine years, I watch on.

I watch the poor, defenceless children The same defenceless children that my brother.

My brother survives off.

Piers Langley (3e)

Bryony Watts - English Teacher

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MATHS We soldiered on despite the national lockdown for much of this term. Boys continued to work remotely whilst my colleagues in the department did their best to engage them with all the means they have at their disposal. It was fantastic to see that new techniques such as the use of Kahoot, Pluckers and Desmos Classrooms were explored on top of the usual live lessons on Teams and OneNote.

Our fortnightly Maths Challenge Club for the Third and the Fourth Form boys evolved and was replaced by the ‘Lockdown 3.0 Maths Challenge’ organised by Miss Evans. The challenge questions were released on Teams weekly and the boys participated by submitting their solutions via email. This was then marked, tracked and graded based on the accuracy of the solutions and the way in which they were communicated.

The following boys did well to have won themselves a muchdeserved WHSmith voucher:

Third Form Winner: Ted Silcox (3f) Runners-up: Oliver Chappell (3d) William Tatham (3d) Fourth Form Winner: Oscar Revell (4c) Runners-up: Ted Hunt (4m) Our Junior boys took the Intermediate Mathematical Challenge in February, albeit virtually. A total of 54 certificates were awarded (12 Gold, 12 Silver and 30 Bronze) this time and many congratulations to Jordan Zhuo (5e), David Chen (5e), Tom Ke (5e), Michael Long (5m), Robbie Foster (5a), Edward Pinnock (5a), William Miao (5f), Michael Tong (5b), Mike Song (4e), Macros Yiu (4m), Douglas Groves (4c) and Leo Li (4a) whom have all won themselves a Gold certificate.

On the same day that the Bank of England revealed the £50 Alan Turing banknote design, our senior Mathematicians were treated to a talk by Professor Chris Budd from the University of Bath. His lecture on “How Maths fight COVID-19” conducted via Zoom was enthusiastically attended. It was really interesting to hear how Mathematics is applied first hand in real life. And with nearly one hundred participants that evening, there were certainly some thoughtprovoking questions and answers at the end.

Siew Chiang-Lim Head of Mathematics

HISTORY This has been a busy and exciting time for the History department, starting in January when we learned that Old Shirburnian Sam Reynolds (c 2020) had been awarded a place to read History at Oxford. We are all delighted for Sam and wish him every success as he continues his study of history.

Mr Crouch. One session considered events that fundamentally shaped particular centuries while recently we have been considering the ideas contained within Margaret MacMillan’s book The Uses and Abuses of History, unsurprisingly finding that there have been more of the latter....

The new Third Form programme of study continues to be a success with a term-long examination of exploration, the slave trade and slavery, introducing the boys to the key issues and debates in this important and very relevant aspect of history. The department continues to press ahead with the ambition to be ‘paperless’, something that has been accelerated by necessity due to remote learning. We were thrilled to have the boys back in class after half term and they have also used March (Women’s History Month) to research and examine the significant role of women in the time period they are studying. Beyond the classroom, History continues to run a vibrant and interesting programme for all boys.

History Society has had a wide and varied diet this term. Will

Tatham’s (3d) excellent presentation on War, Sport and National Pride was a highlight, as was Max Windham (4c) and Mr Mackenzie-Green discussing the impact of famous assassinations. We have looked at sieges with two case studies (Acre and Przemysl), the History of the Conspiracy Theory and even considered cheese and the part it has played in History - not a low protein diet by any means, but good for the brain.

The History Extension group has also met regularly each Monday with the pleasure of a large Lower Sixth and Fifth Form cohort of enthusiastic historians doing everything from designing a National History Curriculum, to examining a range of primary sources, to discussing photography and its use in History with the aid of a thoughtprovoking presentation from

For the first time, Sherborne entered boys for the Phoenix Essay Prize competition 2021 which is open to Fourth Form History students. The boys were provided with a series of challenging titles to choose from and were asked to produce an essay under 2000 words. The chief examiner picked out Charlie Temmink’s (4a) essay on Brexit as a particularly impressive piece of work, stating:

“This is an elegant, thoughtfully structured essay that engages with the question in a serious and scholarly way.”

