The Dragon Magazine - May 2021

Issue 06 | Spring 2021

TIMES OF CHANGE INSIDE Page 5

Page 12

Page 26

Interview with Margaret Imlah as she retires after 32 years service at St George’s

How St G’s has innovated its Supported Home Learning approach

A tribute to Mrs Joan Clanchy

ALL CHANGE

INNOVATION IN EDUCATION

TRIBUTES

A WORD OF

WELCOME A

s we tentatively start to see some light at the end of the ‘lockdown tunnel’, in this edition we are considering the impact of the pandemic and the many changes going on within our own community. How have we adapted in our personal and working lives? What do we think will become the ‘norm’ in future? In this edition of ‘The Dragon’, we feature stories from members of our alumnae community who share their experiences with us.

Many of you will remember the inimitable Margaret Imlah, who has retired from St George’s after an incredible 32 years’ service. We hope you enjoy reading about Margarets career: it may bring back some memories of building projects and events; and school lunches!

The Foundation Office would like to thank Mary Comer (OGA President, Class of 1997) whose term of office ends this summer. We are very much looking forward to working with Emma Currie (Class of 1983) and continuing to develop the alumnae community in future.

We were deeply saddened in January to hear of the death of former Head, Mrs Joan Clanchy. It is clear from the numerous messages we received that she made a huge impact on everyone who was lucky enough to know her.

We were also very sorry to hear that her husband Michael

died just two weeks later. An appreciation of Mrs Clanchy is featured on page 26. A collection will be established in the archives of all tributes to Mrs Clanchy so please do send in any special memories, photographs, etc. to foundation@stge.org.uk or by post for the attention of the Foundation Office if you’d like them to be included.

At time of writing, current restrictions on gatherings and travel mean that we are unable to plan for the Summer Lunch in June this year but will arrange an event as soon as it is possible to do so. The AGM will be held virtually on Thursday 3rd June at 6.30pm. Please let us know if you’d like to join the meeting.

We hope you enjoy reading this edition of ‘The Dragon’ and, as always, we welcome your feedback.

With best wishes The Foundation Office Please do keep your feedback and suggestions coming – the Foundation Office always welcomes your input.

The Dragon Editorial Team

0131 311 8000

foundation@stge.org.uk foundation.stge.org.uk

St George’s Alumnae Group @stgealumnae

St George’s Schoolt, Edinburgh, alumnae networking group

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contents WORD OF WELCOME

02

FROM THE HEAD

04

ALL CHANGE

05

OGA PRESIDENT’S REFLECTIONS

10

ALUMNAE NEWS

11

INNOVATION IN EDUCATION

12

CHANGED DAYS

16

IMPACT OF COVID-19 ON CLIMATE CHANGE

22

CHANGE OF SCENE

23

OUR PEOPLE

25

TRIBUTES

26

KEEP IN TOUCH

28

From the Foundation Office

Alex Hems, Head, pays tribute to the St G’s spirit and determination to be oneself and take opportunities. This spirit continues to burn brightly in lockdown and into the future.

Interview with Margaret Imlah as she retires after 32 years’ service at St George’s

Welcome and thoughts from the OGA

News and updates from OG community

How St G’s has innovated its Supported Home Learning approach

An alumnae perspective - then and now

Sofia Toub (L5) shares her observations

University life in lockdown with Hannah Monk

Births and deaths in the OG and school community

Joan Clanchy and Sarah Hughes

Ways to stay in touch with the St George’s Community

Editors Kate Forster and Lesley Abbott

OGA Editorial Liaison Mary Comer

Design & Print The Dragonfly Agency

Spring 2021 | 3

FROM THE

HEAD

Message from Alex Hems

S

ince Christmas, the staff and girls of St George’s have faced the challenge of working and learning from home again for much of the time. I know that for many in our community the second period of lockdown has felt more difficult; I cannot praise highly enough the resilience and determination with which they have faced it, however.

While we navigate the uncertain waters of quarantine requirements and the requirements of alternative assessment arrangements for our examination candidates as a school we have felt the need to focus particularly on wellbeing. We have all very much enjoyed an excellent initiative that is the brainchild of our House Captains, #BeYou. This was an opportunity for girls from Primary 4 upwards to record anything that they did that took them off screen and offline, and which is an expression of their individuality.

We wanted to give the girls the chance to recognise the importance of these moments and activities in their own lives, and celebrate them, and I am grateful to our senior students for championing this in such a creative way. Of course, the spirit of healthy rivalry between the Houses was an added incentive.

In the midst of so much uncertainty and change, it is important that we keep our eyes on the future, as well as managing the day to day. I have long seen it as the responsibility of those of us concerned with the education of the next generation of young women to ensure that they have the confidence they need to take up the space to which they are entitled in the world, and to do this as themselves, not as female replicas of successful men. This summer, St George’s will host a conference for our Sixth Form students, with the title ‘Women of the Future: Leading and Living in the Twenty First Century’. I am delighted that our Keynote Speaker will be Yewande Akinola, named one of the UK’s top 35 women under the age of 35

by Management Today and recipient of the

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PRECIOUS AWARDS Outstanding Woman in STEM award, Yewande is an engineer, television presenter and academic. As I write, I have also just heard that Dame Laura Lee, founder and CEO of Maggie’s Centres, will be able to join us to share her inspiring story with the girls. I hope that this event will open our students’ eyes to the potential to determine for themselves what success will look like in their lives and to shape their careers in ways that none of their predecessors have done.

Our leavers often tell me that St George’s has been a place where they have been able to be themselves. I believe that it is one of the great strengths of girls’ schools that we are places where girls are able to develop this sense of identity and grow in the confidence that they will need, not only to take their place in the world, but to shape a world where values such as humanity, kindness and sensitivity take a much more prominent place. At the start of this term, we were deeply saddened to learn of the death of former Head Mrs Joan Clanchy. Her immense contribution to the success of St George’s, and to girls’ education in Britain in the twentieth century, is attested to by the tributes that poured in from former students and colleagues. Truly a leader and teacher of vision, compassion and the highest integrity, we owe her a great deal.

As Head of St George’s, I am always conscious of the formidable tradition in which I am privileged to follow. My responsibility is not only to serve our current pupils, but also to steward the school so that it continues to serve generations to come. With that in mind, it is sometimes my task to make changes, with an eye to the future. You will have read by now that we will be allowing the boys who join us in Nursery to remain with us for a little longer in future years, eventually staying

until the end of Primary 3. For more and more families, the need to have all their children in one school when they are very young is a pressing imperative which has sadly meant that they have had to move their daughters at the same time as their sons when the latter have had to leave our Nursery. I am glad that we are now able to offer them a solution, which in due course will mean that more girls are able to make their way into the upper end of Junior School. Our commitment to producing the next generation of women of independent mind, however, will not falter; we will remain proudly a girls’ school from age 8 upwards.

Over the past three years, it has been my great pleasure to work with Mary Comer as Chair of the OGA. I am grateful to her for the energy and vision that she has shown in this role and for her support for the steps that we have taken in setting up the Foundation Office, launching NETWORK St G’s and of course ‘The Dragon’. I hope that we will have the opportunity to say an appropriate farewell and express our thanks to Mary very soon.

Pupils (and pe ts) enjoyed tim e away from their scre ens.

ALL CHANGE An interview with Margaret Imlah on her retirement Change, whether welcome or not, is inevitable in all our lives. It has become a theme of the COVID pandemic and brought considerable impacts with it. Over the past year, our capacity for change has been tested as well as our resilience to deal with it. At St George’s there has been an outstanding commitment to addressing this change positively and as a community.

At the heart of that commitment there have been key figures, one of whom is most certainly Margaret Imlah.

That will come as no surprise to anyone involved in the school over the past 32 years. Her complete and utter dedication to St George’s and its staff, pupils and wider community has been steadfast, surpassing even her own high standards in this past year to help address the challenges faced.

It therefore feels very strange and sad to acknowledge that inevitably there must be change and, with that, the retirement of one of St G’s longest serving and most dedicated members of staff: Margaret Imlah, who retired in January 2021.

O

ne might say she is “in with the bricks” but she certainly helped to get several of them put in over the years, with a significant number of successful building projects completed under her management. The thousands of meals, lunches and dinners she has organised and served with her dedicated teams; the accessibility to the school and safety of pupils and staff she has ensured come snow, rain or high wind; the financial due diligence she has shown and management across so many departments of school; and her unbelievable knowledge, memory for pupils, staff, parents and partners has been nothing short of miraculous. She is a tourde-force with a heart of gold; that is without question.

Margaret joined St George’s School in 1988 as Domestic Bursar. She had been a pupil at Morrison’s Academy, Crieff, before going on to read History at the University of Aberdeen. She went from there to become a Domestic Bursar at the University of St Andrews, before joining St George’s.

From Domestic Bursar she became Facilities Director, reporting directly to the Head, and her key responsibilities were substantial (to say the least): the School Estate, including Grounds, Buildings and Health, Safety and Accessibility; Catering, Domestic Work, Boarding, Risk Management, Facilities, Financial

Management and Strategy; and on-site responsibilities outside the school day and during school holidays. Margaret’s leadership in so many areas inevitably gave her a vital role in St George’s governance and leadership structure, with attendance at the Council and its committees and of the Senior Leadership Team, as well as a wide range of internal and external teams.

