The Ocellus | Winter 2021 | Issue 47

T H E

Ocellus

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Front cover image: Tom Orton (Upper Sixth, Swift) and Marni Cox (Lower Sixth, Vanbrugh) in the Senior School production of The Threepenny Opera.

Inside front cover: artwork by Annabel Page (OC 2021, Gascoigne)

HEADMASTER’S WELCOME There are a number of obvious benefits to being sporty, for both men and women, including improved physical health and team spirit. The new motto of the Olympic Games is ‘citius, altius, fortius – communiter’ or ‘faster, higher, stronger – together’. It can be argued that sport reflects a human instinct to push our physical boundaries, and to experience the corresponding sense of achievement.

Fans of American High School films will know how many of them are founded on a rather simplistic premise.

Male students are either ‘jocks’, and therefore brash, or ‘arty’ and sensitive, but not both - until someone comes along who breaks the mould as an all-singing and dancing basketball hotshot. British school dramas tend to be more gritty and not eschew anything so formulaic. But I thought I might run with it a little. If we had to choose one or the other – sport or the Arts – what might be at stake in making the choice?

I wonder what similar motivations lie behind, for example, Art, Music and Drama. They have long been a key part of the school curriculum, but why are they so important? I recall the answer given by Billy Elliot to the interviewer at the Royal Ballet School, when asked how he feels when he dances. He struggled to find the words, but finally said, ‘Flyin’ like a bird. Like electricity.

Yeah, like electricity.’ The American painter Edward Hopper said, ‘If I could say it in words there would be no reason to paint.’ In Beethoven’s 9th Symphony, the choir sings the Ode to Joy, written by the German poet Schiller, and those who sing it often say they are filled with a tremendous optimism that is something greater than the words themselves. That is part of the power of music, and of singing, to express the deepest of emotions.

I am not sure my Latin is up to creating a motto for all this, but I will have a go, with an invitation to the Classics Department to say it better – ‘partum, ingenium, sublatio’ ‘creative, expressive, uplifting’. I think the value of the Arts is their ability to unlock something that might otherwise remain trapped. If that is right, then the Arts surely reflect one of the key purposes of education: to draw out. The Arts draw out of our pupils qualities that might otherwise remain forever untapped, including creativity, perception, passion and joy. Matisse spoke of the courage of the artist, too, because the arts require both a mental and physical commitment that matches that of the athlete.

Which is to say that Zac Efron’s alter ego, Troy, is an excellent role-model!

IN THIS ISSUE...

Cokethorpe Conversations: Learning in the Prep School

Pages 2-4

Cokethorpe is Changing

Pages 14-15

Academic Showcase

Pages 16-17

Foundations in the Arts

Pages 18-21

Crossing Borders Week Pages 24-25

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COKETHORPE CONVERSATIONS

Deputy Head of Prep School, Joanna James, discusses the importance of strong foundations for learning in the Prep School, and the benefits of the through school model.

What do we mean by the Creative Curriculum?

It is a way of teaching traditional learning in subjects within a central theme for the term that can span across all subjects. It demonstrates and teaches the interconnectedness of the pupils’ subjects and aids their comprehension of those connections. The pupils can immerse themselves in that theme and can end up almost learning by stealth, enjoying the creative and fun approach

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taken which enables the learning to be more memorable and meaningful or purposeful.

The termly themes are chosen for the year by me and Nicky Black, Head of Prep School. This year, ‘Curiouser and Curiouser’ tied in with the Prep School play, Alice in Wonderland. This term, we have ‘The Pen is Mightier than the Sword’ as the theme; and next term ‘Onward Bound’, with a nod to preparations for next steps.

Within those broader themes, it is up to the class or the year group to teach a classic text which will be the pivot for the theme into the classroom experience. For example, on the

current theme of ‘The Pen is Mightier than the Sword’, Year 5 have chosen to focus on the Second World War in History lessons and we are reading When Hitler Stole Pink Rabbit in English, whilst learning about Judaism in RE and building their own model Anderson Shelters in DT. In Year 4, we are reading The Lion, the Witch and the Wardrobe; so for instance, in a grammar lesson in English last week when looking at similes, I referenced ‘as furry as a coat in the back of a wardrobe’ rather than something more generic. In Year 4 Art, they are building model wardrobes, in History the Oxford Writers and so on. The whole educational experience

becomes entirely immersive; it is not just an isolated lesson on the Bayeux Tapestry, they have studied it in History and Art, they have re-laid a replica in an Outdoor Learning lesson. At the Prep School age, it is enormously beneficial to their understanding to have those connections and that immersion.

Within this framework, we still have our Learning Ladder objectives and the milestones to meet but, provided these are being adhered to, we can craft the lesson plans from week-to-week and really take the pupils’ interests and lead the programme from there. In many respects, this makes the programme child led and creatively led, but the crux is that there is still that scaffolding to ensure those curriculum objectives are met.

You touched on the curriculum there, how does this approach stack up against the National Curriculum?

It is a quite simple measure, actually.

We aim to be one year ahead of the National Curriculum in our objective setting for the year. That goes for the Reception Class right on through to Year 6. On our Learning Ladders, we have the flexibility to add additional objectives, and we focus these additional objectives to fulfil those of the year ahead.

curriculum, we can also introduce subjects at our own pace. For instance, we begin teaching French from the Reception Class. By Year 4, they are learning Italian, and from Year 5 German, Latin and Spanish are introduced. Drama is taught separately to Music, with both having space on the timetable. Other areas that are often combined we keep separate: History and Geography are taught separately, we have two Science lessons per week, and, like the Senior School, we have a breadth of clubs and activities which are incorporated into our School day.

What are the Cokethorpe Characters and why do we use them?

There are seven Cokethorpe Characters, created specifically for the Prep School, with alliterative names to aid recall and comprehension. They were originally conceived of as a tool for the Pre-Prep to introduce morals, ethics and broader approaches to learning, but they proved so successful, and so popular, that they have continued up and throughout the Prep School. The traits of the characters are interwoven throughout the whole curriculum, rather than being reserved for PSHE lessons. The traits are synonymous with

characteristics that are beneficial to the pupils’ development, and we look to embed them throughout. Whether encouraging a pupil to take a chance and try something new, or to show resolve and confidence in moving on to challenge themselves with the next few questions in a Maths exercise, there are countless other examples from our everyday. I am currently teaching Medieval History in our History lessons, which touches on the Chivalric Code.

Using the Cokethorpe Characters’ code in conjunction with the historic material helps make it much more relatable to the pupils. It is a core part of our approach and it becomes integral to School life.

The Characters have a particular focus on them at different times of the year as well; for instance, we have the Go for it Gorilla at the start of a new academic year, and the Caring Camel arrives in the latter half of the Michaelmas Term, promoting the concepts of giving and empathy nearing Christmas. The Resililent Rockhopper is strategically placed mid-year and the academic year is rounded off with the Wise Old Owl reflecting on the year, with the Proud Peacock for those who have portrayed

We can achieve this because of both our approach and of our dedication to maintaining smaller class sizes. It is a bespoke package: we have that added breadth of offer for every pupil and the time and space afforded to tailor that understanding of the material to benefit the individual child and support them in that.

And how does this equate to the subjects taught?

As a School, within that available scope for crafting our own bespoke

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all the Character traits over the course of the year.

These characteristics form an important part of the foundations and preparations for pupils making that move up to the Senior School. I do not think it unreasonable to say that we in the Prep School feel that the Senior School are lucky to have our pupils: when they join the Senior School, they are already well-grounded, global citizens, and have a solid platform on which to further grow and develop their knowledge and understanding.

You mentioned earlier Outdoor Learning, what is it and what benefit does it bring?

I do not think it will be a surprise to anyone to hear that all of the pupils love to be outside, and with the space and grounds we have, we look to embrace and to harness that joy. Moreover, from a teacher’s perspective, the fabulous

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thing is that we have the space in the timetable to make the most of those opportunities. For instance, a trip outside on a pleasant day to look at clouds or a murmuration of birds provides an excellent introduction to metaphors. Year 2 recently ‘found’ an alien spcaecraft planted in the woods, cordoned with police tape, which ignited an interest in their class text.