Macros Yiu (4m), Henry Morpeth (4g) and Max Windham (4c) also wrote excellent essays and should be commended for their considerable achievement.

Charlotte Allen - Head of History Giles Reynolds - History Teacher William Mackenzie-Green History Teacher

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COMPUTER SCIENCE

TURING VIRTUAL REALITY PROJECT Boys meet every Monday to participate in the Virtual Reality Project which aims to create a fully-immersive 3D virtual world to celebrate the life of Old Shirburnian Alan Turing.

Boys are making good progress already and have managed to create some 3D objects in Blender and create virtual worlds where the objects are placed.

Some examples of the objects that boys have created are shown here (in their 2-D versions of course).

Dave Wild Head of Computer Science Sarah Broughton Teacher of Computer Science

The Computer Science Department has been very impressed with the participation of boys in the co-curricular programme this term. We are continually encouraged, despite on-line learning and the challenges that brings, that boys continue to enjoy tough, intellectual challenges set by their teachers.

A particular highlight this term was The Perse Coding Challenge. Sherborne boys did well this year, with six of our best coders qualifying for the next round and the chance to win £300 prize money.

OXFORD COMPUTING CHALLENGE The Oxford Computing Challenge is recognised as being one of the toughest Computing challenges around. Only the best from the Bebras Computing Challenge were invited to participate. Three of our Lower School boys sat the challenge during the half term holidays. This is not only testament to their ability but their willingness to get stuck in. Tom Ke (5e), Hector Kennerley (4g) and Kohki Hatori (5e) all did well in the challenge, with Tom gaining a merit with 32 points.

EXTENDED PROJECT QUALIFICATION (EPQ): The first big EPQ news in January was the appointment of Mr Peter Garland as the Senior Supervisor. This is a new post at Sherborne, and Peter is already proving an invaluable addition to the team, with a specific focus on supporting and training the expanding group of EPQ supervisors as they shepherd boys through their projects. You can read Mr Garland’s review of the term below.

The Lent term began with the very welcome confirmation from AQA of the outstanding marks awarded to the first cohort of 21 ‘Accelerated EPQ’ boys in November. There has also been a flurry of activity throughout term with the submission of a further 43 projects that were completed over the Trinity and Michaelmas Terms of 2020. That more than 50% of these projects were awarded an A or A* grade, despite boys completing these projects twelve months earlier than normal and largely under lockdown working conditions, makes such a high standard of achievement all the more impressive. Congratulations go

to Old Shirburnian Sam Reynolds (c 2020), Archie Burton (L6a), Tiff Austen (L6d), Charles Gatti (L6b), Jacob Schwandt (L6f) and Harry Wood (L6f) who all achieved full marks.

The 2020-21 EPQ continues apace with 20 boys from the Lower Sixth now developing individual projects.

As usual, a great variety of topics have piqued the academic interest of the cohort. A few examples of current research areas are: “Will humans be able to colonise Mars by 2050 given our current knowledge of science and technology?”, “What has the effect been of religious pluralism

in South China and Tibet?’ and “What was the main factor that led to the Williams F1 team being left behind by its competitors in the years 2000-2020?”. It has been particularly impressive to see so many boys making use of the Old Shirburnian Society and drawing upon the experience of its members to improve the quality of their primary research.

Peter Garland Classics Teacher and EPQ Senior Supervisor

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News from the Library As Easter approaches, all things are go in the library, where we are continuing the promotion of our Shelf Help Section which was mentioned in the last newsletter.

With the addition of yet more titles, we are excited that boys and staff alike should be able to find something suitable.

Particular titles of interest that have come in recently include: The Teenage Guide to Stress a look at the different types of stress teenagers face, and how to overcome these and I Had a Black Dog – an illustrated tale from someone who themselves suffers with depression, offering an insight into it and how to manage it.