Margaret’s influence and experience has permeated the school for 32 years.

Life at St George’s without Margaret Imlah will be difficult to imagine and certainly will take some adjustment. How many people will be required to replace her is not quite clear yet! Margaret will remain on the OGA Committee and will help with the organisation of the archives, so we can be assured we will still have her around showing as much energy and enthusiasm as ever – we are certain of that.

In all she has done for the school and its community Margaret has left a legacy that will continue for many, many years to

come. From all of those in our St G’s community, we thank her from the bottom of our hearts. We were delighted that Margaret agreed to be interviewed for this edition, to share some experiences of her career at St George’s.

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F E AT U R E I N T E R V I E W

YOUR ST GEORGE’S CAREER When did you start working at St George’s?

I started work in October 1988.

How did your job evolve over the years?

Originally my job title was Domestic Bursar and my role centred around making up weekly lunch menus, ordering food, working with the catering staff, drawing up cleaning schedules, making sure all areas of school were cleaned, looking after the domestic staff in both Lansdowne and Houldsworth Boarding Houses and the manual calculation of weekly wages for all Domestic Staff (as they were called then).

The lady who held the job before me told me that she usually started work around 8.30am and left about 4.00pm. I thought I had died and gone to heaven, but I have no idea how she ever did that. I certainly didn’t, not even on day one. I still loved it though! The calculation of weekly wages was a new undertaking for me and was done on a ‘Kalamazoo’ system involving lots of duplicate forms and Tax and National Insurance calculation tables. As this was taking up most of my weekends, my husband suggested I should request that it all be computerised. Jean Scott, Head at the time, agreed,

I have been very lucky and privileged to have had so many amazing years of work. I feel though that this is the right time for others to take the school into the ‘next phase’. so I became the proud owner of only the third admin computer in St George’s - the only others we had belonged to the Head and her PA! How many headmistresses have you worked for?

I have had the privilege to work under the Headship of six different leaders. Each one was very different, but each a supremely gifted and enlightened educationalist with a passion for and understanding of the power of education.

Mrs Jean Scott; Miss Eileen Mackintosh; Dr Judith McClure; Mrs Helen Mackie; Mrs Anne Everest and Mrs Alex Hems. All very special people from whom I learned so much.

Where are you mostly likely to have been found in the school?

Now that is a hard one. As I liked to have an overview of what was happening each day, I tried not to stay too long in one place but, to be sure, I did visit all areas regularly. Initially my office was at the top of Upper School.

Once the St George’s Centre opened in February 2001 and all catering and our offices

During Margaret’s time at St George’s the following milestones took place:

1991 – Robertson Music Centre opened.

1988 - 1994 1988 – The Sports Hall was completed.

1994 – Astro-turf pitches constructed at Upper School.

6 | Spring 2021

1996 – Junior School extended with the building of 6 additional classrooms.

moved there, the Centre would always be my base, but I did like to get out and about!

And where were you least likely to be found?

Latterly I didn’t visit Lower School quite so often, and I would seldom stray into science lab areas during the working day.

On the whole though, I was probably likely to be found in any area of school and always seemed to be tracked down with ease if needed quickly!

What are the parts of your job that you liked the most? And which parts were you less keen on?

I am quite a practical person and would really prefer to be ‘doing’ and thinking on my feet rather than stuck at a desk. I wasn’t so keen on writing things like Health and Safety Policies. I spent a lot of time on them, and always worried important details had been missed – or worse, I had committed the school to actions no-one was likely to undertake.

You and your team prepared some of the all-time St George’s favourite meals – what do you think was the most popular?

I think if we asked the students, they would say Christmas Lunch! After that probably any homemade cake or pudding – especially chocolate brownies. I was always pleased how well home-made soups and old-fashioned meals like steak pie or macaroni cheese would go. There is also, as we know, a place in the heart of most students for chicken or veggie burgers in a bun with chips, although latterly there was much evidence of a love for salads too.

LOOKING BACK AT ST G’S What memories of St George’s make you smile most?

1996 – Upper School Labs refurbished.

1995 - 1998 1996 – Nursery moved from the Lodge at Lansdowne (where it started) into the 6 rooms now vacated.

1998 – Change of use of Lansdowne House from Junior Boarding House to Admin and Classroom space.

2000 – 2003 – Upper School building rewired in 3 stages.

2002 – Locker Cabin installed in first courtyard of Upper School.

2000 - 2010 2001 St George’s Centre opened.

2003/4 – Languages Wing made in ground floor of Upper School.

in of

ng d

F E AT U R E I N T E R V I E W

be really interested but thought it would do no harm to set up the Facebook page and see. I called it ‘The Shortbread Years’ as shortbread always seems synonymous with St George’s to me. Especially when I first started, there was always a plentiful supply of delicious shortbread ready for use on any occasion. I will keep the page going until the pictures run out and then wind it up.

‘A bridge called Geoffrey’: Can you tell us the story behind this?

There used only to be one bridge (the road bridge) into school. We also allowed lots of parking in school grounds, so children, adults and cars all shared that one pretty narrow road bridge every school day. Dr Judith McClure said it was an “accident waiting to happen” and school needed a pedestrian bridge. Mr Martin Sinclair, the Secretary and Treasurer at the time, went very pale but set to the task of seeing how the bridge could be afforded and so, in 1998, the foot bridge was commissioned and installed. It would now seem very strange to be without it, but it was a very significant undertaking at the time. As the work was nearing completion Judith launched a competition to name it - I am pretty sure that Geoffrey (after Geoffrey Chaucer) was the winning name. There was once a plaque with the name, but it has long since disappeared.

Being offered my job in the first place. Then there are many – antics of the children; work on the walls in Junior Schools; daft things Facilities staff have done (some on purpose and some not!); and getting to the end of a busy function always brought a smile to my face. Arriving in the early morning in Spring and Summer to see the school buildings and the grounds looking stunning also holds lovely memories.

Are there any memories which make you wince?

My hope for St George’s is that it will continue to be true to the spirit of its Founders and be a community going from strength to strength, showing girls the power of being able to learn.

An OGA lunch or a school building project – which one was easier to deliver?

The OGA lunch was easier, although at times that might have been a close-run choice! The building projects were a huge, and sometimes very steep, learning curve for me. I learned a lot and grew to really enjoy being there right at the inception of new building projects; attending early planning meetings, moving on to meetings with the architects, then the various contractors, dealing with the issues that came up and, finally, with a huge sigh of relief, opening up each wonderful new space for school use.

Yes, far too many to say.

You have set up a group on Facebook – ‘St George’s – the Shortbread Years’: can you tell us a bit more about that?

Over the years, I built up quite a collection of photographs I had taken, had been given or, in some cases, had found in boxes ready to be thrown out when I first arrived. I was not sure anyone else would

2006 – Enterprise Centre installed.

2008 – Wooden Lodge installed at Houldsworth House.

2011 – Junior School Hall and office / reception areas re-designed and rebuilt.

2011-2016 2006 – Second extension to the Junior School to give the Futures room and 3 additional classrooms.

2014 – Additional running track and long jump area installed.

2014/2015 – Lansdowne House and Lower School rewired respectively.

2018 – Staff accommodation suitable for a family created within Houldsworth House.

2019 – Formation of 6th Form Suite in areas around Upper School Library.

2017 - 2021 2018 – The Everest Sports Pavilion opened.

2019/20 – Resurfacing of two tennis courts at Lansdowne House.

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F E AT U R E I N T E R V I E W

What will you miss most about St George’s?

All of it. I loved my years of work in school and the sense of purpose it gave me. I have had the chance to meet so many different children and adults and be involved in so many projects. I have been very lucky and privileged to have had so many amazing years of work. I feel though that this is the right time for others to take the school into the ‘next phase’. I will confess to enjoying no longer getting up at 4.15am on weekdays to be in school by 5.30am.

St George’s in 2021 and beyond Thinking about today, so very different to any other with the impacts of Covid and the changes it has enforced on education in the past year, how would you say the St G’s team has responded to this?

I think the St George’s team has responded magnificently as its Heads and Staff always do, with enthusiasm, dedication and determination. Staff, children and parents have risen to the occasion and I feel sure that the profile of St George’s is riding high. Alex Hems has been there for staff, students and parents, constantly making her concern for their mental wellbeing clear, while highlighting the importance of education continuing.

8 | Spring 2021

The ability to access education is possibly even more important than ever now. This has always been a core part of the St George’s mission.

How has the school evolved since you first started at St G’s?

Physically there are more buildings and buildings with changed use.

When I started there was no Nursery, the youngest students were the Primary Ones. Lansdowne House was a boarding house for students from P6 to Lower 4 before they moved to Houldsworth, the senior Boarding House.

Overall, the use of IT has also taken a huge step forward, enabling school to continue offering the same high-quality education it always has.

What hopes do you have for the school in the future?

That it will continue to be true to the spirit of its Founders and be a community going from strength to strength, showing girls the power of being able to learn.

I was always pleased how well homemade soups and oldfashioned meals like steak pie or macaroni cheese would go.