We have that license to exercise some autonomy over our lessons and the way we provide our curriculum objectives.

Experiential and kinetic learning is far more memorable for them than simply employing a more theoretical approach.

How does the through school setting benefit the pupils in the Prep School?

There are several factors here. First, there is the benefit of the additional facilities that being part of a larger school, and indeed a senior school, can provide. Science laboratories and Drama studios that are kitted out to

support A Level experiments and lavish productions, for instance.

There is a sense of awe, ambition and excitement about being part of the School, and they look up to the pupils in the Senior School as those to emulate; they aspire to that next stage in their educational development.

Equally, there is that sense of security in making that transition to Senior School in an environment with which the pupils are already familiar. There is also a degree of cross-over with the Leadership Traits of the Senior School in the Cokethorpe Characters, and those traits are often referenced as themes in our Prep School assemblies. I think this also serves to provide continuity, a sense of belonging and familiarity when pupils move up to First Form.

MEET THE SCHOOL: MISS WILKINSON What do you do at the School and when did you start?

I joined Cokethorpe as Head of Wardrobe in September 2021.

Previously, I worked as a freelance Theatre Designer, Costume Maker and Lecturer in Design.

My role at the School is to manage and maintain the fantastic costume store, and to design, source or make any costumes required for productions,

theatrical endeavours, or Drama examinations. This gives me the wonderful opportunity to work with pupils and staff across the School on productions with large casts of different ages, as well as helping anyone who comes up to the store needing a unique costume for a one-off event.

What attracted you to the role?

I was attracted to the role because of the range of responsibilities required

of me in a thriving educational setting.

I believe that theatre has a crucial part to play in education, and that young people of all ages can gain personal confidence and learn important skills as part of a theatrical company. The ambition of the Drama Department, and the School as a whole, to make theatre integral to School life - and key in the personal development of some pupils – is admirable and unusual. To be able to support that is both meaningful and a pleasure.

What traits are most important to you in your colleagues?

I respect kindness, a collaborative approach, an open mind and a dedication to their role.

If you could time travel, when and where would you go?

Ancient Egypt or Elizabethan England, with a sketchbook and a pass to the royal palaces or the court masques to make drawings of the amazing clothing!

What are your hobbies and how did you get into them?

Drawing and painting have been part of my life from a very young age; initially I trained as an illustrator and wanted to design children’s books. My dad encouraged a love of paper crafts and book binding. Generally, I enjoy most hand crafts: embroidery, printing, cooking, model making...

Is there anything you wish would come back into fashion?

I am a fan of handwritten letters and handmade cards and books, no longer a part of everyday life as perhaps they once were.

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SENIOR SCHOOL MICHAELMAS PRODUCTION After a two year hiatus we were delighted to be able to bring live theatrical performance back to the Shed with Bertolt Brecht’s The Threepenny Opera in front of a live (albeit restricted and socially distanced) audience. Tom Orton (Upper Sixth, Swift) was delightfully devious as the antihero ‘Mac the Knife’ Macheath, charming and threatening his way through the London underworld.

Isabella Caffyn (Fifth Form, Vanbrugh)

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and Jamie Wehrle (Lower Sixth, Queen Anne) were energetic, grotesque and terrifying in their respective roles as Mr and Mrs Peachum, running a network of thieves and beggars and violently guarding their ‘turf’. Their daughter, the lovestruck Polly, was charismatically portrayed by Poppy Stewart (Lower Sixth, Gascoigne), whose stage presence was commanding, sympathetic and professional.

In the mix of these hoodlums shone some excellent individual performances from Dylan Morris (Lower Sixth, Vanbrugh) as the corrupt DC Tiger Brown, Amelie Hawkins (Fifth Form, Vanbrugh) as his jilted daughter Lucy; Marni Cox (Lower Sixth, Vanbrugh) as the heartbroken and treacherous Pirate Jenny, Amy Goodgame (Fifth Form, Feilden) as the charismatically tough PC Smith and Molly Ferrier (Third Form, Vanbrugh) as the creeping Filch,

to name but a few amongst this highly talented cast and crew.

We were treated to a panoply of rogues, from the different gang members all dressed in signature threads, influenced by a range of eras from the 1920s right through to the 1980s. There were superbly spirited performances from the cast, with too many standout roles to mention them all individually here; but the future

of Cokethorpe Drama is set to be explosive with so many talented and eager performers from the younger years. If you would like to see the performance, then please do check the Letters Home from December to find a link to the film.

Special thanks must go to the highly organised and talented backstage Crew, the Music Department and to our new Head of Wardrobe, Mrs Wilkinson,

for their invaluable support. We are excited to announce that this term’s production will be the fabulous Little Shop of Horrors at the end of March, and we would urge you to buy your tickets now.

The Threepenny Opera was an explosive return to live theatre and our pupils will have many opportunities to perform over the coming year.

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PUPIL PERSPECTIVES - TUTOR PARTNERING Jamie Minns (Upper Sixth, Vanbrugh) explains the Tutor Partnering programme.

Tell us about the Tutor Partnering system in House.

Members of the Upper Sixth in Houses – and later in the year, the Lower Sixth, will join the afternoon Registration and the Registration slot on a Tuesday morning of another year group from First Form to Fifth Form within their House, spending time with them and generally supporting the members of that tutor group.

How does this work?

Part of the idea is to break down barriers that might otherwise slip in. We are lucky here in that we are a pretty cohesive unit as a School, you know people from other year groups through activities, sport, music, drama, Houses, and so on, but in the Sixth Form, with your studies, you do start to feel a little separated from some of the new pupils further down the School. This provides a great way of keeping in touch with wider School life. I think that goes both ways and, for the younger year groups, it can perhaps feel quite intimidating at first approaching and talking with some of the Sixth Form who are, after all, on the verge of adulthood. It definitely helps with that approachability.

How do you support your group?

In all sorts of ways. I think there is that pastoral element where it might allow one of the younger pupils an opportunity to ask questions about what it is like in the Sixth Form, studying certain subjects to A Level, or even if there were a question they felt more comfortable talking about with someone who is closer in age.

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How did you find this as a younger pupil?

This was a new initiative as of September 2021, but I was able to achieve something similar through my involvement in Sport and in Drama productions, which allowed me that opportunity to have direct connections with older pupils and students. I know that really benefitted me, and, for others that may not have had their option if Sport, Drama, or an equivalent opportunity was not really their thing. I think having that person you are friendly with in another year group is beneficial. For instance, I was able to have an in-depth conversation about one of the A Level choices that I was considering at the time with Téo Loeffen (OC 2020, Gascoigne) who I played hockey with; it was great to have that perspective.

Through this programme, it is brilliant that more pupils are getting that same opportunity.

And how do you feel about the Tutor Partnering programme as a Sixth Former?

I was a little uncertain about it at first to be completely honest, but I really enjoy it.

As much as anything, I enjoy getting to know the younger pupils and hearing a fresh perspective on something that takes you out of your dayto-day life even for a few minutes over Registration.

The School places a lot of store in its Leadership Traits, is this scheme a perfect bedfellow?

Absolutely. As one of the Deputy Heads of School, I think there are perhaps more crossovers for me with areas of my activity in that role and the Tutor Partnering scheme. However, you can readily see how it does, and, more to the point, provides those opportunities for those who are not Prefects or Heads of School. Helping to build confidence and having the courage to talk with people you are not so familiar with, developing empathy in understanding their perspectives, or helping someone take responsibility for their studies by asking an older peer when they need some guidance.

MEET THE SCHOOL: MR BIGGS What do you do at the School?

I teach Economics and Business Studies, and I am also Head of Hockey.

When did you join?

I re-joined the School as a teacher in 2018, having left as a pupil in 2010.

Who was your favourite teacher when you were at school and why?

Mr Shingleton – I admired his confidence and was always keen to impress him. He used to say ‘Business is never black and white; there are always shades of grey’, which is something I uphold and repeat to this day.

What is it you love about your chosen teaching subject and how do you inspire your pupils to share that passion with you?

The basic economic problem requires society to make choices in the face of limited resources. Unknowingly, pupils at Cokethorpe are required to make important decisions; often on a daily basis. What should they have for lunch? Which AOB option will provide most benefit? Which GCSE and A Level subjects should they choose to study?