Last term, we began a collaboration with the Turing Society – putting together a list of books to read for success.

From here it grew into a list of wider reading materials that universities and employers look for. This comprises of a continually updated list of books, magazines, podcasts and online resources to develop knowledge of a specific subject.

Titles such as The Chimp Paradox by Prof. Steven Peters, an incredible book about managing your mind to achieve success and to be more confident in your abilities, A Brief History of Time (essential reading for those looking to study any science) and The Toaster Project (a journey of designing one of the most-used appliances in the country, and the lessons learned along the way).

These have been marked with a special spine label to make it easier to find the recommended books in your area of study.

There are also podcasts which are widely available, magazines in the library and not forgetting online resources as well something for everyone!

James Curtis Library Assistant

Sixth Form

NEWS FROM THE SIXTH FORM With another lockdown behind us, the majority of the Sixth Form boys have been able to benefit from a much-needed return to School life in Sherborne, since 8 March. That said, we must credit those who have been unable to re-join us in person for various reasons, for their resilience and continued pursuit of progress via remote channels.

One interesting feature of the Sixth Form at this time of year is the changing of the guard after Lent half-term, when it comes to Head of School and Heads of House. New appointments were made in recognition of exceptional contribution to the School and their respective Houses. They have all clearly shown positive attributes, above all leadership by example and consideration for those around them. They will also participate in specific pupil voice committees, with the dual benefit of using their leadership skills and harnessing the feedback and views of pupils from all year groups.

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THE FOLLOWING WERE APPOINTED INTO SPECIFIC ROLES IN THE UPPER SIXTH: • Head of School - Will Loughlin (d) also Head of CCF and Community Outreach Committee Prefect • Head of School House (a) - Nicholas Morris, also Environmental Action Group Prefect • Head of Abbey House (b) - Jamie Jones, also Academic Committee Prefect • Head of The Green (c) - Charlie Wills, also Community Outreach Prefect • Head of Harper House (d) - Kit Beilby, also Food Committee Prefect • Head of Wallace House (e) - Harry Tyrer, also Co-curricular Committee Prefect • Head of Abbeylands (f) - Sam Hartley, also Equality and Diversity Action Group Prefect • Head of Lyon House (g) - Tom Pettifer, also Co-curricular Committee Prefect • Head of The Digby (m) - Dominic Timmis, also Academic Committee Prefect

We should also pause to thank the group of School Prefects who have done a fantastic job since the start of the academic year, in unusual and constrained circumstances. They continue as School Prefects whilst stepping down from specified roles.

Particular thanks to Jono Post (U6a) who has done a remarkable job as Head of School.

For Upper Sixth, when it comes to how their Sixth Form studies will conclude, circumstances have prevented crystal clarity for some time. As guidance has been released from DfE, Ofqual and, at the time of writing, continues to be released by individual exam boards, we develop a clearer picture of how grades will be determined. In the meantime, despite painful

uncertainty, the Upper Sixth are working admirably to follow new bespoke schedules to consolidate previous learning in focused preparation for ongoing assessments, accruing evidence that may then later be used to contribute towards an assessed grade. We cannot commend them highly enough for their diligence and attitude towards securing the best possible outcomes.

Robert Marston Assistant Head (Sixth Form)

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HIGHER EDUCATION & CAREERS

It has been fantastic to see the Upper Sixth boys receiving offers from their universities of choice. At the time of writing offers have been received for 70% of the courses applied to. Universities have a little longer this year (until 20 May 21) to respond to applicants, so the waiting game continues for some.

Thanks to Joanna Williams, Manager of UCAS and Higher Education and Careers for kicking off the Lower Sixth UCAS journey with an informative presentation on what to expect and how to prepare. As well as looking at options at University, the Careers Team introduced pupils to Degree Apprenticeship options which have both financial and professional benefits. A subsequent webinar to the Lower Sixth boys and parents reiterated the importance of early research to identify the best opportunities, suitable to each boy’s interests, strengths and abilities. Tutors and the Higher Education and Careers team look forward to supporting that application journey.