F E AT U R E I N T E R V I E W

LOOKING BACK OVER THE ‘IMLAH YEARS’ However early you arrived at St George’s, Margaret was there before you, having completed her morning jog. However late you found yourself at school, Margaret was still there. Should you wander into school in the holiday, Margaret would still be there.

The only time you could be sure of not seeing her was during her fortnight’s skiing holiday in March – then one had the uneasy feeling that something would go wrong in school.

Nigel Shepley once quipped that, since Margaret had a History degree, she could cope with anything! Whatever the reason, it is certain that Margaret could indeed ‘cope with anything’. This she did with charm, quiet confidence and permanent good humour.

On the staff of five St George’s headmistresses, Margaret was persuaded to adopt a gradually increasing workload involving a number of new roles.

Margaret – all your St George’s friends thank you for all that you have done for the school and wish you now a little time for relaxation and enjoyment of your own hobbies.

Eileen Mackintosh – Class of 1948, Staff from 1976 and Deputy Head 1982 – 1991

Margaret’s achievements were and are visible in her relationships but are also, sometimes literally, set in stone.

She was at the heart of the Campus Development Plan 1994 – 2004, which included the complex building of the St George’s Centre, the coming together of boarding in Houldsworth House, a new Library and Sixth Form Reading and Common Rooms, the Languages Wing, an extension to the Junior School and developments in the Lower School and Science Laboratories, and much more besides. As always, with Margaret’s skill in financial management, working with contractors, and constant consultation with the Council, the Treasurer, the Senior Leadership Team and the Futures Group, all additions and changes were accomplished on time and within budget.

Margaret is going home to a richly deserved new phase of life with Alasdair. Margaret, you have our heartfelt recognition and thanks for all you have done for St George’s School. We shall never forget you.

Judith McClure Head of St George’s 1994 – 2009

A former Chairman of Council wrote: Margaret will have achieved 32 years of exemplary commitment, good humour, utter reliability and genuine care for all. To say nothing of modelling why diffidence and lack of conceit matter so much.

Margaret was a fixer – for other people – making sure that events ran to plan and that whatever was needed was in the right place at the right time, whether it was people, food or bottles of wine.

Her work involved doing far more than that. She has worked with her team to make St George’s the safest possible environment for work and for learning. She has sought out every corner of the site – and she has indeed ‘fixed it’. Such vital work would not have been possible without a strong and willing team of people – facilities and catering staff – whom Margaret has managed and led with such humanity and encouragement. That her staff respect Margaret is not in doubt; that they love her is testament to her character and personality – and her heart.

Anne Everest, Head of St George’s 2010 – 2016

Spring 2021 | 9

PRESIDENT’S REFLECTIONS

W

Welcome to the new edition of ‘The Dragon’, which aims to examine the effects of the COVID-19 pandemic on our OG and school communities and, of course, the wider world, while also looking ahead to consider what ‘normal life’ might look like in future.

elcome to the new edition of ‘The Dragon’, which focuses on change and how we can adapt to it in a positive way. The OGA Committee is no stranger to change, and one very welcome development recently was the news that Margaret Imlah, although retiring from the School after sterling service of 32 years, will be remaining a member of our Committee in her retirement. Legions of OGs will remember the kindness and dedication of Miss Imlah. She has been, and will continue to be, a fantastic support to the OGA Committee in ensuring that our activities dovetail with those of the School, and engaging with OGs of every generation.

Another upcoming change for the Committee will be the end of my tenure as President in June, when I will pass the baton to my very capable Vice-President, Emma Currie. Emma has brought commitment, compassion and vision to the Committee for many years now and I know the OGA will be in safe hands with her as President. Together with our other Committee members, we have been delighted to support the School with a range of initiatives over the last three years, all designed to enhance the experience of current pupils and OGs alike. These include the development of the Foundation Office Network with its own networking tool, NETWORK St G’s, the introduction of ‘Doddie’ the Dragon Mascot as a leavers’ gift and, of course, the redesign and renaming of ‘The Dragon’, for which I would like to extend particular thanks to Kate Forster and the Foundation Office, who have worked closely and creatively to make the magazine a success.

As outgoing President, it is also my pleasure to announce that the Committee has decided to set aside £200 each year to go towards the new ‘OGA Askew Art Fund’. This fund will honour the memory of Frances Askew, who many of us will remember as a wonderful history teacher at St George’s. Frances felt that the School ought to have a collection of work by female artists and, already, there are a small number of pictures in the St George’s Centre, which were bought for the School in her memory. The Committee would like to build on this and hopes to select a piece of art or sculpture by an OG artist, every three years. This will coincide with the end of each President’s tenure, with Emma Currie being the first President to have the honour of gifting art to the School, on behalf of the OGA, in memory of Mrs Askew.

Although my time as President is drawing to a close, I hope to remain in close contact with the School and the OGA. It has been a privilege to lead the Committee over the last three years: I am very grateful to its members, past and present, for their collegiality, passion for the School and good humour. Last, but certainly not least, I would like to thank you, our OGA members, for your support of the Committee and its endeavours, and for your continued engagement with the School and the wider St George’s community.

With very best wishes for the future,

Mary Comer née MacKenzie (Class of 1997) President

Above: Emma Currie

10 | Spring 2021

ALUMNAE NEWS

We have been delighted to hear news and tales of alumnae from royal appointments to braving the elements. We have shared a couple of these below, and warmly encourage any other stories or snippets of good news to be sent our way.

LADY OF THE LAW - SHONA HALDANE QC Class of 1984 and Former Head Girl We want to recognise and congratulate former Head Girl Shona Haldane, who was installed as a Senator of the College of Justice on 22nd February 2021. This appointment is made

by Her Majesty the Queen on the recommendation of the First Minister of Scotland, Nicola Sturgeon. Shona gains the title of The Honourable Lady Haldane. Prior to this appointment, she spent 24 years at the Bar as an Advocate, including nearly 11 years as a Q.C.

CARVING UP THE ICE – JENNY COOK (NÉE CAMPBELL) Class of 1960 Earlier this year, lockdown spirits were lifted in the UK with the arrival of snow and sledges, and many donned skis and skates. Here in Edinburgh, there were people ski touring through the Pentlands, sledging on every golf course in town and even ice skating in Inverleith. We loved receiving the pictures of Jenny Cook reliving many skating days of her youth on the frozen-over pond at Inverleith Park.

In a pair of vintage ice skates she took to the pond for hours, enticing some of her grandchildren to join her and see what fun could be had on the ‘rink’ next to her house. Jenny’s enthusiasm and impressive skating skills were captured for posterity in The Edinburgh Evening News too!

Reunion events are currently on hold at the time of writing but please visit the foundation network to keep up to date with news of school and virtual events www.foundation.stge.org.uk/events The OGA AGM will be held virtually on Thursday 3 June at 6.30pm.

Please contact us if you’d like to join the meeting.

Spring 2021 | 11

INNOVATION IN EDUCATION

PIVOT, PROGRAMME, PIANOFORTE - HOW ST GEORGE’S HAS EVOLVED ITS APPROACH TO TEACHING IN A PANDEMIC St George’s is first and foremost a home of education. A place where opportunities unfold, discoveries are made, and passions ignited. In this environment, young women have been encouraged to enjoy and embrace learning, challenge themselves and strive to make positive change in whatever way they can.

Education at St George’s has never been limited to academic studies, but neither was it ever limited by the more traditional approach to education for young women more common in the 19th Century when it was founded. A St George’s education has always been about striving for the best in everyone and finding something in their studies – be it academic, physical, artistic, dramatic, musical or practical – that they enjoyed and felt proud of. This sense of pride and accomplishment was always geared towards opportunities both while attending and beyond St George’s in whatever path was chosen.

We have written in past editions about how education and teaching was interrupted when girls were evacuated to Hallrule House in 1940 during World War Two. That was clearly a terrifying time, but education and classes could still be run in a similar way, just in a different location, which managed to limit some disruption to the overall studies.

COVID is not war time, and that is a comparison we cannot make, but the impact it has had on education and

12 | Spring 2021

the innovation it has required from teachers and educationalists the world over has been like no other in modern times.

It has required a complete shift in mindset, a commitment to creativity and a willingness to harness technology and all it can (and can’t) offer.

In this edition, we wanted to share a snapshot into ‘lockdown school life’ and see how the staff and pupils have been adapting and responding to e-learning. The variety of activity and commitment to keeping classes engaging and inclusive has been remarkable. The ability to keep going, supporting pupils, teachers and each other has demonstrated resilience and creativity which is always encouraged right across the school. We hope you get a sense of how this has been undertaken and the great way the whole community of pupils, teachers and parents have pulled together.

TECHNOLOGY WITH ANDY LEASK HEAD OF E-LEARNING It is safe to say that, without technology, the transition to home working and supported home learning would have been significantly harder, if not impossible.

Technology has changed the way many of us live our lives, and certainly has revolutionised industries, societies and economies the world over.

stages, with older students gaining more control and responsibility for deadlines, assignments and calendars. While possibly “not as much fun as dressing up as a pirate for Remove video lessons, but every bit as impactful as students and staff alike learned to manage workloads.”