It is fascinating to see Economics at the heart of our pupils lives, and my pupils are encouraged to comprehend the applicability of my subjects beyond their education.

What drives or inspires you?

As a proud Old Cokethorpean, I am driven to provide our current and prospective pupils with a lifechanging and memorable experience that I was so fortunate to have.

Who would play you in the movie of your life and why?

Jason Statham… I have been told we are very alike!

If you found out today was your last day on Earth, what would you do?

Very cliché but I would savour the day with my family, I would also have to make time to watch Match of the Day one last time!

Can you tell us about the Business Studies textbooks you have produced?

Upon beginning my career as a teacher, it was always my intention to organise the Business and Economics curriculum content in a way that was meaningful to me. During the national lockdown in 2020 – caused by the COVID-19 pandemic – I took up the challenge of producing my own course textbooks for GCSE and A Level Business; whilst delivering lessons remotely to our pupils, of course. These resources are an amalgamation of the content from various course publications, but also includes input from my own experience in industry and from my colleagues in the Department. It has given me immense satisfaction and pride to see pupils at the School now using these textbooks, and I can only hope they will support and enrich their learning. I must now arrange a book signing event!

What is your biggest fear?

I would not fare well in the ‘I’m a Celebrity Get Me Out of Here!’ challenges. Being stuck in a confined space with rats, frogs and other wildlife would terrify me.

Do you have any special talents?

I took up carpentry during the national lockdown in 2020 and have since made practical pieces of furniture from recycled wood, such as a Living Room TV unit, and a bespoke kitchen pantry.

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COKETHORPE CREATIVITY These ceramic fish were made in ‘Potty Potters Club’ which takes place on Thursday afternoons and is for Years 5 and 6.

This is an informal session where the pupils learn basic ceramic skills. These fish were made using two pinch pots for the hollow body, rolled-out clay for the fins and tail and coils of clay for the mouth. Once fired in the kiln, the pupils applied coloured glazes and the pieces were fired again. The whole process took three sessions in between firings.

Below Right: The pupils looked at the work of the Austrian artist, Hundertwasser, and produced textured surfaces by scratching into paint and inks. They then used these papers to create their own imaginary landscape. This project linked in with their class topic at the time which was ‘A Sense of Place’ – looking at Oxford and its surroundings.

Landscape Collage by Juniper Bayes (Year 4, Symonds)

Firework Night by Iona Mettrick (Year 6, Gwyn) Left: The pupils in Year 6 produced paintings of a firework display using a variety of techniques. Chalk pastels were used to give the sky a hint of colour, silhouetted buildings were represented through collaged black card and the fireworks were created by using fluorescent and metallic paints.

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MEET THE SCHOOL: MRS HAMMOND What do you do at the School?

I am one of the Art teachers here at Cokethorpe; splitting my week between the Prep School and the Senior School. I am also usually involved with the Drama productions in both schools, helping with the set, props and make-up.

When did you join?

I joined back in 2011 as a part-time Senior School teacher and taught both Art and DT for a few years before becoming Head of Art in the Prep School.

Tell us about your passion for Art, when this began and how it has formed such an important part of your life?

I have always enjoyed being creative.

My mum was a professional cake maker so I was constantly playing with either fondant icing or marzipan as a very small child. I carried on experimenting with 3D materials at college where I studied Ceramics. I became a practising Ceramicist for several years and then was lucky enough to become an Artist in Residence at a private school in Cambridgeshire. I decided to go on to do a teaching qualification. During my first teaching job I found myself producing work for several Home Interior and Craft magazines as a side-line. I finally took the plunge and stepped away from teaching to become an Interior Designer and Stylist for the magazine world and an on-screen designer for several TV programmes including BBC’s Real Rooms.

How does teaching Art differ in the Prep School from the Senior School?

I absolutely love my job as I get to teach most ages, right from Reception Class to Third Form. I also help out in the Outdoor Education Department. I love the enthusiasm of the younger pupils,

their positive energy is such a tonic.

The Senior pupils are lovely but in a different way. Teaching at this level allows me to share my skills with them and inspire them to stretch themselves and realise their potential as artists. I have recently been running a clay club for the Art Award Holders in the Senior School.

Why choose Cokethorpe?

Cokethorpe is a very special place for me. I have been here long enough now to have watched shy little children that I met in Reception Class turn into confident young adults as they collect their leavers mementos at Prize Giving and go on to the next chapter in their education.

like, ‘What are you doing that I should be doing?’ and, ‘Where do I find the OneDrive?’ will always make me giggle.

Most memorable moment?

I once taught a full lesson with a live mouse in my boot. The mouse must have used my boot to escape from one of the cats. I threw the boots into the back of the car and quickly changed into them once at School. I then ran into my first lesson completely unaware of the stowaway. It was 30 minutes into the lesson when I started to feel something scratching my toes.

The irritation got progressively worse until I could not stand it any more so I whipped off my boot and the mouse scuttled across the floor. All the pupils squealed and leapt up onto their chairs.

What would be the title of your memoir?

Living with boys, animals and mud.

What do you like doing in your free time?

I am one of those slightly obsessed ‘horsie’ women and love nothing more than galloping around the countryside. If I am not on my horse, then I will be out walking my two dogs, or pottering around the garden with the chickens and cats.

Which colleague has had the greatest impact on you?

I would have to say Mr Lawson. We shared one of the Art classrooms for several years and I have never laughed so much!

His famous ‘one liners’

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CLASSICS IN MODERN EDUCATION Can you tell us about the provision of Classics in the School?

Our Department prides itself on how it has grown from year to year, pioneered by one member of staff into the triumvirate (that’s a Latin word for three people who rule together) that it is today. This means that we have been able to tailor our teaching of the ancient world to Cokethorpe pupils, immersing them in this multidisciplinary area of study. The overarching term, Classics, actually refers to a trilogy of subjects: Latin, Classical Greek and Classical Civilisation.

All pupils in the First and Second Form study Latin, discovering the roots of their own language and culture. In the Third Form, Latinists opt in and can consider taking the language further at GCSE and/or A Level.

Greek is introduced at the end of the Second Form, which can be continued in Third Form Greek AOB where pupils explore how intertwined the myth, history and language are with our own. We offer the Greek GCSE as an AOB, enabling pupils to gain an extra GCSE on top of their other options – impressive stuff. For those who have an interest in the ancient world but did not click with the linguistic side of things, there is the Classical Civilisation A Level which engages with the literature, history and culture, however, all in English.

Why study Classics?

The Classical world lies behind so much of our modern world, and is still everywhere around us.

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When we talk of an Achilles’ heel, or a Herculean effort, or a Trojan horse; when we mention the Midas touch,

or say someone is opening Pandora’s box, or define a spider as an arachnid; when we refer to Cloud Cuckoo Land, a Gordian knot or the Oedipus complex we are drawing on classical myths.

When we name the Delta or micron variants of Covid, or describe a labyrinth, or use an atlas; when we call someone our nemesis, or our muse; or debate about democracy - we are using Greek and Roman ideas, letters or myths.

In so many areas, the Greeks and Romans set the agenda, asked most of the questions and gave the first workable answers. The first step in understanding the modern world is understanding how we got here. And of course, it is enjoyable!

Why do Schools continue to teach dead languages?

We object to the term ‘dead’: not spoken is one thing, but using the language to read the works of Homer,

Plato, Cicero and Virgil (to name a few) is anything but ‘dead’. Not to mention its positive impact on the literacy and vocabulary of young people.

As an unusually logical and inflected language, Latin allows us to think about the nature of language itself: how it works, how meaning is constructed and conveyed, how languages differ from each other. This allows us to reflect on how we use English, both formally and creatively. As most European languages derive from Latin, this provides a very large linguistic panorama.

How does Classics link with other subjects in the curriculum?

Classics is the heart of the humanities.

Even a brief exposure to Classics will involve History, Literature, Mythology, Art, Philosophy, Politics, and much else.

Students of Modern History see many parallels with Ancient History; students of English Literature see similar richness in ancient plays and poems;

students of Mathematics see the logical structure and patterns of the languages reflect their own calculations; students of Physics share the curiosity about how the world is organised.