In March we embarked upon the largest ever Lower Sixth Careers Convention. We took advantage of the fact it had to be virtual by bringing in speakers and panel members from all corners of the

globe. Following two opening talks, we hosted 82 delegates in 24 online seminars covering different industries. Recordings will be made available to the boys. As ever the boys did us proud bringing thoughtful questions to each seminar, inviting praise from the OS delegates, with whom several pupils followed up with to gain further advice.

The Fifth Form had their Careers event where we focused on ‘Getting Work Experience Ready.’

The Fifth Form explored different career areas and the variety of roles within industries, as well as thinking about their own skills and competencies. They have also started to record these in Unifrog, our Higher Education and Careers platform. We covered the importance of work experience, where to look for it and how to go about getting it. In addition to the larger Higher

Education and Careers events we have launched a new online booking system for Higher Education and Careers 1:1 meetings. This gives pupils easy access to tailored advice and it’s been fantastic to see so many taking up this opportunity.

The photo above was taken from one of the opening talks for the Lower Sixth Careers Conference Skills for Success - an interview with Lower Sixth pupils Johnny Lye (L6g) and Alfie Davies (L6m).

We were joined by Richard Robinson (h 90) - Managing Director at E -consultancy Xeim, Jamie Snudden (b 09) - Aerospace engineer, Airborne UK and Charlie Habershon (c 04) - Project Manager – Dalberg.

Zoe Fraser Careers Manager

Co-curricular News

CCF HIGHLIGHTS CCF challenges and lessons were set every week during remote learning. Head of the Royal Navy section, Sam Hartley (U6f), and Harry Wood (L6f) deserve enormous credit for their lessons such as semaphore training and knottying. Head of the Royal Marines detachment, Zac Gantlett (U6c), set PT challenges that were both accessible and challenging. The cadets were also given some theory lessons on weapon handling so that when they returned they could jump straight into weapon handling lessons which they have done.

Boys were asked to send in evidence of participation in the weekly challenges, and it was great to see a number of parents getting involved, particularly with drill! Our Sixth Form NCOs have continued where they left off last term by

delivering high quality lessons to the cadets, and it is wonderful to see such energy and enthusiasm from the Sherborne Girls contingent.

Excitingly, we are planning to go on a summer camp to Okehampton during the first week of the summer holidays which will see cadets from both schools attend.

A highlight for our Fifth Form was to be taught Training in a built up Area (TIBUA) by a retired Special Forces veteran

and all done wearing face coverings. Thankfully, the structure that was stormed was a disused school building rather than the Headmaster’s block.

Should conditions permit it, next term we hope to go on an external Field Trip for the first time in a year near the Commando Training Centre for our Army and Royal Marines cadets, with the Royal Navy sailing on Sutton Bingham. Like last term, the staff have been incredibly impressed with the attitude of the boys.

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Rob Le Poidevin CCF Contingent Commander and Housemaster of The Digby

DUKE OF EDINBURGH’S AWARD The COVID-19 outbreak hasn’t stopped DofE Participation – far from it! Like much of life currently, we have moved from face-to-face meetings to online gatherings via Microsoft Teams. The awarding body has put in place, sufficient adaptations to the criteria to allow participants to continue with activities, whist following local and national restrictions.

The Award is participant-led and, therefore, the participant numbers change throughout the year as boys can sign up and complete at any time. As of March 2021, we currently have over 250 boys working towards one of the three levels (Bronze, Silver or Gold). Amazingly, this equates to over 1000 activities undertaken by the boys across the five sections (Volunteering,

Physical, Skill, Expedition and Residential – Gold only).

The awarding body is currently issuing DofE Certificates. These are different to the ‘full’ award and are a formal recognition of the effort, skill and commitment shown in the Volunteering, Physical and Skills sections during the Covid lockdown and restrictions. The certificates are generated automatically once these sections are completed on the eDofE platform. Since the beginning of this academic year, ten certificates have been awarded to Sherborne DofE participants. The full award will be achieved once the Expedition (and Residential for Gold) section is completed. I am pleased to announce, this year, we have awarded 25 Bronze, 15 Silver and five Gold Awards.