In Education settings it has been generating major changes over the past decades, creating enhanced learning and teaching opportunities. As Andy Leask said: “There were already a lot of exciting, creative things happening with technology in school. Virtual and Augmented Reality tech was bringing learning alive for students and audio and video technology was being used by teachers to enhance learning and teaching, and by students to demonstrate their learning.”

When looking to the future, it is important to see what impact these learnings and experiences can have. Remote learning and these experiences is now a very real and potentially fixed part of the employment experience, so the skills of working and communicating remotely with video and project management software is essential, as well as multimedia resources to produce and consume content. Mr Leask recognises this positively: “We bear a collective responsibility to support the development of numeracy and literacy in the young people we teach, just as much as we strive to build their digital literacy.”

The pupils had multiple opportunities to experience technology, and the pandemic undoubtedly accelerated the pace of mass technology adoption. This meant, according to Mr Leask: “in a very short space of time we all (staff, students and parents) had to learn a lot. How to communicate with each other, remotely. How to teach remotely. How to assess remotely.

How to look after the wellbeing of our students, our colleagues and ourselves.

I feel proud of how positively everyone in the community embraced the changes, and learn a lot we did!”

Much of this learning has demonstrated new and creative ways to communicate, outside of the classroom. “Freed from the constraints of a classroom, we saw and heard stories being told, principles demonstrated, theories tested and experiments conducted. Flipping the classroom – always an aspiration – became an absolute necessity, as we re-evaluated how to make the best use of the limited contact time we had with our classes.”

And the experience and positive results were felt across all year groups and

Technology provides an opportunity to empower educators and enhance the efficiency and efficacy of teaching. One clear example at St George’s has been the BYOD (Bring Your Own Device) policy in the Upper School. This has brought many practical benefits of technology for teachers and students with digital textbooks; audio feedback from teachers; accessing, producing, and sharing class notes; and collaborating with peers at a social distance!

There are leaps and bounds being made in technology, and it is important to balance this with the more traditional approach to education too. Mr Leask is very passionate about emphasising this: “While it’s important we don’t turn our backs on

tradition, we owe it to our students to embrace these changes and empower them to navigate the digital landscape that lies before them. It’s impossible to know exactly what the future will look like, but we’re excited to find out.”

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PE DEPARTMENT - TAMAR DONNELLY CURRICULUM LEADER OF CORE PE Physical exercise, particularly in a school setting, so often involves team sport, groups of pupils working together in a team or challenging each other in competition.

Putting that in a remote setting and having to make it work virtually is a huge leap (not necessarily of the sporting sort) and required much creativity to try and replicate.

For the team at St George’s, it was a challenge, but one that they rose to, giving the pupils time away from screens and helping to support general health and wellbeing. Tamar Donnelly talked about some of the programmes they came up with: “We launched our School Kilometre challenge at the beginning of term to encourage pupils and staff to get active outdoors and clock up as many kilometres as they could in the battle of the year groups versus staff.

The girls were encouraged to use their PE or free time over lunch/break times to get outdoors and travel as many kilometres as possible through various means to add to their team total.”

There is nothing like a bit of competition for a St G’s girl and, when the ‘Race to Paris’ challenge was set up against Merchiston School in Edinburgh, there was a strong desire to the beat the boys. St George’s won this closely-fought race (“of course!” many of you might say.)

There have also been a number of online clubs including fitness, netball and hockey.

But this has presented challenges as the social and team aspect of the subject was removed almost completely. The PE department looked to address this with various team, year group and house challenges for the girls to get involved in. For example: “In our certificate classes, this might be giving them a ‘buddy’ to work with when carrying out an activity or training session. This has helped to keep them accountable and share training tips or call each other, for example, when going out for a run or

14 | Spring 2021

whatever, which may help to increase their motivation. We have also used breakout rooms more for this and recently set an online dance project for our certificate classes to work together on, which they have really enjoyed.”

There have been positives from this, with girls trying new things they might not have had time to try before. Others have really invested time getting better at something, for example, running or even football freestyling. The girls have enjoyed learning new skills and setting targets to work towards over the course of a training programme. Mrs Donnelly notes how this has benefitted the pupils: “As they have become more self-motivated to keep active without our or their peers’ encouragement every step of the way and that has taught the girls to take more ownership for their learning and to be more resilient.”

The PE Department has also been able to arrange online sessions with professional sportswomen, for example, from Scottish Hockey and Netball to share training tips and help to inspire the girls.

It hasn’t just been for pupils, however, as staff have been getting involved too, with greater emphasis on getting moving as much as possible during lockdown to help mental wellbeing as well as physical health.

Staff involvement in our challenges has also been great as the department wants to inspire the whole school community to keep as active as possible in this period, when so much of our lives right now are in front of our screens.

The emphasis on physical activity and the multitudinous benefits it brings has been significant across the UK during lockdown, from multiple nationwide and local challenges to the huge success of online fitness experts like Joe Wicks. The nation has been encouraged to move more. This is a very positive result of the pandemic and one that Mrs Donnelly hopes will continue: “Everyone has valued the importance that physical activity and sport can have on their general health and wellbeing and encouraged new habits in lockdown. Perhaps [it has] inspired those to participate in more activities than before, when allowed to do so.”

MUSIC - PETER THOMSON HEAD OF FACULTY OF MUSIC The joy, reverie and camaraderie that music at school, and beyond, can provide is well recognised across our communities.

From choirs, bands and orchestras to theatre and individual lessons and performances, music comes in so many forms and is becoming more accessible to greater numbers. Music can be enjoyed alone and in groups but, in a school setting, beyond lessons it usually involves more than one person playing, singing, producing or creating. This has presented some challenges during lockdown as acknowledged by Peter Thomson. For him, the approach to supported home learning has meant: “adapting substantially to provide a meaningful music education to our students. To meet our students’ needs, we have used resources which allow students to participate in home learning using their own devices. This enabled us to deliver an extensive and successful listening, aural and theory programme.”

Technology has been an excellent enabler for supporting lessons, but there are also of course limitations. For example, practical music-making was made more difficult and had limited options, but there were opportunities to engage such as: “Young Musician and Young Singer competitions which proved to be a huge success with both students and parents” through video creation, using Performer Platforms online.

A PUPIL’S PERSPECTIVE We are grateful to those pupils who study music and were happy to give an insight into their experience of supported home learning and how it has been achieved and even helped ease the stress and boredom of lockdown.

“During this period of supported home learning, my music teachers have helped me to refine my musical skills and improve my technique. I really look forward to my online music lessons every week, as it is a great way of relieving stress and finding comfort during a difficult time.”

Sive Lawrie, L6

New course materials have been introduced during home learning to take the place of practical tasks, with new software enabling more participation in composition for U5-U6 pupils. This new approach to composition has “[encouraged] teaching staff and pupils [with] the opportunity to investigate new methods of delivering and receiving the curriculum. For example, ensemble playing was seriously impacted, however, we managed to produce a programme which allowed some of our students (string players) to meet and make music.” This type of innovation has been really welcomed but does present limitations. Singing is still not permitted in choirs but, through Teams, there can be some engaging in vocal work safely, which does allow voices to be used. The full return to group singing, as well as orchestras and ensembles, will be very welcome when allowed.

There have been lessons learned with many challenges faced, but Mr Thomson and his staff have been adamant to keep the offering available. He commented: “Music is an integral part of a student’s education and finding ways of administering it in times of adversity can be challenging. Pupils have coped well and responded in a positive and constructive manner. Staff also have “Sitting my ABRSM Grade 7 Violin exam remotely due to restrictions is going to be a challenging prospect considering the unfamiliarity of these exams being sat at home. However, having the time to practice and refine my musical skills has made this lockdown incredibly fruitful, and the joy and comfort that comes with playing music at home has definitely made these uncertain times more bearable for me!”

Maithili Vijayakumar, L6 “Music has given me the opportunity to step away from my computer and do something I cherish. Being at home has given me extra time to practise and refine my musical skills. My favourite part about

responded very positively, but I know that they can’t wait to return to practical music making as part of the curriculum or as an extra-curricular activity.

“Keeping an open mind certainly is an important ingredient, and not talking too much about getting back to ‘normal’.

The use and importance of technology has certainly featured and will continue to do so not only here at school, but also in examinations, and that will be likely to remain in the future.”

doing music at St George’s is definitely playing in groups with people from varied year groups and it is certainly something I am missing. Music has significantly helped me with my mental health during this period, as it allows me to relax and unwind from the stress of these uncertain times”.

Fleur Drummond, U6 We would like to thank our teachers and pupils for sharing their experiences, innovations and learnings so willingly.

Despite not being together physically, the level of interaction and collaboration has been marvellous and enabled that strength of community and companionship to continue.

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CHANGED

DAYS

AN ALUMNAE PERSPECTIVE In our previous edition, we reflected on how much people’s lives had changed during the pandemic and included experiences, thoughts and observations from several alumnae within our community. This was well received and offered the chance to share and learn, and so we have decided to feature it again in this edition.

We asked a number of women who have chosen different career paths to share some of their experiences. They have kindly offered a snapshot into their St G’s experiences and how they have been navigating the pandemic at work and in life more generally. We are delighted even to have mother and daughter alumnae, the Rentons, sharing their experiences.