What other skills does the subject teach students, both in and out of the classroom?

Learning the languages themselves involves a range of logical and analytical

skills (translating Latin and Greek is like cracking a code or solving a puzzle). It enriches vocabulary and enhances memory. It enlarges historical perspectives. It opens up a world of storytelling that inspires and shapes creativity.

What are the real-world practical applications of Classics?

Classics has for a long time been a

touchstone for academic ability. This is because it involves, tests and develops so many desirable and transferrable skills.

Famous Classics graduates include Dame Mary Beard, JK Rowling, Tom Hiddleston and Chris Martin. Classicists can be found as academics, writers, broadcasters, entrepreneurs, lawyers the list is almost endless.

MEET THE SCHOOL: DR WINKLEY When did you join the School?

September 2016.

What is your role?

I teach in the Music Department and am presently in charge of the academic matters and peripatetic staff within the Department. I also lead the Orchestra and accompany the Choirs and our various vocal ensembles.

What do you enjoy most about working at Cokethorpe?

I think my colleagues and the camaraderie among the staff would top the list. Those interactions with pupils and supporting their musical endeavours is always rewarding as well.

What makes the approach to music at Cokethorpe stand out?

One of the things that often comes up from new pupils is the lack of barriers between the youngest and the oldest in our ensembles. The more experienced pupils are always willing to look out for and support the younger in their musicmaking. There is a collaborative approach.

Are there any projects or new ventures on the horizon you are particularly excited about?

We have just launched a new Chamber Music group, which primarily comprises our younger pupils. We are getting going with the theme to Brideshead Revisited which features a number of woodwind solos.

What advice would you give to any budding young musicians?

Three words: Practice, practice, practice! I would also say to aim high and actively pursue opportunities for county and national orchestras and groups.

Those opportunities become ever harder to come by as you get older, so make the most of them.

Tell us something your colleagues would be surprised to know about you.

I have just started beekeeping and have undertaken a two-year course in Gloucestershire and intend to keep hives in the future.

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COKETHORPE IS CHANGING Cokethorpe is Changing Cokethorpe has a new vista. A stunning new Pavilion, creating spacious changing rooms for teams to prepare for Games, AOB and competitive matches now nestles at the top of our driveway. Each of the ten changing rooms is spacious enough to accommodate whole teams, with additional shower cubicles, WCs and a medical room. The timber design ensures the building blends with our beautiful parkland and a green roof enhances biodiversity.

Buildings, and our environment, impact us in many ways and we often respond to the spaces we inhabit. This first-class facility, with each of the rooms named after an Olympic city, sets standards of excellence and aspiration for Cokethorpe pupils to take onto the playing fields.

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Please visit www.cokethorpe.org/change to watch a 40-second film showing the evolution of the Pavilion – from architect design to its first use by pupils earlier this year.

and the development of the Oxford-Cambridge Ark, offers the prospect of high-quality and rewarding jobs once your child enters the world of work.

A Decade of Change The Pavilion signals the beginning of a decade of transformational change for the School.

We will, of course, continue to invest in the Arts and Humanities as well as Sports and Outdoor Education, ensuring your son or daughter develops academic breadth and depth, health and wellbeing and the Leadership Traits that are synonymous with a Cokethorpe education.

A major science facility is planned in the location of the current changing rooms that will create ten spacious teaching and lab rooms.

Our Science teaching will ensure Cokethorpe pupils flourish beyond the School: one-in-five Cokethorpe pupils attending university study a Science (the majority of whom were girls) and Oxfordshire’s numerous science parks,

Community Benefit The Pavilion will also enable local schools and clubs to better use our outdoor sports facilities, making Cokethorpe a hub for community activity. The Pavilion will make it easier for pupils from the Corinthian

Partnership (a partnership of four local primary schools) to join us for activities, enhancing the sports experience for pupils in the Prep School.

The Pavilion will also allow us to expand the number of local sports clubs and associations using Cokethorpe for their practice and games. Cokethorpe already plays host to a number of activities: from Rugby Tots through to Oxfordshire FA’s Coaching Programme (and everything in between). The Pavilion will improve our offering to those events that require changing facilities, increasing our links to the local community.

The Power of Gifts Philanthropy has been a key enabler in our ability to develop sport at the School. The Sports Hall was built with gifts from parents and OCs and, over the years, has played host to countless games and activities – developing physical and mental wellbeing, leadership and teamwork. Ten years ago, generous donors funded the cricket nets near the exit of the School. This has helped us introduce cricket as a main summer sport for girls and develop an external events programme that includes hosting the MCC Foundation’s Oxfordshire outreach programme.

Thank You to the Cokethorpe Community Significant change is only possible with the support of the Cokethorpe Community.

Your support through gifts, attendance at events, volunteering with the CPFA, introductions to local businesses and charitable foundations will underpin the School’s ability to create the resources and opportunities necessary to implement major projects.

Many parents already support the School with gifts, particularly in choosing to donate their deposit when their child says their ‘farewell’. The gifting of deposits has enabled many projects over recent years – ranging from music workshops to the purchase of books - and is a simple, and highly impactful, way to support the School.

The Cricket Nets were installed in 2012

Whether it be for the benefit of Science or Sport, Arts or the Humanities, every pound invested at Cokethorpe is an

investment in the education of present, and future, Cokethorpeans.

Parents generously choosing to make gifts, and donate their school deposit, to the Annual Fund has enabled a number of projects over the years including the development of the Prep School Reading Room.

Cokethorpe.org/change Please visit cokethorpe.org/change where you can watch pupils from the Prep and Senior School exploring the Pavilion.

You can also register to receive updates on the School’s development plans and ways you, or your business, can be involved.

You can also contact Gareth Simpson, Director of Development, who would be delighted to hear from you: development@cokethorpe.org.

Thank you for all you do to support the School.

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ACADEMIC SHOWCASE Third Form Persuasive Speech Overfishing: Our Oceans’ Biggest Danger

by Felicity Hill (Third Form, Gascoigne) So, what is overfishing, and why are we not talking about it? Overfishing is the removal of marine life from a body of water at a rate that cannot be replenished. You might have heard of it, you might not have. Either way, I can assure you it is a bigger issue than you think.

In a recent study, scientists predicted that by 2048 there will be virtually empty oceans and no fishable marine life left. That is twenty-seven years. Twenty-seven. But why is this the case? Plastic? Oil spills? Well, the greatest cause of this rapid deterioration is fishing.

In David Attenborough’s book A Life on Our Planet, he states that 90 percent of the fish population are either overfished or fished to capacity. This is not acceptable. You may have a hard time believing this, but it is true. To put it in perspective, 2.7 trillion fish are caught a year: that is 5 million every minute. We must not sit back and let governments and fisheries get away with this. We are running out of time to put a stop to this, to make change, because in only a matter of time, it will be too late to go back. The damage will be done.

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In addition, another massive issue for the fishing industry is bycatch.

Bycatch is the process of marine species being caught unintentionally while trying to catch another type of fish. Unfortunately, this is one of the

biggest issues marine animals face. On average, 650,000 marine mammals are caught per year due to bycatch and a horrific 7.3 million tonnes of marine life. This is disgusting. These animals do not even die for a cause, their deaths are just the consequence of bad fishing methods.

Why do we do it then? And what about the dolphin safety labels you see on tins of tuna and other supermarket fish? StarKist officials, according to court documents, say ‘it is unrealistic for consumers to expect that the label means zero harm or injury to dolphins or other wildlife because bycatch is an unescapable part of any fishery.’

Anywhere from one to twelve dolphins (on average) can be killed for just one can of tuna. Just one. So, your answer: the market is overconsumed, fisheries are desperate for any kind of catch, no matter the consequence.

But the way we fish does not just increase the issue of overfishing, but also many other marine crises. Just a few examples include the plastic crises (specifically the Pacific Garbage Patch).

You all know about the dramatic issues plastic can cause to our environment, but did you know that 46 percent of the Pacific Garbage Patch is made up of plastic fishing nets?

On top of that, bottom trawling has a huge impact on our coral reefs - reefs we desperately need. Bottom trawling is a specific type of fishing that scrapes fishing nets along the seabed.