Unfortunately, we have had to postpone the Expeditions in the Lent term, but we are fully committed to running these in the coming months. Although they may be a little different, the boys will be able to improve and put into practice, their resilience, communication, teamwork, leadership and problem-solving skills.

Lasting Legacy…

The Duke of Edinburgh’s Award leaves a huge legacy following the passing of His Highness Prince Philip, Duke of Edinburgh.

From charity work to expeditions, the Award has given so many of our boys the opportunity to take part in truly life changing experiences.

James Hull Duke of Edinburgh’s Award and Educational Visits Co-ordinator

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WELLBEING Despite the difficulties lockdown has created, pupils have still been

getting involved in various aspects of wellbeing. The Joint Pupil

Pastoral Forum (JPPF) met and discussed the challenges of online

HOLOCAUST MEMORIAL DAY On 27 January, we joined people all around the world in marking Holocaust Memorial Day. This date was originally chosen for such an act of remembrance because it was the day that the Allies liberated the Nazi death camp at Auschwitz-Birkenau in 1945. Despite being unable to join together in person, there was a School assembly for all boys which explained the significance of the date. The assembly explored the impact of the Holocaust by featuring a Jewish survivor of the camp, Susan Pollack, who survived despite the deaths of 50 members of her family, and Rudolf Brazda, the last known concentration camp survivor deported specifically for homosexuality.

It is so important to mark Holocaust Memorial Day not only to remember what has gone before but also because of its relevance in modern society.

Genocide is not something consigned to the past as evidenced by more recent episodes in Rwanda, Bosnia and Darfur. As a result, it is the duty of us all to remain vigilant of prejudice in the UK and beyond to learn fully from the painful lessons of the past.

Matthew Jamieson Director of Operations

learning, anxiety and exam uncertainty. In response to this a new

initiative was introduced called Time to Talk, a virtual session hosted

by Tom O’Sullivan (U6d), which was designed to be a space pupils

could share their anxieties with him to help improve their mental

health. Also, an assembly was hosted alongside Marie Hutchings,

Health Centre Manager and Paul Wiggle the School Counsellor to help

answer questions related to mental health, focussed towards

supporting pupils in the Fifth Form and Upper Sixth.

During Children’s Mental Health week similar messages were given to younger pupils to support them during online learning. Pupils were invited to have a go at the Express Yourself task and submissions were thoughtful, engaging and an excellent expression of personal identity. In addition, the Equality Action Group continued to work on pupil led activities such as Anti-Racism posters and again Tom O’Sullivan has produced an excellent podcast highlighting the importance of Black music.

During LGBT History month pupils got involved in weekly activities learning about LGBT history and having a go at baking rainbow cakes reflecting the Pride flag and weekly quizzes on key historical figures, including Alan Turing. LGBT History month was swiftly followed up with Women’s History Month and both staff and pupils have been involved in producing presentations on key female figures such as Jackie Kennedy, Nina Simone and Simone De Bouvoir, to name a few. Lessons helping develop online safety have been delivered as well as

lectures on the importance of digital balance and the dangers of drug use.

Internet Safety Day was celebrated where both pupils and parents were invited to reflect on the importance of internet safety through a variety of key sources. We look forward to next term when our focus will move onto the Care of Others Unit in Wellbeing lessons, focusing on social issues such as sexism, homophobia, transphobia and the importance of equality. In addition, the JPPF will also meet up to discuss these issues further and how the School can help tackle these as a community.

Nikola Bowerman Head of Pupil Wellbeing

Clubs & Activities Highlights...

Chemistry Symposium Chemistry Symposiums have occurred twice this term and been well attended by our boys and pupils from Sherborne Girls, King’s Bruton, Clayesmore School and Leweston School.