With reflections from different perspectives, we have been so interested to hear how our community has responded and continue to find hope and positivity from this situation.

My strongest memories: “I never had as much fun with my friends as when I was performing – there was always such a feeling of being united by this shared experience and I got to sing, act, play and just generally have a great time whilst doing it.”

RONA RENTON

Class of 2011 (from 1996) At St G’s My favourite subject:“Definitely music.

It always made me feel part of something bigger. I had the freedom to be creative whilst honing my performance skills. I was being encouraged to achieve my best without being pushed too far, the staff were so supportive!”

My education at St G’s: “The opportunities I was offered at St George’s were unparalleled. I learned that you get out what you put in, so if you show a passion or an interest to try or achieve something, that will be recognised and supported.”

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The St G’s influence: “Learning to try things until I find something I love doing, and then sticking with it until I excel.”

Today My job and career choices: “I studied primary education when I left school and loved working with children, but quickly found that the teaching role wasn’t the right fit for me. In 2018 I undertook my MSc in Occupational Therapy and started my career in a split post between an adult mental health team and an older adult mental health ward in April 2020. In December 2020, I secured a permanent post in the Children and Young People’s Occupational Therapy Service in Edinburgh. I am so grateful and loving the work!”

How COVID has changed my job: “I started my Occupational Therapy career in March 2020 at the height of lockdown and the start of the pandemic. I have only ever known working in the NHS during the pandemic. This was quite difficult to come to terms with: as a new therapist, it was extremely overwhelming at times. I had an excellent supervisor and wonderful colleagues who supported me through this. It certainly sounds as though life has changed a lot of ‘usual practice’, but just now I carry out almost all of my appointments with children over video consultation.”

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Today

My life in response to the pandemic: “The pandemic has been a strangely successful time for me, starting off in my paediatric occupational therapy career which I love. It has certainly been a strange time also and I was not able to physically graduate from my MSc or see my extended family even through some tricky family times. I feel like I have a better understanding of what is important to me in the wider picture of my life.”

What I have overcome and learned: “I saved enough money to buy my first home. The pandemic was great for my purse strings and I’m now settled in my home and loving every minute.

“I have had tricky times and dealing with the death of the patients I was working with on the older adult mental health ward, from COVID-19, was very hard.

Even though I was new and learning, I don’t think that gets any easier.”

Learning to try things until I find something I love doing, and then sticking with it until I excel.

My most admired organisation / individual during the pandemic: “Being part of the NHS, I must say I admire every single person working on the front line. The impact of the pandemic on every healthcare worker has been overwhelming. People have changed their routines, ways of working and some people were even redeployed - changing their entire job. This is all done to support service users in the best possible way, and I respect everyone so much for that.”

My most coveted return is to: “The theatre. I think I will be overwhelmed when the curtain goes up for the first time post-pandemic and I can enjoy the experience of being part of a crowd again!”

SOPHIE RENTON

Class of 2008 (joined in 1993) At St G’s My favourite subject: “I was very keen on drama and performance and loved art passionately. In my Higher year, I found another passion in studying the art, mythology and history of the Ancient World, and Classical Studies soon became my favourite subject. It seemed to offer elements of all my interests in one – literacy, art, culture, history and drama.”

My education at St G’s: “It was about the passionate teaching staff, wide variety of subject choices and the friends that I have made for life.”

My strongest memories: “Long hours working on projects in the art department, to adrenaline-packed performances on stage, the most memorable being when I played the role of Jenny in ‘The Prime of Miss Jean Brodie’ in my Sixth Form year. From the Junior School, I remember singing at weekly assemblies, studying exciting topics and wearing our ‘navy knickers’ under our pinafores on gym days.”

The St G’s influence: “I feel very privileged to have been surrounded by family, friends and teachers who were passionate about education. Indeed, this passion has led me to pursue my own career in teaching. I feel lucky that St George’s supported me to play to, and develop, my individual strengths, giving me the confidence to move onto further education and the world of work.”

My job and career choices: “I studied Ancient History and Archaeology at the University of St Andrews then worked for a short time in archaeology, excavating mediaeval burial sites in Romania and then closer to home. Following this, my wanderlust allowed me to take up a role on a small cruise ship as a Shore Excursions Assistant, where I used my historical knowledge to tour historical sites in the Mediterranean and Black Seas.”

“After returning home I studied a PGDE in Primary Education at the University of Edinburgh, starting my career in education.

I have taught both in Scotland and London over the past 7 years, and have recently taken up my new role as Assistant Head of the Junior School at Dollar Academy. I am passionate about education and feel very privileged to have such a varied and rewarding career.”

How COVID has changed my job: “As teachers, our daily routine has changed immeasurably. I also had the added challenge of taking on my new role at the start of the academic session in 2020.

Learning the nuances of a new job, as well as negotiating a global pandemic have certainly posed challenges. Notably, the biggest change for me has been not seeing the corridors and classrooms full of activity and smiling children’s faces. You go into teaching to work with people, around people and for people. This cannot be replaced, in my opinion, on screen.”

I miss simply hugging my family. There is something so difficult about physical separation from those you love. When the time comes, I will hold those I love even closer than I did before.

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The way in which schools and teachers have responded to the needs of children and young people is inspiring.

My life in response to the pandemic: “Broadly, life has ‘slowed down’ a little.

In many ways, the pandemic offers time to reflect on daily routines and on what is really important to you in life.

Nonetheless, being isolated from family and friends has resulted in a big change in my weekly routines. Let’s just say that I currently fill my weekends with running, walking, cooking and cleaning!”

What I have overcome and learned: “The past year has posed many challenges, namely the closure of schools and the stark change that created in my day-to-day work life. On a more positive note, regular Zooms with family and friends have been a cause for celebration. Seeing my 90-year-old Grandma log into Zoom each Sunday for a family catch up was inspiring, and made you realise that anything is possible.”

My most admired organisation/ individual during the pandemic: “I feel that all educational institutions should be admired for the way they have responded to the pandemic. In many ways, I feel that teachers have been given some bad press over the past year. In education, one has to be flexible, adaptable and open to change.

It is part and parcel of the job. That said, schools closing has turned education as we know it on its head. I believe that the way in which schools and teachers have responded to the needs of children and young people is inspiring. It may not always have been perfect, but is anything?”

My most coveted return is to: “Simply hugging my family. There is something so difficult about physical separation from those you love. When the time comes, I will hold those I love even closer than I did before.”

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Today

LINDA RENTON

Class of 1977 (joined in 1965)

At St G’s My favourite subject was: “I loved sport (tennis, lacrosse, hockey, netball). I also loved French after spending two weeks in Paris, aged 15, with a friend of my mother’s, who only spoke French with me in the mornings.”

St George’s taught me to be polite, respect others, listen and to try new things as they came along.

My education at St G’s: “I believe it gave me a sense of confidence and practice in speaking out and putting my views across.”

My memories of St G’s: “Walking to school in the mornings with my next-door neighbours, sunbathing at the little door round the side of the school (Geography classroom), cold winter lacrosse games and warm sunny tennis matches on a Saturday morning. I also remember the noisy, huge radiators, which clunked and clanked throughout lessons and the window poles, to open the window. We had to take our turn as “ink monitors” to fill and empty the ink wells on each desk, for each lesson, as we wrote with fountain pens. We also had a ‘door girl’ to open the door to any visitors to the classroom and a ‘blackboard monitor’ to wipe the blackboard clean after each lesson.”

The St G’s influence: “St George’s taught me to be polite, respect others, listen and to try new things as they came along.”

My job and career choices: “I became an occupational therapist and have loved my career. Occupational therapists are experts in “occupation or activity”, so I helped people get back to their lives, facilitating discharge from hospital and helping them manage their daily occupations and resume their lives. I worked in a Forensic Unit, an Acute Admissions Ward, a Professorial Unit and in Care of the Elderly.

“I moved into academia, as a Lecturer in Occupational Therapy in 1990, after having studied (on top of full-time work) for a BSc (Hons) in Health Studies. I undertook an MSc in Counselling Studies in 2005 (whilst working full time) and am a PhD candidate at present. I have worked at Queen Margaret University since 1980 and am now a Senior Lecturer.”

How COVID has changed my job: “My job has changed greatly. From being mainly classroom and office based, we had to move most of the academic component of our programmes online. This required me to learn a variety of new technology platforms to facilitate the delivery of teaching and learning. In my postgraduate teaching and learning, much of the work with students also involves supervision and facilitation of learning through student independent learning.”

My life in response to the pandemic: “My personal life has changed in many ways but the most striking is that I presently work from home. This has advantages such as being able to pace myself and not having to travel. But it can be frustrating when I can’t meet with colleagues informally or have the social interactions we all took for granted before the pandemic.”

What I have overcome and learned: “I have learned many new skills in relation to technology and taken these opportunities to keep developing my skills and knowledge and seize the chances as they arose.

“A more challenging issue is that I miss my friends and family. My two daughters both went to St George’s, and we can only meet virtually at present. Both have front line jobs, working as an occupational therapist

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and a teacher, so they are very busy.”

inclusive and varied church family.