This method of fishing is extremely damaging. Data has shown that bottom trawlers wipe out 3.9 billion acres a year: that’s equivalent to losing 4,316 football fields per minute.

Scientists predict that if we carry on at

this rate of unethical fishing, by 2050, 90 percent of our coral reefs will be dead. Dead. Coral reefs are home to millions of marine animals and are also extremely helpful to us. Over half a billion people depend on coral reefs for food, income and protection. In addition, coral reefs provide massive protection against tsunamis, storms and overall erosion.

This issue does not just affect marine animals. It affects everyone. You. Your friends. Your family. Everyone.

The ocean takes up 71 percent of the earth’s surface; this means it holds incredible power. Power that is crucial to our survival. An investigation into the ocean’s CO2 levels revealed that 93 percent of our planet’s CO2 is stored in the ocean. This means that losing just one of the ocean’s carbon stores - just one - would be equivalent to releasing the emissions of 97 million cars. Losing just a fraction of the carbon would cause mass devastation not just for the environment, but for us as well.

Changes need to happen. We need to increase Marine Protected Areas now.

Today.

Unfortunately, only five percent of the ocean is part of a Marine Protected Area and, on top of that, many MPAs still allow fishing. Stricter laws need to be enforced by every government all over the world. We need to be the ones who demand the change because our governments have let us down. If you are not going to do it for the marine animals, then do it for us.

Our planet. Our survival. Because the environment, especially the ocean, is our lifeline.

Cambridge Schools Classics Project Ovid Competition Arachne and Athene

By Eva Graves (First Form, Gascoigne) Arachne sits in her small, quiet house.

She sits weaving in her small, quiet house.

But Athene hears of her small, quiet house, What she does in her small, quiet house, How skilled she is in her small, quiet house.

Fierce Athene visits the small, quiet house.

Changes shape nearby the small, quiet house.

Heads towards Arachne’s small, quiet house.

Sees her work inside the small, quiet house.

Knocks on the door of the small, quiet house.

Athene’s let into the small, quiet house.

Is given wine in the small, quiet house.

Gives some advice in the small, quiet house.

Is argued with in the small, quiet house.

A challenge starts in the small, quiet house.

They weave stories about the big, wide world.

Stories of power in the big, wide world.

Of strong Artemis in the big, wide world, And of young Phaethon in the big, wide world.

All day long focused on the big, wide world.

Athene feels defeat in the big, wide world.

Becomes furious with the big, wide world.

Curses Arachne in the big, wide world.

Strikes, strikes Arachne in the big, wide world.

Tries to strike her skill from the big, wide world.

Arachne shrinks in the big, wide world.

Smaller than a mouse in the big, wide world.

To the first spider in the big, wide world.

To a weaving beast in the big, wide world.

Another lovely thing for this big, wide world.

Scholars’ Presentation WENERGY

By George Keates (Fourth Form, Vanbrugh) Climate change, as we all know, is one of the largest problems humanity has ever faced. Every day we see the stark realities of it. But as we know, there are ways of slowing and tackling climate change. For example, reducing our waste and investing in the electrification of cars.

In the last few years, we have seen huge increases in new technologies which are already making significant impacts on climate change. But there is still room to expand this market and for generations to come, to innovate more products. This is where WENERGY comes in. I assume you are asking yourself what it is?

WENERGY is a new way of powering homes, electric vehicles and in fact, anything that uses electricity.

WENERGY is a hydroelectric generator which is linked to a water tank that is situated halfway down a downward

drain pipe. It works when rainwater runs into the drain pipe system of your house which then flows into the downward pipe where it reaches the box. Inside the WENERGY box there is a four litre water tank which has a release mechanism for when it fills up.

Once released it is then passed into a pipe network until it reaches what I call the main event, the turbine. This turbine is a modified hydroelectric generator which can power an LED light for two hours with two rotations of the turbine. As the water spins the turbine friction is created which is converted into electricity which then goes into rechargeable batteries. The electricity stored in the batteries as I said earlier can power almost everything.

Now I will explain how the idea came about. For a long time now I have had an interest in Engineering and Design, and in the First Form I found the engineering section of the BBC website.

I found an article on a city in the US, which had implemented hydroelectric sewage drains. This gave me the idea of WENERGY. Whilst I was in First Form, I approached the DT Department and spoke to them about my ideas. They suggested things I might like to think about. Since then, they have been very supportive and have helped me design and create WENERGY. The plan going forward for WENERGY is to keep redesigning it until it reaches its full potential. This includes larger generators amongst other ideas. I have also begun the patenting process to protect WENERGY for the future.

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FOUNDATIONS IN THE ARTS What is your role and how long have you worked at Cokethorpe?

I have worked at Cokethorpe for 24 years, having joined as a Year 6 teacher in 1998. There were only three classes in what was then the Junior Department.

Mr Rotherham, a previous Head of Music, suggested I might teach Music which has always been a huge passion of mine. As a child I learnt piano, cello and enjoyed orchestra and singing in choirs. In the 1980s I performed as a singer and keyboard player in the band, Colour Me Pop. As well as class lessons, I started the choir and was delighted to discover some very talented singers.

When Mrs Hooper Head of Drama, moved to her position in the Senior School, I was delighted to accept the role as Prep Drama teacher.

It is my strong view is that all children can offer something to the Arts. I always enjoy seeing how children progress when performing in concerts and productions and feel immensely proud of what they have achieved. I consider myself extremely fortunate to have such a rewarding job in the most beautiful of settings. However, recently I have made the decision to step away slightly from ‘the helm’ of the Arts and this new chapter will also be exciting.

What makes the Arts such an important part of a child’s education?

The Arts are fun and creative and help pupils with several different life skills. During lessons, children are encouraged to express themselves freely and as specialists, we aim to create dynamic and vibrant lessons.

Arts lessons build personal confidence and self-esteem (after our recent production of Alice in Wonderland for example, the dormouse had a large fan base in Pre-Prep!)

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Spending time embracing the Arts has proven benefits for children’s academic performance. What skills do Drama and performance give to children in an academic setting?

The Arts are a contrast to the rigor of academic subjects, allowing children to shine in different ways, be it playing an oboe or taking to the stage. Drama provides pupils with an outlet to self-express and explore their imaginations though creative play.

It develops interpersonal skills though teamwork, role play and social interaction. It allows pupils to experiment and develop their verbal and non-verbal communication skills, making them resilient, as well as seeing the world in a different way. I feel passionately that these skills will enhance academic performance .

How do the Arts sit with other subjects in the curriculum?

In the Prep School, arts projects tend to link with whole School themes across the curriculum. A performance of Darwin Rocks linked with ‘Our World’ and the musical Alice with ‘Curiouser and Curiouser’. During Lent Term 2022, ‘The Pen is Mightier the Sword’ will link with An Evening of Verse, where the children will perform poetry, Shakespeare as well as a miscellany of musical items.

What happens in a typical Music or Drama lesson?

I encourage the development of skills through listening and appraising, a variety of Music and Drama related activities (including creating and exploring) and performing. Singing is at the heart of all our musical learning. We might work towards performing for an audience and we sing in Assembly each week (even when using Teams).

The pupils will be learning about the importance of good posture and breathing techniques and learn a large repertoire of songs of contrasting styles. We also talk about the music and how it makes you feel, using musical language to describe it. Last year, during ‘Take One Picture’ for Arts Week, (where children came off timetable and explored a well-known painting), the pupils had been learning about the artist Marc Chagall, so the violin became an obvious focus for our Music lessons. As well as playing the instrument, we enjoyed listening to some exciting Folk Fiddle pieces.

Most class lessons will be practical and fun. Our pupils develop new skills and concepts all the time, as well as revisiting established ones.

For example, Reception Class have been experimenting with percussion instruments, Year 5 have been learning how to sing and play Bon Jovi’s ‘Livin’ on a Prayer’ and Year 6 have been improvising with melodicas and glockenspiels.

What is on offer for musicians in the Prep School?

I encourage as many pupils as possible to learn an instrument and we have a huge range of peripatetic teachers to offer individual lessons. We also have a range of exciting Music clubs, including Pre-Prep and Prep Choir, Samba, Keyboard, Ocarina, Ukulele and Junior Band.