Topics explored have ranged from “the chemistry behind drug testing in sport” to “metal organic frameworks - how to extract water from desert air” via “forensics”. Homegrown contributions came from Jack Pyman (L6e) who spoke on “the electrochemical reduction of carbon dioxide into useful products” and Angus Bushby (L6m) who investigated “batteries”. Both were excellent presentations, pitched at just the right level for their audience.

Model United Nations (MUN) The MUN continues to run on Tuesdays at 5pm. Topics debated this term have included the issue of Violence against Women and the issue of Electoral Fairness.

Classics Society The Classics Society has met weekly this term. Activities have included producing Roman food, building a model Roman villa and learning to tie a toga. There have also been a series of formalised debates discussing whether the Elgin marbles should be returned to Greece, whether the next Sherborne School classics trip should go to Greece or Rome, and which classical figure has contributed most to modern western culture.

Congratulations go to regular contributors: Archie Burton (L6a), Johnnie Kirkwood (L6b), Roman Sexton (4a), Haitian Li (4g) and Freddie Hope-Hawkins (3e). The society meets on Fridays at 5pm.

Crossfire ‘Crossfire’ is the School Christian Union and runs on a Thursday evening for an hour. On our return to School we have been meeting in the OSR (socially distanced) for a Bible study and a light supper together.

Sometimes we have a guest speaker who has been joining us

by Zoom. In remote learning it all ran on Teams and we enjoyed some games together as we couldn’t have food. Numbers are small (about four or five boys at the moment), however that has made interaction and questions easier.

Walking Club Saturday Walking, which is a sport option, has resumed now that we are all back in School.

The eight boys involved, mainly from the Third Form, have stretched their legs on walks out of Sherborne, encountering old quarries, farms, and passing by Sherborne Castle. Fortunately, the weather has been cooperative, though the sonic boom of the passing meteor did make us all jump!

Spanish Cookery Classes Our boys have been developing their culinary skills this term.

Spanish teacher Erica Bailon has been inspiring the boys and the entire Sherborne Community by running a Spanish Cookery Club.

Coding Clubs Boys of all year groups have been attending the two coding clubs available at Sherborne. The senior club is provided for those boys with more coding experience and are stretched to solve some difficult challenges.

In the junior club boys have been learning some basic Python coding with Sarah Broughton, Teacher of Computer Science.

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Music

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The ‘new’ version of ensemble musicmaking — that involving mobile phones for individual recordings (how startlingly good the recording quality of the latest generation of mobile phones has become) and extensive use of ‘Logic Pro X’ for weaving together the performances back in Sherborne — resumed in January when the government announced that schools were to close. This was the busy musician’s week:

Monday:

Zoom Wind Band at 12.20pm Zoom Piano Trio at 12.20pm Zoom Choir, with break-out rooms, at 6.00pm

Tuesday:

Zoom Chamber Orchestra at 12.20pm Zoom Swing Band at 12.20pm Supervised Sixth Form Practice (breakout rooms on Teams) at 6.00pm Teams Brass Band at 6.30pm Teams Clarinet Trio at 6.30pm

Wednesday:

Teams String Quartet, Brass Ensemble, Wind Ensemble at 4.00pm Teams Recorder Duo at 5.15pm Zoom Barbershop/Close Harmony at 6.00pm

Thursday:

Zoom Chamber Choir at 6.00pm

Friday:

Teams Dixieland Group at 12.20pm YouTube ‘Lunchtime Recital’ broadcast at 1.45pm Zoom Choir, with break-out rooms, at 6.00pm

With a lunchtime recital every Friday there was plenty for which to aim and for the vast majority of Shirburnian musicians it was business as usual in terms of practising and performing.

Technologically it is undoubtedly impressive that so many accompanied performances took place remotely — they involved a process that started with a member of the music staff videorecording an accompaniment in Sherborne, then uploading it to Teams so that the Shirburnian at home was able to video-record himself playing or singing before he then in turn uploaded his video-performance to Teams.