Being a church minister is also a very varied role involving the obvious up-front things like leading worship services, preaching, marrying people and conducting baptisms and funerals, but also has brilliant opportunities to get involved with social justice projects, build up community and meet and minister to people at really key moments in their lives. For example, I am chair of trustees for our local winter night shelter in Greenwich.”

My most admired organisation / individual during the pandemic: “As an occupational therapist, I have witnessed the amazing work that many of my colleagues are undertaking at present.”

My most coveted return is to: “Hugging my family and just spending time together.

Appreciating the simple pleasures of socialising.”

Above: Margaret Cave as a young student

my friends, learning, playing sport and growing up together.”

THE REVD MARGARET CAVE (née Sealey)

Class of 1980 (joined in 1969) At St G’s

My favourite subject: “was Maths – I loved the subject and found numbers and their interconnections fascinating – I especially enjoyed algebra. I also really liked my Maths teachers – Mrs Gray and Miss Golding.”

St George’s put value on trying hard and being a good person as much as succeeding whether academically or on the playing field.

My education at St G’s: “I enjoyed the huge variety of subjects and extracurricular activities at St George’s. I found school an immersive experience and I always enjoyed going to school, finding it stimulating and fun. I loved being with

My memories of St G’s: “So many from every stage, from the excitement of wearing one of the amazing senior prefect badges to being given my one and only detention for being cheeky in Biology with Miss Lewis. I remember the headmistresses particularly well, notably Miss Lindsay wearing our school uniform herself and giving out single Smarties. Later, I remember Mrs Clanchy being a wonderful role model. My most important memories are of really good and committed teaching staff and a great peer group of friends.”

The St G’s influence: “St George’s had high standards and good values which were important to me. Also, St George’s put value on trying hard and being a good person as much as succeeding, whether academically or on the playing field. I always remember a silver cup being awarded to the person who had tried hard as well as the person who achieved academically.”

Today My job and career choices: “I am now a full-time ordained minister in the Church of England. I have been the Team Rector in East Greenwich (the O2 is in my parish) for the last seven and a half years. I love living and working in Southeast London in a fast-growing and extremely diverse area. Our church communities reflect the local diversity and I value being part of an

How COVID has changed my job: “The pandemic has had a huge impact on the church and our worshipping community. From the first lockdown, places of worship had to be closed, meaning we had to transfer all our worship and meetings online. Together with the church leadership team, we had to quickly get up to speed broadcasting services on Facebook and YouTube, and holding our small groups and other church meetings via Zoom. Like many other people, I now spend a lot of time online and have had to work out how to minister effectively in a very different way. I particularly miss being able to touch other people and realise how important I find touch as part of ministry, for example, being able to put a comforting hand on someone’s shoulder at a funeral or funeral visit.”

My life in response to the pandemic: “Broadly, my life has been simpler as a result of the pandemic. I have enjoyed some aspects of this simplicity with less going out and socialising and a more straightforward daily routine. However, I really miss seeing other people from a ministry point of view as well as family and friends, and I miss being able to go to the cinema and theatre or out for a meal.”

What I have overcome and learned: “One of the really positive things over the last year has been leading and developing effective online worship with my church family. I have taken great pleasure in being able to involve lots of different people in our online services in many different ways. I have found one

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of the biggest challenges over lockdown was not being able to conduct marriages at all, and then only with a few people, and also only being able to have a limited number of people at funerals. It is so hard for people to mark life-changing events without everyone there who should be there.”

My most admired organisation/ individual during the pandemic: “I really admire schools and their staff as they have risen to the challenge of online learning at the same time as educating key worker children. As a school governor, I have seen how great the workload and responsibility for school staff has been and appreciate and admire all that schools have done and are doing to give children the best education they can in the circumstances.”

My most coveted return is: “Going on holiday again. We had to cancel a holiday in the Outer Hebrides which I very much hope we can reorganise for 2022.”

that interested you, which was different to the more standardised approach I’d been used to. I’m forever grateful to all the teachers who spent countless hours with me, working through my university and career options and taking the time to really listen to what I wanted.”

My memories of St G’s: “The ski trip to Les Menuires was a real highlight for me, notwithstanding the fact I was a terrible skier!”

There was a huge focus on being yourself and taking part in activities and subjects that interested you.

The St G’s influence: “It helped me develop a growth mindset and I learned to push outside of my comfort zone. I was inspired by my peers who said yes to a huge variety of opportunities that pushed their comfort zones, and I’ve tried to adopt that mindset in my work ever since. In that short year, I also found some of my closest friends.”

Today

MARLIESE PERKS

Class of 2011 (joined in 2010) At St G’s My favourite subject was: “Spanish.

We had so many interesting discussions about topical issues and occasionally Dr Dorward would bring us in Turron (a Spanish nougat) to sweeten the deal.”

My education at St G’s: “I loved how personalised the experience was. There was a huge focus on being yourself and taking part in activities and subjects

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My job and career choices: “I’m a technology lawyer for Royal Bank of Scotland. I advise the Bank on innovation and outsourcing projects to make sure that we are managing legal risks and regulatory requirements, which includes advising on the latest technology. For example, I recently advised on the Bank’s trial of voice banking with Google. I love the variety in my role and being part of such a dynamic organisation.”

How COVID has changed my job: “My commute is very different now - instead of a tram ride to Gogarburn, it’s a few steps through to my study. I was given an award in October by the Law Society of Scotland, which was a lovely surprise in a year that otherwise didn’t feature many high points.”

What I have overcome and learned: “I’ve got a new appreciation for the simple things that I never took the time to notice before. I’ve been running and walking, together with trying (and often failing at) online fitness classes.”

My most admired organisation/ individual during the pandemic: “I have huge admiration for my two close friends, Melissa Manson and Victoria Gordon (both St George’s alumnae) who have worked in our NHS throughout the pandemic, at a time when many of the rest of us could stay safe at home.

Melissa bravely put herself forward to work in the emergency only dental clinic right from the start of the pandemic, and has recently been administering vaccines on her days off from dentistry.

Victoria was working long days on the wards as a doctor taking care of COVID patients. They’re not the only ones, of course - I know many in our St George’s community have been serving in the NHS or as key workers and I’m grateful to them all.”

My most coveted return is to: “The beach in sunnier climes sounds fabulous, but I’m most looking forward to getting together with family and friends.

I’m sure we’ll all hug them a little longer and a little closer when the rules allow.

I’m also looking forward to getting back to my netball team but, having not picked up a ball in almost a year, I’ll almost certainly be a little rusty!”

I’ve got a new appreciation for the simple things that I never took the time to notice before. I’ve been running and walking, together with trying (and often failing at) online fitness classes.

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for me for 13 years. It always had a sense of history for me and I was just one in a very long chain of girls being educated there. Maybe because I was there in 1988 and the centenary celebrations told that story, but I do have very happy memories of the school.”

ALISON WEEKS (née Rae) Class of 1994 (joined in 1981) At St G’s My favourite subject was: “History or English. I found them very enjoyable and interesting. Mr Shepley and Ms Lancaster made them fascinating subjects and I found their lessons relaxing places, whilst being challenged always to do better.

Plus, I got decent marks in them, so that helped!”

My education at St G’s: “It was the sense of being part of something valuable. I was always aware of my good fortune in my parents being able to send me there, and I remember feeling privileged to be in the school. Plus, that I was part of a long story of the history of the school.”

My memories of St G’s: “Clearly, my good friends and life in the boarding house are strong, but when looking at this question, strangely, the building stands out. The corridors, halls, wooden stairs and the boarding houses were like home

I’ve always had a powerful belief in the importance of a visible and deliberate education for girls. As a teacher and mother, it has always been a driving force for me to champion women in the taught curriculum.

The St G’s influence: “A powerful belief in the importance of a visible and deliberate education for girls. As a teacher and mother, it has always been a driving force for me to champion women in the taught curriculum, access for girls in all parts of the curriculum and to have diversity in management.

Having taught overseas for nearly 10 years now, including in the Middle East, I believe in the fundamental importance of young people seeing women / mothers in management and as decision makers in the workplace.”

Today My job and career choices: “I have been a teacher now for 20 years, a History teacher, and also in middle and senior management.”

How COVID has changed my job: “Very much! My husband (also a teacher) and I were in a school in Uganda with our son last year. COVID bankrupted the school in December, so we were both facing unemployment and losing our home. We were extremely lucky to have found jobs in Singapore where we are now. From a certain perspective, we are some of the very few to have demonstrably improved our lives in 2020.”

My life in response to the pandemic: “We haven’t seen our family since 2019 and we lost our jobs, so 2020 was certainly hard work, but we are all safe and healthy. In Uganda, although the borders closed, we were allowed to travel around inside the country, so we were able to get out of Kampala from time to time. All in all, things could have been significantly worse.”

What I have overcome and learned: “The most challenging thing was supporting students in Uganda with online learning. We had about four days to move

from being a boarding school to setting up an online school, where many of the students would not have access to devices, textbooks or constant electricity in their homes all over East Africa. I ended up teaching classes on Teams, WhatsApp and via email or the phone, sometimes all at once. Power cuts are a constant feature of life in East Africa, and national schools taught their students via the radio. We didn’t have that option but, without knowing when the power would go off plus how the exams were going to be awarded last summer for our IG, AS and A Level classes, we had to keep going and doing the best we could to give our students as many ways to access the resources, our feedback and our help as we could. We stayed online in September as the President did not want schools to reopen, so from March to December I did not teach in a classroom, and it made me realise how much I love it.