Drama games are always very popular as a warm-up and everyone has their favourite. Children like familiarity which also provides pupils who lack confidence with reassurance. I also allow pupils to express their individual views during ‘Egg-Time’.

During class lessons, pupils are encouraged to explore familiar themes and characters though improvisation

and role play. When it comes to performances, I encourage every pupil to choose their role within group work and later develop their character; be it part of a traditional story, one of the ‘Three Wise Men’ or even a Shakespearean character from A Midsummer Night’s Dream. For these more formal performances, scripts are encouraged to be taken home so that cues and lines can be learnt.

What live performances and productions have taken place in the Prep School recently?

There are usually several performances throughout the year, including instrumental recitals, Christingle, An Evening of Verse, Concerts, and Sing Up Day, concluding with Prize Giving on the last day of the Summer Term, where all our children perform a play in a marquee.

Last year, the restrictions meant that we created a special film The Nutcracker – An Unprecedented Adventure, rather than a live Christmas production. With its vibrant costumes and different locations, this proved to be a highly memorable experience for all. Year 6 leavers also presented two ambitious filmed performances of Shakespeare’s Macbeth and A Midsummer Night’s Dream.

Past Christmas productions in The Shed, have included the exciting musicals Joseph and his Amazing Technicolor Dream Coat and Darwin Rocks and most recently, the extravaganza Alice the Musical. The pupils certainly enjoyed the experience of performing in our wonderful School theatre, with its tiered seating and professional lighting and sound.

Finally, Pre-Prep performed their charming Nativity A Bundle of Joy in the Corinthian Room to conclude 2021.

How do you prepare children for performances?

Ideally pupils prepare for performances during their lesson time and rehearsals are incorporated into planning several weeks before. All pupils will have lines of a playscript, (or poetry) or perhaps song words to memorise and it is essential these are taken home to practice. Closer to the performance, lessons naturally transform into full rehearsals.

If we are lucky enough to be performing in The Shed, we may change the timetable in order to get used to working in the much larger space. Pupils will be able to put all their skills into action such as learning to engage with an audience, which can be quite daunting to start with. Pupils have to practice being silent backstage or behind the curtain when not downstage in front of the audience. Also working with the exciting lighting and sound requires extra rehearsals, as does using props and wearing costumes, so a dress run is always essential.

How do the skills learnt in the Arts in Prep School lead to greater success in the Senior School?

The Arts ‘umbrella’ encompasses Art, Music and Drama and these subjects are all certainly thriving in the Prep School, as evidenced by all the different performances, number of instrumental lessons and uptake of clubs, as well as the stunning artwork displayed on every wall. There are a plethora of skills pupils learn in these subjects. Of course I hope the children take all these skills and experiences and they help them to succeed in the Senior School. The possibility that I may have helped or inspired them in some way during their time in Prep School fills me with pride.

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A BUNDLE OF JOY On Friday 10 December, Pre-Prep performed two uplifting performances of their Nativity, A Bundle of Joy. The pupils processioned into the Corinthian Room, their sparkling costumes illuminated and glowing in the darkness. After gliding down the aisle, the play began.

with Mary and Joseph to Bethlehem after Caesar’s decree. Bethlehem market was very busy with traders and the amusing innkeepers had no rooms available (although surprisingly, they did have wi-fi).

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The Pre-Prep pupils sang beautifully throughout, joining in with all the actions. There were several stand-out

In the fields, the naughty sheep refused to go to bed. When a heavenly host of angels appeared and Angel Gabriel relayed her important

songs including There’s No Room For You, We’ve Got Good News! and the poignant solo in Poor Shepherds. Mrs Wilkinson had also created some fantastic costumes, including an ingenious ‘star umbrella’ with integral lights.

The narrators had learnt all their lines by heart and told the story beautifully and the audience were treated to some wonderful acting by the cast.

You may have heard of most nativity characters, but not Grumble; the grumpy, grumbly donkey who travelled

to the stable to gaze with awe and wonder at the baby Jesus.

message, the shepherds trembled with fear. Everyone, including the Three Wise Men and their disgruntled camels, followed the moving Star

This charming performance filled everyone with Christmas cheer and was certainly bundles of fun!

ALICE IN WONDERLAND Cokethorpe Prep managed to bring Lewis Carroll’s zany world to life and wowed parents with two incredible performances of Alice In Wonderland in The Shed.

All the nonsense of ‘Wonderland’ was beautifully captured in this engaging, and exciting production. Each pupil from Year 3 to 6 had both a speaking role and a fantastic costume created by our Costumier. The audience enjoyed the humour as well as the catchy songs, including numerous solos and dances.

The musical culminated in a spectacular finale as the whole cast sent cards cascading over Alice. There were many stand-out performances, including eleven Alices portraying the different stages of her amazing adventure.

However, it was the sheer joy and energy from the whole of Prep School which resonated and their delight to be performing once again was clear to see.

Alice In Wonderland captured everyone’s curiosity and imagination in an experience that will reverberate for a long time.

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SCHOOL NEWS Christmas in the Prep School The Prep School’s Christmas Jumper Day celebrations were taken to the next level this year, thanks to a flying visit from none other than good old Saint Nick. The pupils looked on in awe as Father Christmas descended to cries of glee and general merriment. This was only furthered on their return to the Mansion House by the discovery of a gift left for each of them. A fine conclusion to the Michaelmas Term.

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Sam Sedgman Author Visit

Odd Socks Day

In keeping with the theme of ‘Curiosity’, the Prep School were delighted to welcome bestselling author Sam Sedgman to speak to the pupils. Sam is a writer of adventure and mystery books, including an award-winning series entitled Adventures on Trains.

Sam spoke to pupils about his love of ‘anything and everything’ to do with trains from around the world. He led inspiring and entertaining workshops, encouraging the pupils to write their own adventure and mystery stories.

He also accompanied Pre-Prep to the woods and treated them to a reading from his novel under the trees.

CPFA Fireworks

On Monday 22 November, 34 Academic Scholars from First Form to Lower Sixth took part in the Scholars’ Exhibition Evening. Attended by pupils, parents and teachers, the event was held in the Dining Hall where the Scholars each exhibited the independent research they had conducted on such diverse topics as Nietzschean philosophy, Japanese theatre, global economics and quantum theory.

Thanks to the work of our Cokethorpe Leaders in Action (CLA) initiative led

by Senior School pupils Monty Bolton (Fourth Form, Vanbrugh) and Freya Winfield (Second Form, Feilden), staff and pupils were invited to wear odd socks to School in support of AntiBullying Week. ‘Odd Socks Day’ was created by the Anti-Bullying Alliance to encourage everyone to celebrate what makes us all unique, and aims to highlight that everyone is different.

These beautifully different feet are from the wonderful pupils in Class 6BG.

Sixth Form Preview Evening

The sky above the Mansion House was bursting with colour as the crowds gathered in the School grounds to watch the annual CPFA Fireworks Extravaganza. The huge bonfire provided a spectacular backdrop to the fairground rides and stalls which were keeping the crowds busy until it was time to watch the display. There were plenty of ‘ooohs’ and ‘aaahs’ as the fireworks were set off, delighting the 1,500 spectators. There was also an array of food and drinks to choose from, including paella, soup, hot chocolate and mulled wine.

Scholars’ Exhibition Evening

The Sixth Form Preview Evening gave Fifth Form pupils the opportunity to begin the process of choosing their Sixth Form subjects and learning a little more about the Sixth Form. There were two elements to the evening: a series of presentations, and a subject fair. The presentations which given by students from Lower and Upper Sixth were focused on the journey through the Sixth Form, and included advice relating to the process of subject choice. Also included was a short presentation on the EPQ. For the subject fair, each department was represented by both teachers and students – it was an opportunity for guidance, conversations, and lots of questions.

The overall winner of the event was George Keates (Fourth Form, Vanbrugh), whose outstanding presentation on WENERGY - an innovative new form of hydroelectricity(see page 19) was directly related to this year’s Scholars’ Programme theme of ‘Climate Change’.