The two videos were combined into a split-screen performance, and particularly impressive were those by Bamber Mauleverer (Exh.Mus 4b, Tuba), Angus Williams (Sch.Mus 5c, Clarinet),

Fergus Burtt (Sch.Mus U6c, Tenor), Jack Arnold (Sch.Mus 3e, Alto Saxophone), Freddie HopeHawkins (3e, Trumpet), Khalid Miah (5f, Alto Saxophone), Freddie Senior (Sch.Mus 3g, Flute), Jack Pyman (Sch.Mus L6e, Violin), Matthew Findlay (L6a, Euphonium), Archie Burton (Sch.Mus L6a, Saxophone), Hector Kennerley (Sch.Mus 4g, Oboe), Alex Upton (4e, Trumpet), the Clarinet Trio (Archie Burton (Sch.Mus L6a), Angus Williams (Sch.Mus 5c) and Ricky Xu (Sch.Mus 5a) who, between them, recorded their individual performances across two continents) and Freddie Folkes (Sch.Mus 5a) who, very imaginatively, performed a trumpet duet with himself. There were an impressive thirty-two musicians involved in both these Remote Recordings and the later

YouTube recordings made in the Tindall and the Chapel when almost everybody had returned to Sherborne on 9 March and that figure was doubled when the Chamber Choir made its weekly anthem recording for the ‘Virtual Abbey Service’. Remote anthems, involving thirty-eight tracks Including an organ, included Carter’s A maiden most gentle, Howells Like as the hart, Magnificats by Dyson and Henderson, several hymns, and then recordings in situ of Bairstow’s Save us, O Lord and Morley’s Out of the deep were made back in the Tindall. Jack Pyman (Sch.Mus L6e) performed solos in four concerts, Fergus Burtt performed in three, and Jono Post (Exh.Mus U6a) improvised on the trumpet and voice twice on YouTube whilst also sustaining the not

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inconsiderable duties of Head of School.

Fifteen boys took their online ABRSM Performance Grades in the new Covid-safe video format (without an examiner) and the new ‘Sherborne Music Diploma’ was launched for those others who wanted to participate in a day of video-recordings and music-making on Sunday but not necessarily upload to the ABRSM. Next term there will be a large number of Trinity uploads in the early weeks of term.

Fergus Burtt recently received news of his ATCL Performance Diploma which he achieved with an exceptionally high Distinction.

Fergus’s recital, of course, is available publicly on YouTube and may be enjoyed by all.

James Henderson Director of Music Sherborne School and Sherborne Abbey

Design and Technology The events of the past year have created many new challenges and as the School has started to come back together again there has been time to reflect on the ways in which the challenges have also presented new opportunities and changed our practices, perhaps for good.

Without the workshops at our disposal our schemes of work were reconfigured towards strengthening our pupil’s abilities and confidence in design, effective communication and to build greater fluidity with their 3D modelling through Computer-Aided Design. Where previously the boys would have learnt 2D design in the Fourth Form we introduced them to the far more powerful 3D software delivered not through the departments fast computers but through all the different boys’ personal devices, smoothly running this software from the cloud, by-passing the need for them to invest in expensive processors and graphics cards.

Three-dimensional design software is learnt iteratively and as the boys tuned into the way the programs function, they increasingly gained confidence leading to final models which were impressive in their complexity.

The department has not been left empty and as boys have worked on designs, so they have been able to email in files to be outputted through the 3D printers and laser cutters. For a number of weeks the 3D printers have worked around the clock, progressively building the boys’ models, layer by layer so they have been able to integrate these into their designs, wherever they have been working.

Peter Chillingworth Head of Design and Technology

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Art

Lent has been a testing term for all, but especially for those in Art. As lockdown 2.0 curtailed our ability to return to School many projects were put on ice as we tried once again to do Art remotely.

As Christmas became a distant memory, teachers prepared new remote material and boys searched the deepest and darkest recesses of draws and cupboards for long forgotten art supplies. Armed with the bare minimum of supplies, I was incredibly impressed by the resourcefulness of both teachers and pupils in the Art Department. The boys were both diligent in their lessons and productive with their responses to some great projects whilst away from School.