It also meant that our son did not see a person his age for about 9 months, so whilst that was really hard for him, one positive was our time as a family and him connecting with his cousins in Britain for online gaming sessions and just talking to them. All of us taking the time to call friends and family has been a real positive and one we did not take the time to do enough pre-COVID.” My most admired organisation/ individual during the pandemic: “In a very broad sense I would say anyone who has upturned their way of working to do the best they can to keep some sense of normality. When the dust settles from all this, the world will be a very different place and those of us who are able to support others to build their lives up again are going to need to do that for a long time to come.”

My most coveted return is to: “Seeing family. Life in Britain right now is very different to ours in Singapore and it is hard to talk to parents, siblings and cousins without knowing when we can see them again.”

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WHAT’S THE IMPACT OF COVID-19 ON CLIMATE CHANGE? Recently we have been faced by a terrible pandemic - COVID-19 - but what about another major issue that faces our world: climate change? How has the way we have dealt with COVID-19 impacted climate change around the world?

2020, Paris has opened around 400 miles of cycle path. These initiatives result in less carbon dioxide pollution from public transport.

Some positive ways COVID-19 has affected climate change include less international transport; more cycling; less traffic congestion; extensions for climate change plans and economic stimuli driven towards reducing carbon emissions.

Due to COVID-19 restrictions, renewable energy extensions have been given by the U.S. Treasury Department to renewable energy facilities. This gives them more time to take advantage of the tax credits. Therefore, the facilities now have five years (instead of four) to complete their projects, and still be able to benefit from lower tax.

More cycling There has been an increase in the number of cyclists and pedestrians. This is because many cities have introduced more cycle lanes and closed roads for pedestrians, to promote cycling and walking as an alternative to public transport, with less contact with others.

For example, New York has introduced ‘Slow Streets’ which banned cars from being on these roads. And as of May

Extensions for climate concerned plans

Economic stimuli Governments are also using economic stimuli to help the economy get through COVID-19 restrictions: they are trying to keep the economy stable to avoid another financial recession. Therefore, the UK Government has introduced some tax cuts.

The Government is directing much of its tax cuts to promote green investment in initiatives that will help us get to the 2050 carbon neutral aim.

However, there are also ways COVID-19 could negatively impact climate change.

This includes delays in international negotiations concerning our climate change, deforestation in the Amazon increasing, more plastic being produced, and less money for climate resilience.

Delayed international negotiations Many international negotiations concerning the environment have been delayed because of COVID-19.

Countries involved in COP26 (a “club” of nations planning to tackle climate change) have postponed negotiations for a year, meaning we are losing even more time to deal with the pressing matter of global warming. This will, however, go ahead in November 2021.

Increased deforestation Deforestation in the Amazon rainforest is also a problem.

Since Brazil was hit hard by the virus, illegal miners and loggers are taking advantage of the authorities’ loss of attention, to cut down large amounts of trees in the Amazon. Between January and April 2020, 464 square miles of rainforest were demolished. That is 55% more than the area destroyed in the whole of 2019!

Less money for climate resilience There will be less money for climate resilience and renewable energy. This is because there is a large global need for more emergency services and medical equipment. This, along with the reduction in tax to support local people and companies, will result in many countries having to postpone and divert funding away from climate resilience projects and renewable energy.

In conclusion, it is true that COVID-19 restrictions have impacted climate change in a positive way so far. On 7th April 2020, global carbon emissions were 17 per cent

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UNIVERSITY LIFE IN LOCKDOWN lower compared to the same time last year.

New York’s levels of pollution have reduced by almost 50 per cent from this time last year, and carbon emissions fell in China by 25 per cent at the start of 2020.

And, in Europe, nitrogen dioxide emissions are fading away over northern Italy, shown by satellite images. Spain and the UK are looking to follow a similar pattern as well.

Whilst in this short time it looks like COVID-19 restrictions are making our global climate look a little better, could this be a long-term phenomenon, or will it not affect the pathway of global warming in years to come?

According to an international study led by the University of Leeds, these short-term restrictions will not massively affect the Earth’s climate. However, we can learn from this event and use it to find new ways to help stem climate change.

We would like to thank current St George’s pupil Sofia Toub (Lower Five), for sharing her analysis and observations of the impact of the COVID-19 pandemic on climate change. This is a topic of extreme importance which must be addressed in our society today to support those of the future.

In our last edition, we shared the extraordinary experiences of our Sixth Form pupils – all preparing for the final year(s) at school and then faced with lockdown, supported home learning and cancelled exams. Their experiences were common to so many other young people across the world, and they, like their peers, faced many challenges. Learning to adapt to a different teaching environment and being away from friends, sports, music, drama and other, previously normal, everyday activities brought a huge range of emotions and reactions.

We were very grateful to those who shared their thoughts and experiences willingly and showed optimism and bright spirits as they looked ahead to the future. We were keen to provide an update on those stories and asked one of our contributors, Hannah Monk, to give us a flash forward into the future as she begins her university career. An exciting and daunting prospect, starting out in university life brings a mixture of emotions, but add a pandemic into the mix and it is an experience few of us can imagine.

Hannah has started first year at the University of Strathclyde and is studying chemical engineering. We were so pleased that she has taken the time to share her experiences so far.

HANNAH MONK Class of 2020

Since your last contribution to the Dragon you have left U6. How were the last few months for 2020 leavers?

All our leavers’ events, including Speech Day, were online. Although this was quite different from the events everyone expected, the staff did well to still give us some events, including different ones such as Taskmaster challenges, which we really enjoyed.

It was a difficult transition from seeing friends throughout the school day to being at home and not seeing anyone except on a

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few calls. After a while it became easier to get used to, but it was, and still is, quite difficult. It has, however, shown how not to take being able to see friends and family for granted. Particularly for me, I always made myself so busy with schoolwork and clubs that when lockdown started and I had time to myself, it showed how much I appreciated that and made me realise I needed to restrict my societies at university so that I still had some time for me. Maybe at the time it felt hard, but it certainly provided some valuable lessons.

It would be nice for at least tutorials to be in person so that we could meet friends from university, as currently I just have a small group chat of a few people from the course.

What have you gone on to study and where?

has also run a few socials for chatting and playing games over Zoom or Discord.

I am currently studying chemical engineering at the University of Strathclyde.

Mountaineering struggled a bit more due to its nature. While the restrictions were more reduced, although the society themselves couldn’t run sessions, people could go to the climbing or bouldering walls at their leisure. However, when the lockdowns came back into effect, the walls also closed. The society has managed to run a few socials over the semesters, with chatting, films (including some climbing films) and games.

How are your classes being taught?

All my classes are currently online. For our chemistry module last semester, we were allocated into small groups for a skills day

I enjoy the flexibility of online learning.

However, it [is] hard to make friends on the course. I know more friends in the mountaineering society through online socials. lasting the whole day to do two experiments so that we had some practical experience.

This was the only in-person class I have had. All my modules have a mix of prerecorded lectures, end of week quizzes and/or tutorial questions with a live lecture and live tutorial session each week for the two chemical engineering modules.

Are you able to participate in extracurricular activities – are they all digital?

I joined the callisthenics and mountaineering societies at the university.

Callisthenics is a form of bodyweight training that focuses on flexibility, coordination and strength. The society has sessions twice a week run over Zoom and

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What is the student experience like for you?

For me, I enjoy the flexibility of online learning. However, it has been hard to make friends on the course. I have got to know more friends in the mountaineering and especially callisthenics societies better than I have on my course, through the socials and callisthenics sessions.

[I have] a good balance of work, socialising (online) with societies and the small group... from the course [as well as] keeping active Are you managing to strike a sustainable study/life balance in your first year?

Even though chemical engineering is a very intensive course, and there were

multiple societies I was looking to join, I limited myself to two. This has given me a good balance of work, socialising (online) with the societies and the small group we created of a few people from the course, and getting fresh air and keeping active.

During the first semester I moved into halls and was able to find time to socialise with my flat mates and also spend time away from work to cook, for example. However, I haven’t managed to get back to the flat this semester.

Are you still managing to keep up with the languages that you started learning during lockdown?

I was hoping to take my German further at university as my elective but unfortunately this wasn’t offered. My German has been harder to keep up as it is difficult to do without knowing anyone to communicate with in the language. However, I did manage to take Spanish as my elective last semester, so I was able to improve that.

Unfortunately, the elective only lasts one semester, so I haven’t finished the course.

It’s not the easiest approach to keep the language up but it can be hard to find people to speak with in the language.

What do you hope for in the 2021/22 academic year?

To be honest, I feel online, pre-recorded lectures work well for me, as you can work at times that suit. For example, one of my modules has the live lecture on the Monday and the live tutorial on a Tuesday.