Special mentions also go to the runners-up, Danny Arbuckle (Lower Sixth, Queen Anne) and Claudia Woods-Cano (Lower Sixth, Swift), whose respective presentations on racial bias towards the death penalty and the intersection between beauty and illness were also highly commended. The next stage of their projects will see the Scholars write up their findings as academic articles for publication in the Scholars’ Journal.

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Crossing Borders Week Crossing Borders has been the subject of a recent week-long focus at Cokethorpe where, through a series of opportunities and activities, pupils and staff were encouraged to consider what it means to step out of our comfort zone and into the unknown.

When we talk of crossing borders, we usually mean that we are moving from one country to another … but not this week. This week has been all about challenge, about doing something new, about picking up a snake or eating ants or crickets. It has been about abseiling off the Mansion House or sleeping wild under a tarp, but it has also been about learning to make an origami crane or learning how to play Korfball.

Some pupils have learned to suture, some have tried busking, but many have immersed themselves in a new experience in order to consider how we can better be comfortable with the unfamiliar.

Talks have included ‘The Domino Effect’ considering how small actions can lead to great change and ‘Black and British – a forgotten history’. Poetry from refugee writers has been posted around the campus and discussed in morning briefing. Pupils in French lessons considered an untitled poem

by Alain Mabanckou that compared migration to the experience of a bird in flight.

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We want our pupils to become global citizens who can feel empathy for the plight of others and feel empowered to bring about change, even through small actions so that they can face the uncertain world of the future. This week has offered opportunities, not only for new experiences, but also ways of considering the part we can play.

using the resources available. The next element involved preparing the ingredients for their one pot meal for the evening, a vegetable chilli. The rigours of the day evidently caught up with the pupils as they all started to make their way into their shelters and sleeping bags for the remainder of the night. As the sun started to poke through to slowly warm the woods, the fire was relit for the final task: making bacon and egg rolls.

The pupils emerged from the smoky woodland tired but triumphant. They all demonstrated great resilience, teamwork and resourcefulness in the face of adverse conditions.

Anna McNuff Survival Night As the sun was setting on a calm October afternoon, a handful of Third Form pupils decided not to take the regular commute home but to stay in School. These pupils had put their names forward to really test themselves in Crossing Borders week on the much anticipated ‘Survival Night’. After a quick briefing, the brave volunteers made their way into the School’s woods to complete their first task: building an improvised shelter to be their home for the night.

The second task involved keeping the group warm and fed for the evening.

Pupils scoured the woodland collecting firewood and established a campfire

Cokethorpe pupils were ushered into the world of international adventurer Anna McNuff. Named by Condé Nast Traveller as one of the 50 most influential travellers of our time, and

by The Guardian as one of the top modern female adventurers, Anna has undertaken some truly awe-inspiring solo journeys and adventures: cycling and running unsupported across the Andes, the whole of the USA, New Zealand and the UK. Anna foregrounded the idea that ‘the magic happens when we step outside our comfort zone.’ She regaled our pupils with tales of derring-do from every corner of the globe, stressing that each adventure begins with the simple desire to see something new and challenge oneself.

Chepstow Castle and Tintern Abbey As part of their studies of the Norman Conquest this year and the theme of Crossing Borders, First Form visited Chepstow Castle and Tintern Abbey on Tuesday 19 October.

They spent the day looking at how castles gradually evolved to cope with ever more destructive weaponry, and the grandiose ambitions of their owners. For more than six centuries, Chepstow was home to some of the wealthiest and most powerful men of the Medieval and Tudor ages. From Chepstow, they travelled the short distance to Tintern Abbey. Tintern Abbey is a national icon on the banks of the River Wye. It was founded in 1131 by Cistercian monks. But then, thanks to the patronage of wealthy Marcher lords, in 1269 they began to build a new abbey church and did not stop until they had created one of the masterpieces of British Gothic architecture.

Pupils enjoyed the day, despite the ‘Medieval’ weather conditions and gained a real insight into how the Norman Conquest shaped the landscape of England and Wales from 1006 onwards.

100 Coats Campaign

Sixth Form Taster Day

A note of thanks from the Lower Sixth BTEC Group for all the support with the #100 coats campaign.

On Tuesday 23 November, all pupils in the Fifth Form were given the opportunity to sample the Sixth Form experience. The pupils attended four full-length Sixth Form taster lessons (which they had chosen in advance); for many this was a chance to try subjects that they have yet to study (for example, Psychology and Philosophy).

With your support, they collected over 100 coats for adults and children.

The adult coats have been dropped off to Aston and James, who will then distribute them to the homeless in Oxfordshire, and the children’s coats will be sent in a container over to Calais with the charity ‘Care4Calais’.

The Lower Sixth BTEC students also ran a cake sale and raised £144 which will go to the charity ‘Crisis’.

Curiosity Activities At the start of the term, the Prep School pupils were greeted one morning with a curious ‘Drink Me’ potion. Before a tentative taste, they imagined what might happen if they drank it.

Fittingly, at the end of the first half of the Michaelmas Term, the pupils were presented with deceptive dishes to trial their tastebuds. Fickle foods such as ‘Eat Me’ grubs disguised the lemon drizzle cake and a ‘mouse mousse’ did tempt some of our Curious Clownfish.

Unusual culinary techniques were also the theme of the Adventure Mornings run by the Head of Outdoor Learning, Mr Slader. He showed the pupils in Years 3 to 6 how to make a chocolate orange cake on a campfire. Oranges were hollowed out and filled with a chocolate brownie mix. The delicacy was wrapped in aluminium foil and baked on the fire, lit safely and skilfully by the pupils with their own flints.

In addition, the pupils enjoyed various enrichment elements: a wonderful lecture given by Alex Hibbert, Polar Explorer, about an unexpected winter in Greenland; a quick-fire General Knowledge quiz in the Sixth Form Centre; a ‘thinking about your future’ workshop (led by Mr Uglow, Mrs Cooper and Mr Tolputt); and a carousel of skills workshops, including ‘Cookery’ with Mr Stone, Head Chef, ‘PublicSpeaking’ with Mr Walwyn, ‘Interview Skills’ with Mrs Black, and ‘Logic’ with Mr Waldron. An enjoyable, challenging and illuminating day was had by all.

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Public Speaking Competition

Peacock Ball

Congratulations to the team of pupils who competed in the Public Speaking competition run by the prestigious ESU (English-Speaking Union). The team had been preparing all term for the event during their Public Speaking AOB and were ably assisted in their research, writing, and questioning, by Josca Chapman (Third Form, Swift) and Jack Hammond (Third Form, Gascoigne).

On the evening of Friday 17 September, students, parents and teachers gathered on the Mansion lawn for an evening to remember: the Summer 2021 Peacock Ball.

Public Speaking combines multifarious skills which our team demonstrated in spades: Lily Charles (Fourth Form, Gascoigne) and Emily Stewart (Fourth Form, Gascoigne) opened the evening’s event as Chairperson and Questioner respectively. With a mature balance of eloquence, organisation, critical thinking, and discerning questioning, they were awarded highly by the judges for their efforts. Our Speaker, Henry O’Brien (Third Form, Harcourt), faced a painstaking wait before being the last person to deliver his speech on the motion, ‘Kill to Cure: can the hunting of animals ever help the survival of endangered species?’ Henry spoke with clarity and conviction and showcased his wide-ranging research during questioning which, paired with our earlier showing, resulted in the Cokethorpe team being the first awarded a place in the next round.

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Sixth Form Christmas Dinner The theme for the fancy dress at the Sixth Form Christmas Dinner this year was the ‘First Letter of your Name’. As always, the creative costumes did not disappoint...

Much like the Chelsea Flower Show, summer came late this year; and yet it was worth the wait. It was a two-tiered affair, celebrating the Cokethorpe careers of both the 2021 Leavers and those of 2020. The OCs, some of whom had returned from university to attend, were at their gracious, exuberant best, and there was magic in the tent.

The Ball, organised by Clare PriestleySmith and her outstanding team of helpers from the CPFA was based on the theme of James Bond. Lavish martini cocktails, a casino Blackjack and Roulette, and a full height James Bond cut-out which lay around every corner.

They included: a ‘Tyrannosaurus Rex’ (Taryn), a ‘Ringo Starr’ (Rosie), a ‘Slice of Naan Bread’ (Sam), the ‘Jamaican Bob Sleigh Team’ (a Joe, a Jamie and two Jameses), and – rather disturbingly – a ‘Mr Tolputt’ (Emily) and a ‘Mrs Cooper” (Millie).

