Conference & Common Room

Page 33

Pupils

Clouds of glory Anna Bunting celebrates the blazer Recognising students for their achievements is undoubtedly important in helping to build their self-esteem and sense of pride. Ordinarily this comes in the form of a certificate, a mention at an assembly or perhaps a badge, but the rise of bespoke blazers signals a changing tide in how we can recognise the achievements of students. For some, the concept of a Colours Blazer may be well known and established amongst the school community, for others it will be a totally foreign entity. Perhaps better known are sporting blazers – think of rowing where the banks of Henley are littered with a colourful array of blazers in July or perhaps rugby or cricket where teams can often be seen on tour or after matches in smart shirts and blazers. The impact of a distinctive blazer having been earned is well known at Abingdon School. Perry has been supplying the distinctive pink and white striped Abingdon School Rowing blazer for a number of years. When fittings take place at the school the boys are excited to have earned the opportunity to wear their blazer. It is a source of pride and gives them a sense of belonging to their school long after they leave the school gates at the age of eighteen. Some schools choose to offer a blazer to all members of their alumni so as to provide an opportunity to maintain that sense of belonging and school community after the pupils have left. The alumni organisations at schools such as Haileybury and Ashville College, have distinctive blazers that have been

available to their alumni for a number of years through Perry, and still today it proves popular with alumni who may have graduated many years earlier but still maintain their pride and connection with their alma mater as a past pupil. At University level, there is the award of a Blue which recognises significant sporting achievement on behalf of your university. Traditionally, upon being awarded a Blue an individual buys a Blues blazer to signify their achievement. Perry works closely with Cambridge University Boat Club helping the tradition of the original Blue blazer to continue for the future. There is of course the argument that blazers are outdated or that students would not want to wear them today. This argument is based on seeing a blazer as simply a piece of clothing. The blazers we are discussing here are highly bespoke and move beyond the realm of clothing to a memento that can be worn and remembered fondly as a representation of a period of their life. We often find that people want to purchase their school colours or alumni blazers years after leaving the school, as they regret not having done so at the time. One dilemma often faced by schools is finding a flattering fit that girls like to wear as well. Traditionally blazers have been boxy and square; nowadays there are whole ranges of different styles available to flatter different body shapes. The modernisation of blazer styles means that the blazer has been given a new lease of life, as they can now be produced in styles that appeal to all generations.

Summer 2019

33


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Articles inside

Fr om Morality to Mayhem, by Julian Lovelock reviewed by David Warnes

9min
pages 57-60

Endpiece

8min
pages 61-64

A Delightful Inheritance by Peter LeRoy reviewed by David Warnes

6min
pages 55-56

Too early to say’? Patrick Tobin

15min
pages 50-54

Developing and managing schools overseas, Fiona McKenzie

6min
pages 48-49

This is UEA, Amy Palmer

5min
pages 46-47

Technology and teenage mental health, Andrea Saxel

6min
pages 38-39

Generation Z, Helen Jeys

7min
pages 44-45

Getting it right for overseas pupils from the start, Helen Wood

9min
pages 40-43

Translation, swearing and sign language, Emily Manock

3min
page 37

The other half, Michael Windsor

5min
pages 35-36

Jo blogs, David Tuck

6min
pages 29-30

C louds of glory, Anna Bunting

6min
pages 33-34

Meet meat-free school meals, Nicky Adams

6min
pages 31-32

Getting the most from your data analysis, Sue Macgregor

4min
page 28

GD PR and schools, Richard Harrold

4min
page 24

Good habits formed at youth make all the difference’– Aristotle

3min
page 25

Drawing out unique potential, Gareth Turnbull-Jones

7min
pages 26-27

Mo reton Hall: a non-selective, no rules approach to education, Caroline Lang

4min
pages 22-23

Th e Campaign, OR Houseman

8min
pages 20-21

Can a new school building directly impact academic results? Antonia Berry

5min
pages 18-19

Resilient, nimble and numerous, Christopher King

14min
pages 12-17

The legacy of Donald Hughes, Sarah Ritchie 1

3min
page 6

Stress fractures, Danuta Tomasz

13min
pages 9-11

Editorial

4min
page 5

Ms Kennedy knows absolutely everything’, Alison Kennedy 5

2min
pages 2-4

Teachers matter most, Barnaby Lenon

6min
pages 7-8
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