Cassius Hammick (4m)

Pleasingly boys across all years in Art, Photography, and Creative Digital Media were busy with coursework units using their time stuck at home to work on their projects to break the tedium. The fruits of their labours added to the mix of work produced by the Lower School will hopefully be on display for all to see in our end of year show.

History of Art must get a special mention as it goes from strength to strength, seeing Myles Harrison (U6f) being accepted to read History of Art at the prestigious Courtauld Institute.

Following the extended half term break we were all genuinely relieved to be back at School, and in Art especially, back in the studios. Art being a highly visual subject and physical in its practise has benefitted hugely by our return. It is fantastic to have studios once again full of noise, activity and an increased productivity as we steadily march towards a pressing time of year.

Matt Bone Director of Art

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Seiko Yonemata (L6m)

Jimmy Mackaskie (5d)

Jack Wang (L6e)

Charlie Ricketts (4f)

Drama

The constraints of social distancing, didn’t stop the Drama department this term.

The boys were kept extremely busy with a hybrid version of online and live radio drama.

Thanks to Theatre Manager Jim Donnelly’s mastery of all things technical, the School successfully mounted two remotely recorded House plays: Harper’s The 39 Steps and School House’s The Deadly Attachment. Victoria Clayton also directed this year’s Junior Play, the eerie and spinechilling Turn of the Screw.

Preparations are now afoot for next term’s LAMDA examinations and we look forward to another superb batch of results, with thanks to Barbara Darnley and Hilary Earle.

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Sport

During the period of remote learning and national lockdown since January, it has indeed been a pretty dark period for sporting participation across the UK. However, determined to do our very best for the boys, our dedicated team of specialist providers turned their hand to video creation for a series of sports specific skills challenges and we even had our very own Joe Wicks (James Cattigan, Acting Sports Centre Manager) leading live HiiT sessions. Boys across the year groups were also inventive and came up with some incredible videos and images of their attempts to stay active. The focus at the weekends turned to more family supported House events with the Distance Challenge and the Sherborne Search.

The return to School was welcomed by all and allowed the boys to re-acquaint themselves with football, hockey, sailing and the numerous other pursuits. Despite the lack of any external fixtures, once again our staff manufactured situations for Inter-House competition and a series of year group challenges in a range of different sports. We are optimistic for the future and with the UK gradually emerging out of the restrictions of lockdown, we are looking forward to next term when we hope to be able to provide more sporting opportunities.

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Rob Le Poidevin Housemaster of The Digby comments

Even though the boys were devastated not to be in School, I was delighted by the high levels of participation in the excellent challenges designed by the sports department to keep the boys active during the first half of term. Inter-House competitions are fiercely contested at Sherborne, and the Inter-House lockdown challenge was no exception. These remote challenges had the added dynamic of many families getting involved. The Digby were victorious in the distance challenge vs Lyon, the Minute Max challenge vs Abbeylands, and in the final vs Harper in the Scavenger Hunt. The high levels of participation and the tremendous efforts that many boys went to showed that House spirit was very much alive and kicking.

“

“

David Guy Director of Sport

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LOOKING AHEAD TERM DATES Travelling Day Monday 19 April, return by 7.30pm Term Begins Tuesday 20 April First Exeat Saturday 1 May (1.35pm) Monday 3 May (return by 9.00pm) Half Term Friday 28 May (1.35pm) Sunday 6 June (return by 9.00pm) Term Ends Saturday 26 June (after commitments)

SHERBORNE SCHOOL ABBEY ROAD SHERBORNE DORSET DT9 3LF T: 01935 812249 E: enquiries@sherborne.org www.sherborne.org facebook.com/SherborneBoysSchool twitter.com/SherborneSchool #sherborneschool youtube.com/user/TheSherborneSchool flickr.com/sherborneschool Thank you to all contributors.

Image credits: Ruth Lonsdale, Michael Ewart-Smith and others.

Registered Charity No. 1081228