The food was delicious (a lovely cut of lamb), and the wine flowed. After the meal there was dancing to a terrific local covers band. From Queen to Queen Latifah, no song was left unturned and no corner of the dance floor was left undanced on. A stunning display of fireworks at 10.00pm provided brief respite for the hips, and then the guests were back on the dance floor.

Following a glass of prosecco in the Sixth Form Centre, it was down to the Dining Hall for a delicious Christmas meal. Entertainment included a quiz, written and orchestrated by Emily Mumford (Upper Sixth, Feilden) and Millie Knight (Upper Sixth, Gascoigne), and some socially distanced singing. A fantastic way to end the year for our Sixth Form students.

STEM Week Pupils took part in a range of activities as part of STEM Week.

F1 Talk The Sixth Form students were lucky enough to hear from Mike Elliott, the Technical Director at Mercedes F1.

Lighthouse Challenge On the Monday, Third Form took part in a STEM challenge where they were tasked with building a lighthouse out of a limited range of materials. Pupils had to use their knowledge of electronics to create a circuit. They showed great enthusiasm and teamwork.

Design Challenge On the Tuesday, the First Form welcomed George Oram, who ran a workshop on product development looking at how the design, iteration and manufacture process works. The First Form were split into groups and had to design and invent a toaster of the future. All of the pupils were fantastic and created some really fun inventions.

Mr Oram was then kind enough to come and talk through projects with our A Level DT group which was very valuable.

He spoke to students who are studying A Level DT and Physics about the workings of the F1 industry, going into detail about the physics behind how to make an F1 car fast. He also brought in Valtteri Bottas’s steering wheel and parts of F1 cars for the students to have a look at. The students were fascinated by his insights and grateful that he took the time out of his busy schedule to speak to them.

STEM Fair The STEM Fair, provided an opportunity for pupils across the School to investigate STEM through a series of hands-on tasks and demonstrations.

Pupils were able to consider a variety of different concepts through these activities. These included how long every day items take to decompose; having a go at the egg drop challenge, making some pop rockets, looking at the inside of a heart, and completing maths puzzles.

Throughout the week, tutor groups took part in designing the blades for a wind turbine. A huge variety of designs were submitted. Those that produced over 1.5v had enough voltage to power an LED. Congratulations to Harcourt who, as a House, managed to accumulate over 6v and win the competition.

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UTILISING TECHNOLOGY - SURFACE PROS We discussed the introduction of Surface Pros with Director of Studies, Mr Uglow, Head of Digital Learning, Mr Ladell-Stuart, and Head of IT Services, Mr Goodwin.

Talk us through the set-up of Surface Pros in classrooms.

Over the past two years, the School has embarked on an ambitious programme to harness the benefits of a fully integrated IT infrastructure. Before this project, each classroom had a different set-up, making it difficult for teachers who move from room to room. Now, all classrooms are standardised, with a large-screen TV and a dock, enabling teachers to connect via their Surface device. More recently, wireless capability has been added, meaning that teachers can move around the classroom whilst retaining access to the board. The knowledge that every classroom has the same equipment enables teachers to plan with confidence. Standardising the classrooms has enhanced the learning experience for pupils, and increased efficiency for teachers.

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What are the benefits to the teaching and learning environment for pupils?

Another part of the project involved all pupils and staff gaining a Surface device.

This has enabled the School to harness the power of the Microsoft suite, making good use of Teams and OneNote to help organise learning and support progress. Using OneNote, pupils can collaborate efficiently and can access teaching resources seamlessly. Teachers can view pupil work, provide feedback and easily input additional material as required. Mini-whiteboard software can be deployed to increase opportunities to check for understanding. The devices are seen as an additional tool for use in the classroom; not to replace the

teacher, or to replace the importance of discussion and interaction, but to make the process more efficient and more effective.

How do we utilise the technology?

At present, our focus is principally on the use of OneNote and Teams. These platforms help us to communicate effectively with pupils, increasing their personal responsibility rather than relying upon tutors to convey messages.

Homework is set using the Assignments function on Teams, which helps to integrate all aspects of learning. With the addition of standard classroom setups and Surfaces for all members of the Senior School, it really does not matter where a lesson is taught, as pupils and staff can access resources on the go, safe in the knowledge everything is backed up to the Cloud. Particularly in recent times, use of programmes such as Teams has allowed us to maintain the School spirit by maintaining regular social events and gatherings such as Headmaster’s Assembly, even when this has had to be remotely.

How does this impact on our Microsoft Showcase ambitions?

Our progress to Microsoft Showcase School status continues, and while the Surfaces are certainly not the sum of our efforts, they add to it. They allow staff and pupils alike to demonstrate their skills and abilities across the board. From problem

solving and knowledge construction through to communication and selfregulation, pupils are developing 21st Century skills through their use of technology, and the Surfaces have allowed us to embed this further into our curriculum.

What benefits does this bring to the School?

The Surface Programme has offered us flexibility in what we do as a classroom, enabling us to make full use of the wider Office suite to increase efficiency, enhance communication and facilitate collaboration. Through engaging with the Microsoft Suite, pupils are developing confidence in their understanding of the world of the modern workplace. Things will evolve and change, of course, but our use of technology means that our pupils will grow with these changes, and enter life beyond School better equipped.

PUPIL PERSPECTIVES We asked two of our Digital Leaders Finn Landeghem (Fourth Form, Vanbrugh) and Matthew Cook (First Form, Gascoigne) how being issued Surface Pros has changed the way in which they have been taught in their lessons.

Tell us about how you use your Surface Pros in your lessons?

I use my Surface Pro for the majority of tasks in a lesson, such as notes, work sheets and even interactive online games such as Quizlet live.

FL I mainly use mine for OneNote as a learning platform in lesson time. We also sometimes use Teams or other Microsoft apps.

MC What do you use them for out of the classroom?

I use my Surface Pro outside the classroom predominantly for homework tasks and revision. This enables me to use tools such as Quizlet, Educake and OneNote.

FL It means I can check my lessons every day. It is also hugely beneficial for dayto-day organisational tasks, such as checking my timetable.

MC

How has the introduction of the Surface Pros to your classrooms changed the way you work?

The introduction of the Surface Pro to the classroom makes it easier for us as pupils to work on things collaboratively. It also means we are working efficiently and ensures each of us can revisit topics we need a greater understanding of without any difficulty.

FL How has it improved or enhanced the way in which you learn?

It has helped tremendously in improving my organisation, because everything is so accessible and can be found in one place.

FL How has it improved or enhanced the teaching you receive?

The teachers using the Surface Pros have been able to make working more efficient than before and allow us to learn in a more varied way. You can also look at resources, including videos, pictures and various reading materials at your own pace.

FL Did you find them difficult to learn to use?

Due to the fact that you use them in a majority of lessons, you learn as you go and in a matter of days you understand most processes.

FL I certainly found it very intuitive and easy to learn, as did my classmates.

The training sessions helped too.

MC

How have you and your peers had to adapt to make use of them?

We have had to adapt to become more responsible for charging our Surface Pros and keeping them safe, and making sure you do not get distracted with other things. I think it is an important learning process though.

FL Our teachers also gave us lots of support in learning how to use them.

It has become second nature now.

MC

Staff News Michaelmas Term Leavers Mrs V Penrose, Teacher of Mathematics and Director of Academic Development Miss R Mitchell, Head of Music Welcome Mr R Blank, Teacher of History (Maternity Cover) Congratulations Mrs G Ostler (Née McDougall) and her husband Matt on the birth of their son Frederick John Lockwood Ostler, born on Sunday 28 November weighing 6lb 10oz.

Mr J Stevens and Miss R Dodson on the birth of their daughter Arabella Olive Stevens, born on Monday 29 November weighing 11lb 11oz.

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Cokethorpe School Witney, Oxon OX29 7PU Tel: 01993 703921 Email: admin@cokethorpe.org The Ocellus | Issue 47 | Michaelmas 2021 Edited and produced by the Communications Department. Published by Cokethorpe School.