I always watch the pre-recorded lectures on the Friday or Saturday before for both my modules as it gives more time to think of harder questions during the time given, and this structure works best for me. It also means lectures can be completed at your own pace. However, it would be nice for at least tutorials to be in person so that we could meet friends from university, as currently I just have a small group chat of a few people from the course, and we aren’t able to actually meet and see each other.

Personally, the societies are more important for me to start up in person, especially as it is impossible to do mountaineering online!

OUR PEOPLE Across our communities, wherever we live, there have been considerable changes and sacrifices made. For many, there has been the sadness of serious illness and death and, for others, the continued disappointment of cancelled celebrations such as weddings. Thankfully, there continues to be the joyful news of birth and we want to take the time to recognise and remember those within our own community.

This news is very important, and we are grateful to those who take the time to share it. We warmly encourage many others to share their news of pupils and staff and we do hope that in our upcoming editions we will have many more stories and pictures to include.

BIRTHS

CRUICKSHANK

MACNEAL

A son, Logan, born to Sarah (née McMichael, Class of 2005) and Ollie on 20th July 2020. A brother for Callum, who is loving being a big brother.

A daughter, Maggie Moyra Sarah, born to Victoria (née Rushworth, Class of 2004) and Jonny on 25th May 2020.

DEATHS - STAFF

DEATHS - OGS

Joan Clanchy (née Milne) – Tribute on following page Former Head (1976 – 1985) Died 15 January 2021, age 81

Anne Fisher (née Bannerman) Class of 1955 Died 21 November 2020, age 84

Morag (Marion) Pummell (née Hamilton) Class of 1965 Died March 2020, age 72

Caroline Keith Class of 1960 Died 21 February 2021, age 77

Sarah Hughes – Tribute on following page Class of 1990 Died 5 April 2021, age 48

Iona McGregor Former Head of Classics Died 14 March 2021, age 92

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TRIBUTES Joan Clanchy

Eileen Mackintosh (Class of 1948, former Deputy Head) of Anne Williams (former staff and parent) “Joan was inspirational and approachable, with great dignity and also a sense of fun”.

A hundred years on, principles remained the same; methodology must change. By 1976, girls’ independent schools faced very serious challenges: financial viability, wider career choices for women and demands for co-education. Joan met all these problems head on and was never afraid to take initially unpopular decisions. Helen Mackie (former Head) writes that “Joan was a hugely modernising influence and brought the school up to date.”

When Joan Clanchy became Headmistress of St George’s in 1976, she was undoubtedly the right person in the right place at the right time. At 36, she was young to be a Head in these days, so it was a bold choice by the Council. It was fully justified. Nigel Shepley (former staff and school historian) writes that “if asked

Apart from the fact that Mrs Clanchy was not a pupil of St George’s School, her educational pedigree is impeccable!

Alastair M Johnston (Lord Dunpark) - Chairman of Council in 1976 when Mrs Clanchy was appointed

to draw an identikit picture of our early, pioneering headmistresses, it would surely closely resemble Joan Clanchy”. Joan, too, passionately believed in a ‘broad, liberal academic education for girls’, based on non-competitive examinations and care for the individual. Joan had the determination, the ability and ‘charismatic’ personality to put these ideas into practice. In the words

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The decision to amalgamate with Lansdowne House School had already been taken but Joan faced a testing time in putting the plan into action.

There was very real pain and anxiety for pupils, staff and parents. Joan passed through the crisis with ‘serenity, confidence and humour’ (Women of Independent Mind).

Most pupils and some members of staff joined St George’s. A traumatic time for both schools as they gradually settled in, guided by Joan’s sensitivity and understanding. Susan Newton (Lansdowne House) remembers her apprehension when sitting in a St George’s classroom for the first time. Then “a tall, smiley lady came in and said reassuringly “I’m a new girl too”. Old girl Sally Williams (class of 1986) recalls

“She worked tirelessly to provide the girls with an education that would suit them for the modern world.”

Anne Everest, Head from 2010-2016

Her remarkable skill at getting to know people; the daunting task of learning 800 names (not to mention those of staff and parents) seems to have left her quite undaunted.

Head Girl, Susan Pentland from the 1976 Chronicle

“She passionately believed in a broad, liberal, academic education for girls.”

Nigel Shepley, Staff – 1998 to 2016

that “Joan could look quite daunting, but she had a ready smile, twinkly eyes and, above all, she was kind and took trouble with people”. Thus was created the Middle School with its own classrooms, offices and boarding facilities. Since then it has flourished and developed, retaining its own identity to the benefit of the whole school.

Joan was an organiser and enabler, giving full support to staff and girls so that together they could achieve their ambitions. Laboratories were refurbished, modern technology introduced to the classrooms, new courses started including

Breaking tradition, in 1998 Joan chose two men to join her staff! Nigel Shepley (History) and John Hall (Chemistry). More distinguished appointments followed and soon this became the valued ‘norm’. Helen Mackie was the first member of staff to be granted maternity leave. She said this “caused some raised eyebrows” at the time, but soon became accepted practice.

Liz Childs (former staff) was the first person to enjoy a teacher exchange with another school. This was soon popular and beneficial.

“She made leadership seem effortless.”

“She was a hugely modernising influence.”

Nigel Shepley, Staff – 1998 to 2016

All who know her are confident that, in her hands, St George’s has a great future.

Alastair M Johnston (Lord Dunpark) - Chairman of Council in 1976 when Mrs Clanchy was appointed Home Economics, Typing and early Computing. The splendid Art Block was opened, offering an imaginative expansion of all creative arts. Drama productions were more lavish and exciting. From a small string group, a full orchestra was founded and also the popular Concert Band. Both enjoyed tours at home and abroad. Linda Emslie (former staff) remembers a special visit to Germantown Friends School in Philadelphia, when Joan and Michael Clanchy flew out to the USA to support the Orchestra.

Anne Everest, Head from 20010-2016

Joan was the opposite of remote. She taught some History, RE and Current Affairs. She took Assemblies in all parts of the school every week and had a special place and time for visits to the Boarding Houses. Michael and Joan joined the formal School Balls when St George’s played host and guest with several boys’ schools. Another first.

Before leaving St George’s, Joan toured all the classrooms. Anne Williams remembers the amazed comments from her groups: “She knew all our names!”. Not just first names. Joan knew and valued every girl.

In 1976, St George’s stood at a crossroads. Either it might diminish and be ‘swallowed up’, or it could revitalise and grow. That the latter path was followed is largely due to Joan Clanchy. St George’s owes her a real debt of gratitude.

Eileen Mackintosh, Class of 1948 Former Staff, Lansdowne House; Former Deputy Head, St George’s; Former Council Member, Lansdowne House and St George’s.

With thanks for contributions from: Liz Childs - former staff; Linda Emslie - former staff; Helen Mackie - former Head; Nigel Shepley - former staff; Susan Newton class of 1980; Anne Williams - former staff & parent; Sally Whittle (née Williams) class of 1986.

Tribute to Sarah Hughes (Class of 1990) Described by her TV editor at The Guardian as a ‘TV Bellwether’ and a ‘wonderful friend’, it was with an outpouring of love and grief that Sarah Hughes was remembered by her colleagues and huge fanbase when she died on Monday 5 April 2021, aged 48. She is survived by husband Kris and children Ruby and Oisín. Sarah had stage 4 cancer and had survived, it was reported, far longer than her original prognosis.

She wrote with passion, humour, warmth and zeal – she was indeed the bellwether for so many TV fans, offering wit, humour, explanation and sometimes a reality check.

Her Game of Thrones and Line of Duty reviews are legendary, even to the point that Game of Thrones creator George RR Martin sought her out for his one and only interview for the TV finale, reported the Guardian.

Sarah attended St George’s along with her sister Emily from 1985 to 1988. She will be much missed and we send our thoughts and warm condolences to her husband, children, family, friends and colleagues.

Please follow these shortlinks below to see Sarah’s tributes in The Guardian https://bit.ly/3uS0ZFp https://bit.ly/3uWKBmS Friends and family of Sarah Hughes have created a crowdfunding website hoping to raise £10,000 to set up a charitable trust in her memory. Those wishing to donate should visit justgiving.com/crowdfunding/ sarahhughestrust

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FOUNDATION OFFICE KEEP IN TOUCH Foundation Office Contact details: 0131 311 8000 foundation@stge.org.uk foundation.stge.org.uk/homepage St George’s Alumnae Group

Our community thrives through communication.

Old and new connections, we like to keep in touch, celebrate success and happy news and support each other during sad and challenging times. To keep our community connected, we warmly invite you to share your news and those of other alumnae.

Please do also share tributes to those friends, peers or colleagues who are sadly no longer with us. This recognition of lives lived is a hugely important part of the OG philosophy and we want to remember and recognise all those that we can.

@stgealumnae St George’s School, Edinburgh, alumnae networking group For whole school news please visit www.stge.org.uk

Reunion events are currently on hold but please visit the Foundation Network to keep up to date with news of school and virtual events https://foundation.stge.org.uk/events The OGA AGM will be held virtually on Thursday 3 June at 6.30pm. Please contact us if you’d like to join the meeting.

ST GEORGE’S, EDINBURGH

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Garscube Terrace, Murrayfield, Edinburgh, EH12 6BG www.stge.org.uk Registered Charity No SC012632